A novice educator expresses to the mentor that he is disappointed to be appointed to the Evaluation Committee because the work never leads to any changes.

Assessment and Evaluation in Education

A novice educator expresses to the mentor that he is disappointed to be appointed to the Evaluation Committee because the work never leads to any changes. What would be an appropriate conversation between the mentor and novice educator?

NR537 Assessment and Evaluation in Education

Week 2 Discussion

You have worked long hours in the design of creative learning activities for a course. The course has been presented for 3 years without any significant change. You have now been assigned a novice educator who is very excited and is presenting novel thoughts regarding the course. This will require significant change in the course. Discuss your initial reaction. How can a collaborative relationship between you (the course leader for 3 years) and the novice educator be achieved in order to provide the best learning opportunities for the participant? What evaluation information would you present to keep the course the same? What evaluation information would you consider in order to change the course?

NR537 Assessment and Evaluation in Education

Week 3 Discussion

A peer nurse educator states that he would never use a test blueprint, because it makes the test too easy for the learner because the learner would know how many questions would come from each content area. Decide if you agree or disagree with this statement, and then present a rationale for your viewpoint regarding test blueprints.

NR537 Assessment and Evaluation in Education

Week 4 Discussion

You are part of an educational unit of four educators. The item analysis of the recent examination is being reviewed. During this process, one test question in particular upsets you. From the item analysis, you can see that the question has a discrimination index of .15 and several of the upper-level learners selected the same incorrect distractor. You believe that the distractor is worded poorly and is confusing to these students. You want to remove the item and give the students who missed it credit for the correct answer. You become upset when the majority of the educators vote to leave the test question within the examination. In fact, you become so upset that you raise your voice and the chair of the group calls for a 15-minute break for everyone “to calm down.”

Later that night, while self-reflecting, you suddenly recall that as a student, you were upset over a test question that you thought was confusing and “tricky.” However, the faculty member would not change your score, resulting in you failing the exam. You realize that this experience has impacted your work as an educator in reviewing test questions. Tomorrow, you must work with the same group of individuals on a task force.

How would you approach tomorrow’s meeting? Would you bring up your memory to the members of the task force? Would you decide to discuss it in a few days over lunch? What actions would you use so that this previous event does not impact your current work? How would you be fair to the learners who answered correctly as well as to those who answered incorrectly?

NR537 Assessment and Evaluation in Education

Week 5 Discussion

A learner asks for an extension for a written assignment. The learner states that he has just started chemotherapy for cancer and has not felt well, and that three more days would really make a huge difference. You grant the extension. It is now two days past the extension deadline and no assignment has been submitted. You contact the learner who says that he has missed the extended deadline because of illness, and he asks if he could have just one more day. You grant this, but identify there will be no more extensions. Another learner tells you that the first learner is lying—there is no cancer. What is your action?

NR537 Assessment and Evaluation in Education

Week 6 Discussion

You agree to be the substitute clinical educator for a peer who is ill. The educator tells you that the learners are really good—every one of them. You can trust them to do a good job and answer questions. About 3 hours into the experience, you realize that one of the individuals is not doing a good job—she was unable to explain the purpose of medications, she forgot to complete the glucose monitor test, and now she has contaminated a dressing change for a central line. What would be your actions as the substitute educator?

NR537 Assessment and Evaluation in Education

Week 7 Discussion

You are responsible for the skills laboratory (either for mentoring a small group of new nurses or senior nursing students), and it is time for check-offs. You prepared four different scenarios, each requiring different nursing skills. You provided the learners with a basic overview of each scenario. The day before the check-off, you select the one scenario that will be used for the check-off, and prepare the skills laboratory. During the check-off, you are repeatedly amazed at how well-prepared the learners are. The next day, after the check-off, one of the learners comes to your office and asks to speak to you. During the conversation, she identifies that another learner had correctly found out which scenario was going to be used during the check-off and told everyone in the group. She refuses to identify the other learner who found out the information. What would be your course of action?

NR537 Assessment and Evaluation in Education

Week 8 Discussion

A novice educator has completed presenting a new course for the first time. It is now time to review the evaluations submitted by the participants. From the 20 participants, 8 submitted the standardized evaluation form. Despite 4 of the participants rating the educator highly, there was one individual who was very critical of the content as well as the presentation. This participant noted that the educator mispronounced several words, that a major concept was not explained correctly, and that the educator’s constant hand movements were very distracting. As the mentor to the educator, what suggestions would you provide to the novice educator?

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