Best Practices in Faculty Training for Computer-Based Testing

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Best Practices in Faculty Training
for Computer-Based Testing
Ashley Castleberry, PharmD, MAEd
Assistant Professor and Director of Assessment
University of Arkansas for Medical Sciences College of Pharmacy
ancastleberry@uams.edu

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WHAT DO YOU WANT TO GET
OUT OF THIS SESSION?

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Session Learning Outcomes:
• Explore key characteristics of adult learning and their
impact on training for ExamSoft
• Identify best practices for training faculty to use
ExamSoft for the first time
• Brainstorm ideas to create a fun assessment for your
faculty to experience the program as a student

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Adult Learning Theory
• Andragogy- the art and science of helping
adults learn. [Malcolm Knowles, 1980]
• Key Components of Adult Learners
– Internal Motivation
– Life Experiences
– Goal Oriented
– Relevance
– Practical
– Respected

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KNOWING THIS,
WHAT ARE SOME
BEST PRACTICES IN
TRAINING ADULTS?

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Best Practices in Training
• Motivate them to learn
• Give control when possible
• Relate the new to what is already known
• Clearly define the goals of training
• Show importance and relevance to daily practice
• Design realistic activities
• Make information practical
• Discover together
• Encourage questions
• Reflect often

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CHANGE IS WELCOMED WHEN THE
LONG-TERM BENEFITS ARE PERCEIVED
TO BE GREATER THAN THE SHORT-
TERM DIFFICULTIES.
Keep the perspective…

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The Process
Practice,
Practice,
Practice
Behind
the
Curtain
Be the
Student

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SESSION ONE
Users experience the platform as a student to discover the
advantages and key components of the program
Be the
Student

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Be the
Student • Create a Fun Exam
• Walk Them Through the Process
• Register
• Download Exam
• Take Exam
• Cool Features
• Upload Exam
• Review Report Cards
• Reflection
• “What features do you think students
will like about ExamSoft?”
• “How will report cards be beneficial in
your course?”

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SESSION TWO
Users get a glimpse “behind the curtain” and explore the
basics of the online portal
Behind
the
Curtain

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Behind
the
Curtain • Create Items
• Item Templates
• Categories
• Create Exams
• Preview Exams
• Practice finding and correcting
mistakes
• Post Exams
• Proctoring and Tracking Students

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SESSION THREE
Users practice entering items, using categories, and creating
exams with their own test questions
Practice,
Practice,
Practice

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Practice,
Practice,
Practice • Import old items into ExamSoft
• Assign categories
• Organize items for easy access
year to year
• Analyze reports and item
statistics
• Review individual student exams
• Create a practice quiz

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KEEP REMINDING YOUR TRAINING
GROUPS ABOUT THE “WHY” AND THEY
WILL MORE HAPPILY DEAL WITH THE
“HOW.”
To facilitate change…

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LOGISTICS OF TRAINING
How do you make this happen for all faculty?

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Logistics of Training
• Offer multiple trainings at various times and locations
• Offer different levels of trainings
• Have faculty bring their own laptops
• Print handouts but also post online
• Send follow up email
• Offer a ‘come & go’ training right after the semester
begins
• Be patient!

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Did we cover everything?
• Key Components of Adult Learners
– Internal Motivation
– Life Experiences
– Goal Oriented
– Relevance
– Practical
– Respected

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CHANGE IS DIFFICULT
…BUT IT IS NOT IMPOSSIBLE.
CHANGE IS PAINFUL
…BUT IT IS NOT DEBILITATING.
CHANGE IS WORK
…BUT IT IS WORTH IT.

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Next Steps…
• How can you implement this training for your
faculty?
• What changes will you make to your faculty
training sessions?
• How can you make training fun for your
faculty?

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References:
• Merriam, S. B. (2001). Andragogy and selfdirected learning: Pillars of adult learning theory. New
directions for adult and continuing education, 2001(89), 3-14.
• Knowles, M. S. The Modern Practice of Adult Education: From Pedagogy to Androgogy. (2nd ed.)
New York: Cambridge Books, 1980.
• Houle, C. O. The Inquiring Mind. Madison: University of Wisconsin Press, 1961.
• Tough, A. Learning Without a Teacher. Educational Research Series, no. 3. Toronto: Ontario Institute
for Studies in Education, 1967.
• Tough, A. The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning.
Toronto: Ontario Institute for Studies in Education, 1971.
• Knowles, M.S. (1970). The modern practice of adult education: Androgogy versus pedagogy. New
York: New York Association Press.
• Queensland Occupational Therapy Fieldwork Collaborative, The Clinical Educator's Resource Kit.
Adult Learning Theory and Principles.
http://www.qotfc.edu.au/resource/index.html?page=65335&pid=65375
• Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online
learning environment. Journal of interactive online learning, 6(2), 116-130.
• Holton, E. F., Swanson, R. A., & Naquin, S. S. (2001). Andragogy in practice: Clarifying the
andragogical model of adult learning. Performance Improvement Quarterly, 14(1), 118-143.

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Ashley Castleberry, PharmD, MAEd
Assistant Professor and Director of Assessment
University of Arkansas for Medical Sciences College of Pharmacy
ancastleberry@uams.edu
Thank you!

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