ExamSoft Education Connection

A Webinar Series for Sharing Assessment Ideas
Join Us Each Week
June 10, 2020 - August 12, 2020

ExamSoft Education Connection is an all-new assessment webinar series that brings together educators across different programs to connect and learn from fellow program instructors and academic leaders. Listen in as they share their own experiences and insights on topics such as education technology, digital assessments, and making the most of student and program data.

Learn from Educators as They Explore the Real Value of Computer-Based Testing

  • Discuss and Share Digital Assessment Insights
    With engaging and topical presentations and interactive Q&A sessions, you can learn
    how to start integrating what others have learned into your own processes.
  • Commit to Making an Impact in Your Program
    Hear about using the resources at your disposal to reorganize your teaching and assessment
    strategies, un-silo your data, and collect insights that put student learning first.
  • Learn Ways to Help Achieve Programmatic Goals
    Understand how educators from different programs optimize reporting and analytics tools to
    understand the full extent of how students and programs are performing in real time.

 


Ready to register now to reserve your virtual seat?

See the Lineup of Webinars


Bringing you assessment insights that align your program with your teaching initiatives

Explore the missing pieces in your approach to digital assessments that make analyzing student and program data a valuable opportunity for growth and development. Learn from the approaches other educators have taken to improve their programs so you can stop wasting time and resources on process that don’t work—and start investing in the ones that do.

Webinar Series

Team-Taught Courses: Best Practices with ExamSoft

June 10, 2020 11:00 am CST
Ashley Castleberry
While team-taught courses with multiple faculty members are often the norm in health education, they can bring additional challenges when coordinating electronic assessments. Differentiating each team role ensures that no step in the process is overlooked. Strong policies ensure that the process of writing items, peer reviewing items, posting exams, reviewing exams, and analyzing items is consistent. Course attendees will receive templates for policies and emails. This session also covers beginning-to-end best practices for the assessment process, including lessons learned after implementation of ExamSoft in a 13-course team-taught sequence.

Thinking Outside the Box

June 17, 2020 11:00 am CST
Leslie Weibush and Samantha Medvin
Driven by the desire to level the playing field for all students, ExamSoft and The Ohio State University entered into an institution-wide partnership to provide integrated learning technology for wide-reaching, high-impact initiatives that transform learning. In this presentation you will hear from a member of OSU’s senior IT leadership team who was tasked with navigating an enterprise-level agreement with ExamSoft and the ExamSoft employee who lead the project. We will explore the challenges from administrative and legal, to faculty support and student devices, and ultimately how a partnership with ExamSoft was essential for success in year one.

Coming Full Circle: 360° Item Assessment Item Review

June 24, 2020 11:00 am CST
Ashley Castleberry and Sarah Raake
Writing even a single assessment item can be difficult. What if there was an easier way to formulate items that took the entire instructional and assessment process into consideration? There is—and we can show you how. Learn how to improve your assessment items through a 360° review process that focuses on intentional design and alignment and concludes with a postmortem analysis that prepares the item for future use. Session attendees will gain the tools necessary to apply the information discussed in their own classroom environment immediately. We’ll also outline the steps of a 360° review process for adaptation to specific institutions.

Storytelling with Auntie Cool

July 8, 2020 11:00 am CST
Colleen Denniston
Implementing ExamSoft allowed us to offer Script Concordance Testing, which was requested for a course that wanted to pilot a different kind of testing system where the students had to choose their own answer system as the story of the patient progressed as they would in a clinical setting. This allows for partial or full credit for every answer based on the choices the students make. When students receive additional information on the same patient situation in the next question, they may change directions or stay on the same track. It’s a cool concept and puts the student in a true clinical setting. I used ExamSoft to make the concept work with an interactive demonstration.

Beyond Strengths and Opportunities: Individualized Learner Composite Reporting

July 15, 2020 11:00 am CST
John Brock Harris
Wingate University School of Pharmacy uses both question bank and performance grading assessment functionality in ExamSoft throughout the didactic curriculum and with summative annual assessments. ExamSoft reporting of strengths and opportunities offers a first look into areas where learners excel and have challenges. We aim to demonstrate using ExamSoft data and functionality as tools to aid individualized, in-depth composite performance reporting for learners in summative assessments and tutor and self and peer rubric-based assessments.

Squaring the Round Peg: Hybridizing ExamSoft and ExamSoft Rubrics for Practical OSCE Assessments

July 22, 2020 11:00 am CST
Mario Hofheinz
This session will show how a Physician Assistant program combined ExamSoft and ExamSoft rubrics to implement a practical OSCE assessment. ExamSoft and ExamSoft rubrics were used during a live OSCE by students, standardized patients (SPs), and faculty graders. ExamSoft supplied case information to the students, collected student responses, and served as the time-keeper for the exam. ExamSoft rubrics allowed for live grading by both SPs and faculty graders. In administering a single practical OSCE case with multiple assessments, we were able to use ExamSoft and ExamSoft rubrics categorization functions beyond their designed purpose.

Using ExamSoft Data to Evaluate Those Pesky “Select All That Apply” Questions

July 29, 2020 11:00 am CST
Cheryl Frutchey
Literature supports the inclusion of multiple response type questions to assess critical thinking and higher level of cognitive processing in nursing programs. These questions are often developed with five or more responses and several correct answers. Following exam completion, exam analysis is conducted to assess the quality of the questions. When evaluating multiple response questions, p-values are often significantly lower than those of multiple-choice items. Multiple response questions with a p-value of less than 0.30 would likely be thrown out. Such extreme modification or removal of multiple response items will reduce the effectiveness of the test and has the potential to weaken a nursing program’s success in achieving curricular goals.

Streamlining the Dinosaur: Identifying and Addressing Issues in a Long-Running ExamSoft Environment

July 29, 2020 2:00 pm CST
Richard Halpin
ExamSoft is an excellent tool for delivering computer-based testing in a secure environment, but what happens when you have been running the system for a very long time and come to review processes and procedures? This presentation will focus on defining a project to analyze a long-term ExamSoft instance and determine what issues exist, how they could be resolved, and what plan can be formulated for the future. We’ll present data from reports in the system and explore an analysis of the environment. The aim of this session is to arrive at a new standard for a long-running ExamSoft installation that allows for the improved creation of questions and assessments as well as optimized and standardized delivery of exams.

Utilization of ExamSoft Tagging and Gateway Exams

August 5, 2020 11:00 am CST
Priscilla Martin and Rachel Ogden
LECOM School of Pharmacy created Gateway Exams as part of an ongoing Student Success initiative. Faculty were given guidance to look at exam questions administered in the current academic year and identify those that would be essential for student progression. Categories were created to identify existing questions that were appropriate for student progression. Using ExamSoft tagging, faculty identified questions within the curriculum that had been previously tested. In order to ensure curriculum mastery and retention, the School has set a goal for coming years to administer these questions prior to student progression. By using hard-stops within the curriculum, students will progress only when they have mastered the curriculum. They perform better on experiential rotations and pass the NAPLEX and MPJE.

A Biopsy Sample of Student Learning: ExamSoft Assessment Analytics Aid Development of Competency Based Medical School Radiology Clerkship and Continuous Curricular Improvement

August 12, 2020 11:00 am CST
Atul Agarwal
Education of radiologic diagnostic utility when incorporated into the medical school curriculum is instrumental in graduating well-rounded physicians, who can draw upon this knowledge when caring for their patients. At Indiana University School of Medicine, we enroll approximately 380 4th year medical students per year in our required 2-week-long clerkship. We use ExamSoft to test pre- and post-instruction knowledge on 26 “must see” medical conditions. These include urgent/emergent medical conditions that require expedited diagnosis and treatment. The frequency with which the correct diagnosis is identified on the pre-test to that on the post-test serves as an objective measure of student learning, and outlines learning trends, which help identify topics that students find most challenging.

Webinar for Law Programs

Setting Up for Success: Building Up Your ExamSoft Core Platform

July 15, 2020 2:00 pm CST
Tommy Sangchompuphen
The ExamSoft core platform opens up the assessment possibilities for law schools, so it's important to make sure things stay organized. During this session we will review best practices for setting up your portal, focusing on how to design an appropriate category structure and how that setup can contribute to the data and information you are able to gather later to help assist with retention, bar passage, and accreditation efforts.

NCBE Experience As a Testing Program Undergoing Exam Redesign in a Rapidly Changing Profession

July 22, 2020 2:00 pm CST
Kellie Early
Technology, globalization, and market forces are bringing change to the practice of law. How should the licensing exam adjust to serve a changing legal profession that is facing many challenges, such as an access to justice crisis and a critical lack of diversity in the profession? NCBE is conducting a three-year study--guided by input from stakeholders, informed by empirical data, and bounded by professional testing standards—to develop the next generation of the bar exam. All aspects of the exam are being studied, including content, question formats, delivery method, and timing of administration. This presentation will outline one approach to redesigning a high-stakes testing program.

Speaker Bios

  • Spotlight speaker image

    Ashley Castleberry

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  • Ashley Castleberry

    Ashley Castleberry received her Doctor of Pharmacy degree from the University of Arkansas for Medical Sciences College of Pharmacy and her Master of Higher Education in Health Professions Teaching and Learning from the University of Arkansas at Little Rock College of Education. She served as the Director of Assessment and Assistant Professor at UAMS for 5 years before moving to the University of Texas at Austin College of Pharmacy. As a Clinical Associate Professor in the Division of Pharmacy Practice, she teaches first- and second-year pharmacy students cardiovascular physiology, pathophysiology, and pharmacology and coordinates the Clinical Skills course. She is passionate about assessment, the scholarship of teaching and learning, and faculty development.

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    Dr. Atul
    Agarwal

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  • Dr. Atul
    Agarwal

    Dr. Agarwal is an Assistant Professor of Clinical Neuroradiology at Indiana University School of Medicine.  He joined IU after his residency and fellowship at the LAC-USC Medical Center.  As the Associate Director of Medical Student Education, he is involved in all aspects of the medical student radiology clerkship, and enjoys teaching residents and medical students, alike.   His clinical interests include cervical trauma, stroke and neuro-oncolgy.  His research interests include medical education research focusing on competency-based curriculum development and improvement, aimed at graduating more well-rounded medical students, who can readily identify imaging findings of some of the most emergent medical conditions and those who are able to utilize imaging more judiciously in their careers. Degrees: MD and MS: Rosalind Franklin University of Medicine and Science - The Chicago Medical School, IL, usually called "The Chicago Medical School" Internship: Cedars-Sinai Medical Center, CA - Internal Medicine Residency: LAC-USC Medical Center, CA - Diagnostic Radiology Fellowship: LAC-USC Medical Center, CA - Neuroradiology Board Certifications: ​ABR 2008,  CAQ in Neuroradiology 2010, DABR 2020

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    Cheryl
    Frutchey

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  • Cheryl
    Frutchey

    Cheryl Frutchey received her Doctor of Philosophy degree and her Masters in Science from Oklahoma City University, Kramer’s School of Nursing. She has 15 years of experience as a nursing educator and has been a faculty member at Kramer for the last 10 years and is Chair of the Testing Committee. As a Clinical Associate Professor, she teaches graduate students about research, statistics, instructional design, technology use, testing, and exam items development and analysis. She is passionate about faculty development and provides faculty development programs on test and exam items development and exam analysis. 

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    Colleen Denniston

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  • Colleen Denniston

    Colleen Denniston earned her Bachelor’s of Social Work at Keuka College in Central New York with a concentration in Assessment and Data Analysis. She has an Associates Degree in Business Administration. Her passion for technology and education has led her to a position with SUNY Upstate Medical University as the Testing Administrator where she administers exams through Examplify and NBME to undergraduate medical students.

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    John Brock Harris

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  • John Brock Harris

    John Brock Harris, Associate Professor of Pharmacy, joined Wingate University School of Pharmacy in November 2012. He earned his Bachelor of Science in Chemical Engineering concentrating in Biosciences from North Carolina State University in 2002. After completing undergraduate work, he received his Doctorate of Pharmacy from The University of North Carolina – Chapel Hill School of Pharmacy in 2007. He completed his first year post-graduate education at New Hanover Regional Medical Center in Wilmington, North Carolina followed by second year post-graduate education specializing in pediatrics at Monroe Carell, Jr. Children’s Hospital at Vanderbilt in Nashville, Tennessee. Dr. Harris became Board Certified in Pharmacotherapy while completing his pediatric post-graduate work in 2009 and Board Certified in Pediatric Pharmacotherapy in 2016. Dr. Harris is an inpatient clinical practice faculty member in pediatrics at Novant Health Hemby Children’s Hospital in Charlotte, North Carolina. Dr. Harris has chaired the Assessment Committee since summer 2018 focusing on programmatic outcome measures.

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    Kellie
    Early

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  • Kellie
    Early

    KELLIE EARLY is the Chief Strategy Officer for the National Conference of Bar Examiners. She is involved in all areas of the products and services provided by NCBE to bar admission authorities and to candidates seeking admission. Kellie is currently serving as the project director for the Testing Task Force study. Prior to joining the Conference in June 2010, she was the executive director of the Missouri Board of Law Examiners for more than 10 years. Before entering the field of bar admissions, Early was the Director of Continuing Legal Education at the University of Missouri–Columbia School of Law, where she also taught legal research and writing as an adjunct professor. Before that, she was in the private practice of law with firms in St. Louis and Los Angeles.

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    Leslie
    Weibush

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  • Leslie
    Weibush

    Leslie Weibush serves as the Director of Special Projects fo The Ohio State University. In her role, Weibush researches, analyzes, plans and communicates diverse matters university-wide, nationally and internationally. She works closely with the senior leadership team to monitor, advise, and communicate the implementation of the operational and strategic agenda. She stays informed on complex initiatives, projects and partnerships by engaging with key stakeholders, supporting and advising the CIO with executive-level administrative support. Prior to serving in this capacity, Weibush managed the State Authorization Team, obtaining institutional and professional licensing board approvals in every U.S. state and territory for Ohio State’s out-of-state educational activities. She developed and implemented the university-wide, out-of-state Educational Activities Policy, raising awareness around authorization requirements to university stakeholders. She also created and instituted a semesterly data collection process, affording Ohio State the ability to maintain its participation in the National Council of State Authorization Reciprocity Agreements (NC-SARA). In 2010, Weibush served as a founder of the State Authorization Network of Ohio (SAN-O), bringing institutions from Ohio and beyond together biannually to address institutional compliance. She served as a curriculum designer, mentor, and presenter for the WICHE Cooperative for Educational Technologies (WCET) State Authorization Network, providing guidance and support to other institutions about state authorization compliance.

  • Spotlight speaker image

    Mario
    Hofheinz

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  • Mario
    Hofheinz

    Since he was a child, Mario has enjoyed taking things apart to see how they work. While this caused his mother frustration, this tendency has served him well in exploring the software systems he utilizes as a Physician Assistant and an Assistant Professor with Harding University’s Physician Assistant Program. His primary teaching areas include Psychiatry, Neurology, and Patient Assessment. He works extensively with standardized patients in simulations of patient encounters and has been the primary author and administrator for the Program’s Practical Summative Evaluation during his eight years of teaching.

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    Rachel
    Ogden

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  • Rachel
    Ogden

    Dr. Rachel Ogden is the Associate Dean for the Accelerated Pathway, Clinical Education and Student Success at Lake Erie College of Osteopathic Medicine (LECOM) School of Pharmacy. She is also an Associate Professor of Pharmacy Practice and has been with the school for twelve years. Dr. Ogden oversees the operations of the Erie Campus for the School of Pharmacy as well as Clinical Education for all student pathways and efforts related to Student Success. Dr. Ogden obtained her Bachelor of Pharmacy degree from Duquesne University, a Pharm.D. from the University of Florida, and two Masters Degrees, one in Medical Education and one in Health Services Administration from LECOM. She has extensive experience in geriatric pharmacy and is a Board Certified Geriatric Pharmacist. She has spent thirty years in healthcare administration in a variety of settings spanning community practice, acute care and long term care. She has spoken nationally on topics related to the care of the institutional elderly and nursing home administration.

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    Richard
    Halpin

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  • Richard
    Halpin

    Richard “Hal” Halpin works as the Manager of Educational Technology at the University of Texas School of Dentistry at Houston where his group is responsible for all systems, software and hardware used to teach students. Hal’s educational interests include the promotion of appropriate, effective assessment methodologies, improving the effectiveness of the integration of technology into teaching, developing faculty understanding of assessment techniques, designing innovative courseware and curriculum and increasing student outcomes in health science education. He is currently working to incorporate advanced simulation and virtual reality in the dental curriculum. Hal earned his undergraduate degree in Archaeology from Bradford University in the UK. Since coming to the US he has obtained a Masters in Instructional Technology and a Doctorate in Professional Leadership with an emphasis in health sciences education, both from the University of Houston.

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    Sarah
     E. Raake

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  • Sarah
     E. Raake

    Sarah E. Raake, PharmD, MSEd, BCACP, LDE  Dr. Sarah E. Raake obtained her Bachelor of Science in secondary education from Indiana University Southeast (New Albany, IN) and her Doctor of Pharmacy from the Sullivan University College of Pharmacy & Health Sciences (Louisville, KY).  Upon graduation with her Doctorate, she completed a PGY-1 Pharmacy Practice Residency with a focus in ambulatory care at Sullivan University College of Pharmacy & Health Sciences.  Given a passion for instructional design and evaluation, Sarah continued her education, attaining a Master’s in Education with a focus in Instructional Systems Technology from Indiana University (Bloomington, IN).  Sarah currently practices in ambulatory care pharmacy at the Center for Health & Wellness at Sullivan University.  Her professional interests include authentic clinical assessments, instructional design, and assessment. Currently, Sarah serves as the Director of Instructional Effectiveness for the College.  Sarah’s clinical interests include general ambulatory care with a focus on primary disease prevention and diabetes.  On a personal note, Sarah lives on a working, 80-acre family farm in Southern Indiana.  Her hobbies include caring for her numerous pets, cooking, baking, traveling, visiting National Parks, scuba diving, and photography.   

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    Tommy Sangchompuphen

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  • Tommy Sangchompuphen

    Tommy Sangchompuphen serves as the Associate Dean for Student Learning and is an Associate Professor of Law at Lincoln Memorial University - Duncan School of Law.  As Associate Dean for Student Learning, Dean Tommy is responsible for initiatives that promote the retention and advancement of law students throughout the law curriculum. He utilizes knowledge and skills in educational philosophy and research, student and instructor interrelationships, advising and counseling, and learning and study strategies to implement academic support services essential to law students’ academic success, learning experience, and bar passage. He holds a B.A. in political science from Yale University, an M.S. in journalism from Columbia University, and a J.D. from the University of Minnesota Law School in Minneapolis.

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    Priscilla
    Martin

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  • Priscilla
    Martin

    Priscilla Martin is a Curriculum Specialist/Instructional Designer at Lake Erie College of Medicine (LECOM). She received her bachelor’s degree from George Mason University in Elementary Education and began teaching young students. She moved to Erie, Pennsylvania where she obtained her master’s degree in Instructional Deign and Curriculum Specialty from Gannon University. She began working in this field August 2013 and with ExamSoft during that same year. She has become quite proficient in using ExamSoft. She helps the 4 schools and 6 pathways within LECOM with the use of this. She loves working and exploring the use of computer modalities that will help her students to become the best that they can become.

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