Anthony Marini

Teaching for Transfer : Fostering Generalization in Learning

Contents: Preface. A. Marini, R. Genereux, The Challenge of Teaching for Transfer. C. Bereiter, A Dispositional View of Transfer. J.C. Campione, A.M. Shapiro, A.L. Brown, Forms of Transfer in a Community of Learners: Flexible Learning and Understanding. M.K. Singley, Promoting Transfer Through Model Tracing. D.F. Dansereau, Derived Structural Schemas and the Transfer of Knowledge. S. Griffin, R. Case, A. Capodilupo, Teaching for Understanding: The Importance of the Central Conceptual Structures in the Elementary Mathematics Curriculum. A. McKeough, Teaching Narrative Knowledge for Transfer in the Early School Years. M. Pressley, A Transactional Strategies Instruction Christmas Carol. J.L. Lupart, Exceptional Learners and Teaching for Transfer.

Assessment of Pharmacists’ Patient Care Competencies: Validity Evidence from Ontario (Canada)’s Quality Assurance and Peer Review Process

Maintenance of competence is integral to health care practitioners’ continuing professional development. The adequacy and value of indirect assessment of competence (through, for example, learning portfolios or attendance at educational events) has been questioned. Direct assessment (such as written tests of clinical knowledge or objective structured clinical examinations, OSCEs) has been advocated as a more meaningful indicator of a practitioner’s competence. This paper describes the Ontario (Canada) College of Pharmacists’ experience with direct assessment through the Peer Review/Quality Assurance process. This process consists of a self- assessment questionnaire, ongoing maintenance of a learning portfolio, a written test of clinical knowledge, and an OSCE. Each year, a randomly selected group of pharmacists in Ontario undertake the Peer Review process. After five years of operation, 992 pharmacists had participated in this program; 86% of participants met or exceeded standards and were encouraged to continue with their own professional development while 14% of participants did not meet standards in identified assessment areas, and were directed to a peer-assisted process to facilitate professional development. Findings suggest individuals who were educated outside Canada or the United States, those in community pharmacy practice, and those who had been in practice 25 years or more demonstrated greatest difficulty in meeting standards. The implications of these results for pharmacy practice and professional development are discussed as are issues related to direct and indirect assessment of clinical skills.

A Validity Study Of Expert Judgment Procedures For Setting Cutoff Scores On High-Stakes Credentialing Examinations Using Cluster Analysis

This study compares an expert judgment process—minimal performance levels (MPL) using the Nedelsky and Ebel procedures—for setting cutoff scores for pass/fail on licensure examinations with an empirical approach—cluster analysis. Data from all three components of the Canadian Standard Assessment in Optometry (CSAO) examinations (knowledge, clinical judgment, and clinical skills) from 243 candidates were obtained. Results indicate that for the written components of the exams employing the Nedelsky method of MPL setting, there was a mean agreement of pass/fail of 81% with the cluster analysis approach on pass/fail categorization. For the performance exams using the Ebel method, the mean agreement of pass/fail with the cluster analysis was 93%. Thus the subjective approaches to setting cutoff scores (i.e., expert judgment methods) converge with the objective method (i.e., cluster analysis) of classifying test takers in the same categories.

Effects of Stem Orientation and Completeness of Multiple-Choice Items on Item Difficulty and Discrimination

The effects of stem orientation (positively stated stem or negatively stated stem) and completeness (complete stem or incomplete stem) of multiple-choice items were studied experimentally. Provisions were also made for determining possible interactions between orientation, completeness, and achievement. Thus, subjects (142 senior education students) were classified into three achievement groups (Low, Medium, High). A three-way factorial design (orientation x completeness x achievement) was used as the experimental model. Results indicated that incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty or discrimination. Neither orientation nor completeness interacted with achievement or with each other. The implications of the results are discussed.

Empowering Untenured Faculty Through Mosaic Mentoring

Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty members. To extend the understanding of this issue at a research-based university in western Canada, a survey was sent to deans, department heads, and new faculty. Based on the results of this survey, a focus group of new faculty members was conducted and semi-structured interviews were held with department heads who had implemented effective mentoring programs. The results of this investigation indicate that mosaic mentoring programs, which have no agendas to preserve hierarchies and power imbalances, and which view all faculty members as continuing learners, could reduce feelings of dissatisfaction among new and early faculty members and support conditions for identity transformation.

Standardized Assessment of Pharmacists' Patient Care Competencies:: A Model for Maintenance of Licensure (MOL) in the Health Professions

Assessing the ongoing competence of practicing health care professionals requires regulators to balance complex demands of governments and the public, as well as interests and concerns of practitio...