In this assignment, the student assumes the role of an educator in the academic or staff development practice setting.
In this assignment, the student assumes the role of an educator in the academic or staff development practice setting. In this assignment, the student is given the opportunity to identify a content area; develop a written assignment related to the content area; and design a grading rubric consistent with the assignment.
Course Outcomes:
This assignment enables the student to meet the following course outcomes:
CO 1: Employ evidence-based assessment and evaluation strategies that are appropriate for culturally diverse learners. (POs 1, 3, 5)
CO 3: Apply measurement theory to the research process, construction and use of evidence-based educational evaluation instruments. (POs 4, 5)
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 175 Points
Requirements
Description of the Assignment:
This assignment provides the student with the opportunity to acquire skills related to the creation of a written assignment for a selected content area. The written assignment guidelines include learning objectives as well as required content. After designing the written assignment, the student will design a grading rubric consistent with the developed assignment guidelines. It is important to recall that the MSN student assumes the role of a nurse educator and is developing the assignment along with the grading rubric for learners who are either in the academic or staff development practice setting. When the following NR 523 guidelines mentions “learner”, it refers to the learner who is the focus of the MSN student-identified assignment and rubric.
Criteria for Content
Identification of content area: In this section the MSN student identifies the content area to be the focus of the proposed written assignment. It includes the following required elements:
Identify the selected content area for the assignment
Identify the learner that the assignment is designed for
Explain the importance of the selected content area to the learner
Development of assignment outcomes: This section identifies the learner outcomes for the MSN student-developed assignment. It includes the following required elements:
Identify 4 assignment outcomes/objectives appropriate to the learner and content area
Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
Present an action verb that is consistent with the selected Bloom’s Taxonomy level
Include within each outcome an observable learner behavior that can be measured
Development of assignment guidelines: This section identifies specific guidelines or instructions for the learner. It includes the following required elements:
Purpose of the assignment
Points for the assignment
Specific instructions to the learner regarding the required content for the assignment
Specific instructions to the learn regarding the required formatting requirements for the assignment
Development of grading rubric: The section identifies the grading rubric to be used in order to evaluate the learner’s assignment. It includes the following required elements:
Identify an grading scale than includes percentages for A, B, C, D, and F
Development of a grading rubric that identifies learner expectations for each grade level
Preparing the Assignment
Criteria for Format and Special Instructions
Cover page is required
Section headings are required and should be consisting with this assignment requirements
The required level of knowledge using Bloom’s Revised Taxonomy is noted after each assignment outcome/objective in parenthesis.
A reference list is not needed unless a citation is provided, which is not expected.
The required grading rubric should consist of the following columns and rows.
NR523 Assessment and Evaluation Techniques in Education
Week 5 Assignment
Application Exercise 2
Purpose:
This assignment is designed to provide the MSN student the opportunity to apply Bloom’s Revised Taxonomy to the development of a test blueprint as well as the construction of test items. Using the provided information about a course, the MSN student will developed a test blueprint that reflects Bloom’s Revised Taxonomy at a minimum of 4 different cognitive levels including the higher level. From this test blueprint, the MSN student will then develop multiple choice and alternative formatted test items.
Course Outcomes:
This assignment enables the student to meet the following course outcomes:
CO1: Employ evidence-based assessment and evaluation strategies that are appropriate for culturally diverse learners. (POs 1, 3, 5)
CO2: Demonstrate care, professional and ethical values with application of assessment and evaluation processed to enhance scholarship, teaching, and learning outcomes. (POs 2, 4)
CO3: Apply measurement theory to the research process, construction and use of evidence-based educational evaluation instruments. (POs 4, 5)
Due Date: Sunday 11:59 PM MT at the end of Week Five
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 225 points
Requirements
Description of the Assignment
For this assignment, the MSN student will used the following course titled “Comfort Care of Adults” and the identified course outcomes.
Course Description: Comfort Care of Adults
Emphasis is on delivery of comfort care to adult clients experiencing acute alterations in health. Students will assess client needs, plan appropriate interventions based on evidence, implement interventions according to accepted standards of nursing care and evaluate effectiveness of care though an evidenced based nursing framework.
Course Objectives:
Incorporates knowledge from the biological and behavioral sciences, and the liberal arts to plan for care of clients.
Applies knowledge of lifespan development, culture, and economic status to provide holistic care to clients with specific alterations in health.
Utilizes the nursing process as a framework for decision making in caring for adult clients in acute care settings.
Demonstrates competence in calculating medication dosages.
Prioritize evidence based practices for incorporation in the plan of care of clients with alterations in health.
Based on the above information, develop a test blueprint for one possible module in the above course. Modules could be on a specific disease or process (i.e. respiratory diseases, post-op patients, etc.) or on medication administration. You could also focus on an age group (i.e. commonly occurring health alterations of elderly).
Criteria for Content
Development of test blueprint: In this section, the MSN student will develop a test blueprint for one module in the “Comfort Care of Adults” course. Please use the Test Blueprint Template. The required sections are noted to be:
Identification of 5 content areas to be placed in the Test Blueprint Template
Allot points for each content area for the appropriate verb (i.e. column heading)
Total points for each row and column
Development of multiple choice items: In this section, the MSN student will develop multiple choice test items consistent with the cognitive levels of the developed test blueprint. The require sections are noted to be:
Ten multiple choice items are consistent with the test blueprint cognitive level
Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy
Identify the Course Outcome and content area that the test item refers to
Wording of the STEM is consistent with the identified cognitive level and item writing best practices
Wording of options/distractors are consistent with item writing best practices
Development of alternative items: In this section, the MSN student will develop alternative test items consistent with the cognitive levels of the developed test blueprint. The required elements for this section are noted to be:
Five (5) alternative test items are constructed
At least two different types of alternative test items are presented
Each alternative item is identified as to its item type
Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy
Identify the Course Outcome and content area that the test item refers to
Wording of the alternative item is consistent with best practices for item writing
Preparing the Assignment
Criteria for Format and Special Instructions
When allotting points for each content area to the verb (i.e. column heading), decide which course outcome verb is most important for the content area and then assignment more points. For example if you think that Course Outcome verb #2 is more important than Course Outcome verb #1, you would allot more points to Course Outcome verb #2. Please note: you do NOT have to allot points to each cell.
The examination that the MSN student is preparing is a 75 point test. You will be writing 15 test items so each item it worth 5 points.
The assignment requires the use of the Test Blueprint Template.
Fifteen test items must be developed by the MSN student. The items must consistent with the cognitive level noted in the test blueprint.
Of the fifteen items, 10 (ten) must be multiple choice questions each with a stem and 4 (four) options/distractors. The remaining 5 (five) items must be alternative test items (i.e. true/false, fill-in-blank, etc.). Within the 5 (five) alternative test items, 2 (two) different types of alternative items must be demonstrated.
A reference list is not needed unless a citation is provided, which is not expected.
Title page, running head, body of paper, and reference page (if needed) must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy. A Similarity Index of 24% or less must be obtained; this is the benchmark for CCN graduate nursing students. Any other level of similarity index requires the student to revise the assignment before the due date and time. To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by faculty. If a TurnItin™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.
NR523 Assessment and Evaluation Techniques in Education
Week 7 Assignment
Application Exercise 3
Purpose
The purpose of this assignment is to help students apply information regarding item analysis. Students are provided an item analysis as well as test questions. Upon considering the item analysis information, each students makes a decision to either retain the item or revise it. Students revise the item while demonstrating best practices regarding test item construction.
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 175
Requirements:
Description of the assignment:
A printout of an item analysis for a 45-item test on HIV/AIDs, along with the corresponding test questions is found in Course Resources. This assignment has two elements. First the overall reliability of the examination is considered and then the item analysis of specific questions. Within the item analysis document, there are nine highlighted test questions (Questions 1 – 8 and 45). These highlighted test questions are the items to be individually analyze. The analysis of selected test questions consists of two major elements:
Using item analysis numerical results
Appling best practices regarding item construction
Using the Item Analysis Template (found in Course Resources), the student, first, examines the overall reliability of the test and make suggestions for improvement. Following the required review of overall test reliability, the student will examine the required test items (Questions 1 – 8 and 45); individually. The analysis includes consideration of numerical item analysis results AND if the selected test question demonstrated best practices regarding item construction. The student will then provide a decision whether he/she would retain or revise the item. If the student’s decision is that the item should be revised, the student identifies suggestion (s) to improve the item as well as re-writing the test question to be consistent with base practices of item construction. For this assignment the desired difficulty index is .70 – .80 for most questions. The desired discrimination index value is .30 or greater. There are no mastery items on this examination. A cover page and running head are required. If a reference is used, you must provide a reference list.
Criteria for content:
Review of the reliability of the entire examination: In this section the MSN student reviews the reliability results of the entire examination. It includes the following required elements:
Explain what is meant by test reliability
Identify the name of the statistical test used in the item analysis to determine overall test reliability
Identify the overall test reliability
Provide a discussion if the overall test reliability is sufficient or if improvement is necessary
Identify 2 (two) ways/methods to improve the overall test reliability
Analysis for Individual Test Questions: For each of the nine identified test questions (items 1 – 8 and 45), the student will identify and discuss:
If the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
If the question has a poor difficulty index
If the question has a poor discrimination index
If the question should be retained as written or revised
If you selected “revision”, describe ALL of the revisions that are needed
If you selected “remain”, state why the question is good to use
Preparing the paper
Criteria for Format and Special Instructions:
The use of the Item Analysis Template is required. It is found within Course Resources.
A reference page is required if a reference is cited. APA current edition is required.
Category
Remarks
Review of the reliability of the entire examination
Required content for this section includes:
· Explain what is meant by test reliability
· Identify the name of the statistical test used in the item analysis to determine overall test reliability
· Identify the overall test reliability
· Provide a discussion if the overall test reliability is sufficient or if improvement is necessary
· Identify 2 (two) ways/methods to improve the overall test reliability
Question One
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Two
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Four
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Five
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Six
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Seven
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Eight
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Nine
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
APA Format current edition
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
One deduction for each type of APA style error
Writing Mechanics
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the current edition of the APA manual.
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