Abstract
BackgroundThe current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care.MethodsTheoretical and practical assessment methods were developed and used with simulated patients and computer-based tests to identify strengths and areas for personal development among staff with no formal education.ResultsOf the 157 staff with no formal education, 87 began the practical and/or theoretical assessments, and 63 completed both assessments. Several of the staff passed the practical assessments, except the morning hygiene assessment, where several failed. Other areas for staff development, i.e. where several failed (>50%), were the theoretical assessment of the learning objectives: Health, Oral care, Ergonomics, hygiene, esthetic, environmental, Rehabilitation, Assistive technology, Basic healthcare and Laws and organization. None of the staff passed all assessments. Number of years working in elderly care and staff age were not statistically significantly related to the total score of grades on the various learning objectives.ConclusionThe interactive assessments were useful in assessing staff members’ practical and theoretical knowledge, skills, and abilities and in identifying areas in need of development. It is important that personnel who lack formal qualifications be clearly identified and given a chance to develop their competence through training, both theoretical and practical. The interactive e-assessment approach analyzed in the present pilot study could serve as a starting point.
Highlights
The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care
Specific aims The aims of the pilot study were to (a) describe a method of interactive e-assessment of prior learning, b) present results of e-assessment of staff with no formal education who are working in Swedish elderly care and (c) study possible relationships between age, years working in elderly care and staff grades on the various learning objectives
Spearman’s rank order correlations were used to assess bivariate correlations between the variables age, number of years working in elderly care and staffs’ summed grades on total points on the theoretical and practical assessments, respectively, and total combined points for the theoretical and practical assessments
Summary
The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care. In Sweden, validation of prior learning is defined : “Validation refers to a structured assessment and recognition of experience and skills acquired both within and outside the formal education system. It comprises measurement and formal recognition of actual competence or implicit knowledge” [2] p94. We used the term assessment, where assessment of prior learning implies an examination of the knowledge, skills and abilities an adult individual has acquired through working life in elderly care
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