Reflection on Assessment and Evaluation of Teaching Health Promotion

Reflection on Assessment and Evaluation
Student Name
Institutional Affiliation
Date
Reflection on Assessment and Evaluation
Give an example of your teaching, how you assessed students or clients, and how you self-evaluated your performance.
I used a teach-back approach towards teaching the clients about health promotion. Teach back method entails asking the learners to repeat in their words what they have learned (Yen & Leasure, 2019). This approach aims to ensure that learners understand what the instructor teaches and can do it on their own. In assessing the patients, I used a formative assessment. The approach involves the evaluation of learners at intermediate points. The fundamental aim is to assist the learners during the learning process by assisting them to reflect on the challenges so that they can grow. I self-evaluated my performance by asking for feedback from the learners.
What curriculum and strategies did you use to convey the content, knowledge, and skills?
In conveying content, knowledge, and skills to the clients, I used inquiry-based instruction. Here, the teacher poses thought-provoking questions to inspire the learners to think for themselves (Marshall, Smart & Alston, 2017). I encouraged the clients to become independent learners by asking questions and investigating their ideas. Through this approach, the learners developed problem-solving skills and a deeper understanding of the health concepts.
How did you address learning styles and generational traits?
The instructors consisted of baby boomers and Generation X. For the Boomers, I was a friendly expert. I utilized interaction and dialogue. I would give them a chance to ask questions. When dealing with Generation X, I would guide them, as opposed to being the expert. I gave them choices on how and when to learn. I made everything relevant for them.
What assessment strategies did you use? Based on the results, how effective was the instruction?
I used a combination of assessment strategies to evaluate the learners. Firstly, I asked open-ended questions to get the learners talking about health issues. I avoided answers that required a yes or no. Instead, I asked questions that provoked their thoughts and allowed them to make more discoveries on the subject matter. Secondly, I used peer instruction, where one learner would try to teach the others (Tullis & Goldstone, 2020). I would ask a student to teach others on a certain topic of interest to determine how well the particular student has understood the concepts. Since the learners knew that they could be asked to teach, they would make every effort to understand the concepts in advance. Additionally, I used a think pair share approach. I would allow the students to take a few minutes and think about a question. Next, I would pair them with a partner to compare their thoughts. I would eventually ask a representative from the group to share with the whole class what they have discussed. The students demonstrated an understanding of the health promotional concepts. This demonstrates that the instruction was effective.
How effective was your performance? How did your performance contribute to the program in which you are/were working?
My performance was effective...