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JRCERT Update

Leggett, Eatmon

make significant program or curricular changes based Stephanie Eatmon, EdD, R.T.(R)(T), FASRT, is
on data collected from 1 cohort of students, or based faculty and consultant for National University in Costa
on 1 unmet benchmark. This “knee jerk” reaction is Mesa, California, and first vice chair of the JRCERT
imprudent because there might not be strong, consis- board of directors.
tent evidence to support the change. With a consistent
upward or downward trend over several years or References
cohorts, generally 3 cohorts, comes a strong prob- 1. JRCERT standards for an accredited educational program.
ability that change is warranted. If a negative trend is Joint Review Committee on Education in Radiologic
evident, corrective changes in the program should be Technology website. http://wordpress-1182231-4152295.cloudwaysapps.com/programs
implemented as soon as possible. If, on the other hand, -faculty/jrcert-standards/. Published 2014. Accessed
students routinely exceed a particular benchmark, a October 31, 2016.
complete change in the metric might be indicated to 2. Ten data mistakes to avoid. InsightScope website. http://
insightscope.com/10-data-analysis-mistakes-to-avoid/.
provide evidence in another way that students are being Accessed November 20, 2016.
challenged to reach their highest potential.
As part of the detailed perspective, data analysis can
include drilling down into the outcome data to reveal a
particular aspect of learning that is proving difficult for
students. For example, if the data indicates that students
can demonstrate effective oral communication in the
clinical setting, but the evaluation rubric identifies they
are not doing well with patient education, this specific
component of communication can become an area of
focus to be emphasized and monitored.

Summary
The true spirit of assessment is striving to improve
student learning continually. When an assessment plan
is implemented, it is essential to analyze the resulting
outcome data carefully and completely to determine the
effectiveness of the educational process. This is called
closing the loop in assessment. It cannot be emphasized
enough, however, that the quality of the data is depen-
dent on the quality of the SLO, measurement tools, and
data collection process. A well-developed assessment
plan, coupled with a thorough analysis of the result-
ing outcome data, completes the assessment cycle,
promotes positive program changes, and ultimately
enhances student success.

Tricia Leggett, DHEd, R.T.(R)(QM), is associate professor
for Zane State College in Zanesville, Ohio. She also is first vice
chair of the JRCERT board of directors, vice chairman of the
Radiologic Technology Editorial Review Board, and vice
chairman of the Research Grant Advisory Panel.

RADIOLOGIC TECHNOLOGY, May/June 2017, Volume 88, Number 5 547
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.