Susan E. Hannam is Associate Professor and Co-Director of the Athletic Training Curriculum at Slippery Rock University, Slippery Rock, PA 16057.
J Athl Train. 1995 Oct;30(4):338-41.
The use of performance-based evaluation and alternative assessment techniques has become essential for curriculum programs seeking Commission of Accreditation of Allied Health Education Programs (CAAHEP) accreditation. In athletic training education, few assessment models exist to assess student performance over the entire course of their educational program. This article describes a model of assessment-a student athletic training portfolio of "best works." The portfolio can serve as a method to assess student development and to assess program effectiveness. The goals of the program include purposes specific to the five NATA performance domains. In addition, four types of portfolio evidence are described: artifacts, attestations, productions, and reproductions. Quality assignments and projects completed by students as they progress through a six-semester program are identified relative to the type of evidence and the domain(s) they represent. The portfolio assists with student development, provides feedback for curriculum planning, allows for student/faculty collaboration and "coaching" of the student, and assists with job searching. This information will serve as a useful model for those athletic training programs looking for an alternative method of assessing student and program outcomes.
基于绩效的评估和替代评估技术的使用对于寻求获得认证机构委员会认证（CAAHEP）的课程项目来说至关重要。在运动训练教育中，几乎没有评估模型可以评估学生在整个教育计划中的表现。本文描述了一种评估模型——学生运动训练的“最佳作品”组合。该组合可以作为评估学生发展和评估课程效果的一种方法。该计划的目标包括与 NATA 的五个绩效领域相关的特定目的。此外，还描述了四种类型的组合证据：人工制品、证明、产品和复制品。在学生完成六个学期的课程过程中，完成的高质量作业和项目根据证据类型和代表的领域进行识别。该组合有助于学生发展，为课程规划提供反馈，允许学生/教师合作和“指导”学生，并帮助学生寻找工作。对于那些寻求替代评估学生和课程成果的方法的运动训练项目来说，这些信息将是一个有用的模型。
