After are fit to be on the register to

After the teaching has taken place it is essential that an
assessment is carried out to determine its effects on the student. NMC 2008, Domain
3 on assessment & accountability, elaborates to nurture professional growth,
individual development and accountability by supporting students in practice
area. To demonstrate and contribute to the overall assessment, to provide constructive
feedback and to be accountable confirming that the students are fit to be on
the register to practise safely. Hence the key role of mentor is to assist and
assess the student in their learning and to identify any concerns and try to
help them to attain their Bondy levels at their appropriate study year.

The purpose of assessing students
is to make sure that we as mentors are protecting the public and ensuring that
the students have the apt knowledge, skill and attitude towards safe and
effective care and not to harm the public. It also helps to predict the future
behaviours and judge the level of student’s achievements, it also aids in
motivating the students to be better and outshine. Assessment also acts as a
tool to evaluate teaching and to assess competencies. Auditing assessment
across the placement area gives an idea of how mentors are organised in a
specified region and upcoming students to such placements have a good
experience.

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Main type of assessment include
continuous, formative, summative and self-assessment. Continuous and formative
assessments provide support to students by giving regular feedback, action
plans for development and remedy measure if required. While summative
assessment occurs at a fixed time and looks if the students has reached the
desired level. Self-assessment is carried out by students through reflection. It
is very essential that as a mentor to know the various type of assessment so we
could help our students and perform them in a timely manner to pick up cues if
they need help.

Every assessment carried out by
the mentor must meet the 4 cardinal criteria, validity, reliability,
discrimination and practicality. Validity checks if it’s measuring the thing
which it is supposed to, whether it’s based on the course and also to check the
attitudes and values. Reliability means even if the assessment is done on a
separate occasion or by a different assessor, the results must be same for it
to work. Discrimination looks for a decisive clarity between those who have
certain stands and others who don’t. And finally it should be practical in
terms of ease, cost and time to do the assessment. The whole goal of these 4
cardinal sings is to assess the knowledge, attitude and skill of the student.

For mentors to assess student’s
evidences that could be used are direct observation, question and answer
sessions, feedback, and witness statements from other staffs, reflection (both
discussion and writing) and simulation. This will help the mentor to assess the
students based on the criterion referencing, Bony levels or by norm
referencing.

In terms of back draws, even
assessment can fall short due to some conditions, and this must be carefully
considered by the mentor. Halo effect occurs when previous knowledge of students
is seen favourable and assumes that they will know it, in the opposite the horn
effect make mentor have a negative judgement. Hawthorne effects is from the
name where this was studies and it says that when students are observed, then
they tent to do better. Error of leniency and error of severity are being wither
too soft or too harsh in judging the student respectively. And another error is
the central tendency error, which means the mentor gives a middle score
irrespective of the quality of work by a student.

Giving constructive feedback to
students helps them to motivate and work hard in achieving the level that they
are expected to be at. While giving such feedback the mentor has to be specific
on communicating the issue with the student, explains their strengths and what
they did good, explain what area need improving, give suggestion on how to
improve them and the time frame required to achieve them. This can be done with
an action plan with time scales and areas of concerns to be achieved. And if still
struggling then to involve university staff to further guide the students in
helping them.

Most mentors feel that its lack
of there mentoring/teaching ability when it comes to failing a students. But
mentors must not feel so and they need to identify such issues earlier while
carrying out appropriate assessments. Jervis and Tilki states, “Organisational,
professional and personal factors impact on confidence when referring poorly
performing students.” Mentors need to seek help and advice from senior
staff/mentors or university tutors when they come across a poorly performing
students, because that would aid in helping both the student and mentor.

SWOT analysis is used by
organisations to show how efficient and effective it is in achievement of its
mission statement. Organisational effectiveness is a balance between
controllable internal factors which are the strengths and weakness against the
factors that is outside the organisations direct control which are the opportunities
and threats. I have done an assessment on my work area about offering a
positive learning and assessment experience to learners with the help of a SWOT
analysis, where I identify the strength, weakness, opportunity and threats and
how this can be used for students to provide a good learning environment.