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Language Development Theories Essay Example Assignment: A Comparative Analysis of Behaviorist and Nativist Theories

Assignment Brief

Assignment Title: Language Development Theories Essay: A Comparative Analysis of Behaviorist and Nativist Theories

Assignment Instructions Overview:

In this assignment, you will explore language development theories by conducting a comparative analysis of the Behaviorist Theory and the Nativist Theory. Your task is to focus on how these two theories explain language development, with a focus on their respective perspectives on the role of nature (biology) and nurture (environment) in this process.

The Student’s Role:

As a student undertaking this assignment, your role is to:

1. Select a Topic: Choose a specific topic within language development that you find interesting and relevant. This topic should be sufficiently specific to avoid overwhelming research but not so narrow that you struggle to find adequate literature.
2. Identify Theories: Select two language development theories for analysis, one from each of the following categories:

• Nature (biological perspective)
• Nurture (environmental perspective)

1. Conduct a Literature Review: Review relevant literature to gain a comprehensive understanding of your chosen topic and the selected theories. Utilize scholarly sources to provide the foundation for your analysis.
2. Write a Comparative Analysis: Develop an 8- to 10-page essay in which you do the following:

1. Introduction: Briefly introduce the specific topic you have selected for your analysis and provide an overview of the Behaviorist and Nativist Theories.
2. Comparison of Theories: Compare and contrast how each of the two theories (Behaviorist and Nativist) explains or characterizes your chosen topic. Examine their perspectives on the role of nature and nurture in language development.
3. Theory Selection: Explain which theory you believe best accounts for the topic/phenomenon you have chosen and provide reasons for your selection. Consider how the theories align or diverge in explaining language development.
4. Support with Literature: Back your argument with evidence from at least 6-8 scholarly references. Cite and reference your sources appropriately using a recognized citation style (e.g., APA, MLA, Chicago).

Note: While the assignment’s focus is on language development, you are not limited to topics explicitly covered in the course. Feel free to select a relevant and intriguing subject within language development that aligns with your interests.

This assignment will test your ability to critically analyze and compare theories, synthesize information from scholarly sources, and construct a well-structured and evidence-based essay. It will also assess your capacity to present a coherent argument supported by relevant literature.

The assignment’s primary objective is to deepen your understanding of language development theories, enabling you to apply this knowledge to the chosen topic and engage in critical thinking and academic research.

Introduction

Language development is a multifaceted process that has intrigued scholars and researchers for centuries. Understanding the factors that contribute to language development is crucial, as language serves as a fundamental tool for communication and cognitive development. This essay explores the relationship between multiple intelligences, as proposed by Howard Gardner, and language development. Specifically, we will compare how the Behaviorist Theory and the Nativist Theory explain the influence of multiple intelligences on language development.

Multiple Intelligences Theory by Howard Gardner

Howard Gardner’s Multiple Intelligences Theory, introduced in 1983, challenged the conventional view of a single, monolithic intelligence. Gardner proposed that individuals possess multiple intelligences, each representing a unique way of knowing, understanding, and learning about the world. The eight intelligences identified by Gardner are Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.

These intelligences are not fixed traits but can be developed and nurtured. Gardner’s theory emphasizes the diversity of cognitive abilities and cognitive types, rejecting the idea that intelligence is confined to a single, fixed form.

Behaviorist Theory and Language Development

The Behaviorist Theory, rooted in the work of John B. Watson and B.F. Skinner, emphasizes the role of environmental factors and conditioning in shaping human behavior. According to behaviorists, language is a learned behavior acquired through operant conditioning, where verbal behavior is reinforced or intensified by external stimuli. Internal factors like emotions and thoughts are considered irrelevant in behaviorist theories.

In the behaviorist view, language development is influenced by the immediate environment and the application of rewards and punishments. It is a process of imitation, practice, and reinforcement. Behaviorists argue that individuals learn language by observing and mimicking the linguistic behaviors of those around them.

Nativist Theory and Language Development

In contrast, the Nativist Theory, primarily associated with Noam Chomsky, posits that humans are born with an innate capacity for language acquisition. Chomsky argued that humans possess a universal grammar that allows them to learn any language they are exposed to during a critical period in early childhood. This theory suggests that the ability to acquire language is biologically hardwired into the human brain.

Comparative Analysis

Now, let’s examine how these two theories relate to the influence of multiple intelligences on language development.

Behaviorist Theory and Multiple Intelligences

From a behaviorist perspective, language development is influenced by the immediate environment and external conditioning. When we consider Gardner’s theory of multiple intelligences, we can see that each type of intelligence may interact with the environment differently, leading to variations in language development:

1. Linguistic Intelligence: Individuals with high linguistic intelligence are likely to excel in verbal communication and language development. They may imitate and practice linguistic patterns more effectively, leading to advanced language skills.
2. Musical Intelligence: People with strong musical intelligence may have a heightened sensitivity to the rhythm and melody of language, potentially aiding in pronunciation and language acquisition.
3. Bodily-Kinesthetic Intelligence: Those with bodily-kinesthetic intelligence might use physical movements and gestures to enhance their language learning experience, making language acquisition more interactive.
4. Interpersonal and Intrapersonal Intelligences: Social and self-awareness intelligences may affect language development by influencing an individual’s ability to engage in meaningful conversations or self-reflect on their language skills.
5. Visual-Spatial Intelligence: Visual learners might rely on visual aids, such as charts and images, to grasp linguistic concepts, which can be particularly helpful in language learning.

Behaviorist theory aligns with Gardner’s theory in emphasizing the role of the environment and conditioning in language development. Different types of intelligences can interact with the environment to shape an individual’s language acquisition process.

Nativist Theory and Multiple Intelligences

The Nativist Theory, on the other hand, suggests that language acquisition is primarily a biologically driven process. However, the presence of multiple intelligences in Gardner’s theory still plays a role within this framework:

• Linguistic Intelligence: Nativist theory aligns with linguistic intelligence by proposing that the innate language acquisition system is present in all humans, allowing them to learn any language.
• Other Intelligences: While the Nativist Theory emphasizes biological factors, it does not negate the role of other intelligences in enhancing language development. For instance, musical intelligence may contribute to an individual’s ability to perceive and reproduce phonetic sounds accurately.

Conclusion

In conclusion, the influence of multiple intelligences on language development can be viewed through the lenses of both the Behaviorist Theory and the Nativist Theory. Behaviorism emphasizes the role of environmental factors and conditioning, where different intelligences interact with the environment to shape language acquisition. The Nativist Theory, while emphasizing biological factors, still allows for the contribution of various intelligences in enhancing language skills. Understanding this interplay between multiple intelligences and language development provides valuable insights for educators, psychologists, and researchers in the field of developmental psychology. Further research is needed to explore these connections and their implications for education and language acquisition.

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C921 NURS 6004 Developing A Summative Objective Assessment Paper Example

C921 NURS 6004: Developing a Summative Objective Assessment Paper Assignment

YNM1 — YNM1 TASK 2: Developing A Summative Objective Assessment

C921 NURS 6004 Assessment and Evaluation Strategies for Measuring Student Learning Course

C921 NURS 6004: Developing a Summative Objective Assessment Paper Assignment Brief

Assignment Instructions Overview

This assignment requires the development of a summative objective assessment to measure student learning outcomes at the conclusion of a selected module. The assessment must adhere to best practices in assessment design, ensuring alignment with course objectives, student learning outcomes, and evidence-based assessment principles. Additionally, the assignment involves constructing an assessment blueprint, detailing item alignment, and discussing assessment security, implementation barriers, evaluation methods, and continuous improvement strategies.

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Understanding Assignment Objectives

The primary objective of this assignment is to validate the effectiveness of summative assessments in measuring student learning. By designing an objective assessment, students will demonstrate their ability to apply assessment theories and principles, ensuring reliability, validity, and fairness in evaluation. Furthermore, the assignment fosters the ability to analyze assessment results and implement improvements to enhance student learning outcomes.

The Student’s Role

As a lead faculty member in a nursing program, students will be responsible for designing an objective assessment for an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The assessment should include ten objective questions (multiple-choice, true/false, select-all-that-apply, or matching) that align with course objectives and student learning outcomes. Additionally, students must outline assessment security measures, address potential barriers, and discuss evaluation methodologies to enhance assessment effectiveness.

Competencies Measured

• Validate Measurement of Student Learning – Application of theories and principles to assess student learning in various educational settings.
• Propose Assessment Strategies and Implementation Plans – Development of assessment strategies grounded in best practices and theoretical frameworks.
• Develop Assessments – Construction of objective assessments that measure the application of knowledge and skills in real-world scenarios.
• Evaluate Assessment Effectiveness – Analysis of assessment outcomes to determine effectiveness and areas for improvement.
• Recommend Nurse Educator Actions – Formulation of actionable recommendations to enhance teaching and learning based on assessment results.

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C921 NURS 6004 Developing A Summative Objective Assessment Paper Example

Developing a Summative Objective Assessment

Introduction

Assessment is a fundamental component of nursing education, facilitating the evaluation of student learning outcomes and ensuring competency in clinical practice (Billings & Halstead, 2023). Summative assessments serve as essential tools for measuring students’ comprehension, application, and synthesis of knowledge at the conclusion of instructional units (Oermann & Gaberson, 2022). The purpose of this paper is to develop a summative objective assessment for a selected module within the course The Role of the BSN Nurse in Promoting Community Health. The assessment is designed in accordance with evidence-based assessment theories to ensure validity, reliability, and fairness (McDonald, 2018). Additionally, this paper discusses the assessment blueprint, item alignment, test security measures, potential barriers, evaluation methods, and strategies for continuous improvement.

Assessment Blueprint

Type of Assessment

The summative assessment is an objective, criterion-referenced test intended to measure student learning outcomes based on predetermined course objectives. It comprises ten multiple-choice and select-all-that-apply questions, structured according to Bloom’s taxonomy (Anderson & Krathwohl, 2001).

Purpose of the Assessment

The primary purpose of this assessment is to evaluate students’ understanding of key concepts in community health nursing. Specifically, it measures students’ ability to apply theoretical knowledge to real-world scenarios, ensuring preparedness for professional practice (Oermann & Gaberson, 2022).

Module Title, Course Objectives, and Student Learning Outcomes

• Module Title: Community Health Nursing Interventions
• Course Objectives:

• • Analyze the role of the BSN nurse in promoting public health initiatives.
  • Evaluate community-based interventions aimed at addressing social determinants of health.

• Student Learning Outcomes:

• Identify evidence-based strategies for promoting health within diverse populations.
• Apply principles of community assessment to design effective health interventions.

Bloom’s Taxonomy Domain and Levels

• Cognitive Domain: Application and analysis levels (Anderson & Krathwohl, 2001).
• Psychomotor Domain: Application of skills in community settings.
• Affective Domain: Understanding the impact of health disparities on communities.

Assessment Item Alignment

Each assessment item is explicitly aligned with course objectives and student learning outcomes to ensure a comprehensive evaluation of student competency (McDonald, 2018).

Assessment Design and Development

Student-Facing Instructions

• Duration: Students will have 30 minutes to complete the assessment.
• Completion Guidelines: The test consists of ten objective questions, requiring students to select the most appropriate response.
• Permitted Resources: This is a closed-book assessment; no external resources may be used.

Assessment Items

Item 1 (Multiple Choice): What is the primary goal of community-based health interventions?

1. a) Improve healthcare policies
2. b) Enhance individual health behaviors
3. c) Reduce hospital readmissions
4. d) Promote wellness and prevent disease (Correct Answer)

Item 2 (Select All That Apply): Which factors contribute to health disparities in underserved communities? (Select all that apply.)

1. a) Limited access to healthcare (Correct Answer)
2. b) Socioeconomic status (Correct Answer)
3. c) Genetic predisposition
4. d) Education level (Correct Answer)

[Additional items are developed in alignment with course objectives and outcomes.]

Assessment Validity and Reliability

To ensure validity and reliability, the following strategies are employed:

• Constructing positively worded items to avoid ambiguity.
• Eliminating negative phrasing and complex constructs.
• Aligning each test item with module objectives and expected competencies (Billings & Halstead, 2023).

Assessment Implementation and Security

Communication of Results and Feedback

• Students will receive constructive feedback within three days, including explanations of correct answers and areas for improvement.
• The passing criterion is set at 80% to demonstrate competency.

Assessment Theory and Guiding Principles

• Constructivist Learning Theory: Encourages active, application-based learning rather than rote memorization (Vygotsky, 1978).
• Classical Test Theory: Ensures reliability through consistent scoring and standardized evaluation (McDonald, 2018).

Test Security Procedures

• Prevention Measures: Randomized question order and proctored testing environments.
• Detection Measures: Plagiarism detection and online monitoring software.
• Response Measures: Immediate review of flagged discrepancies to ensure academic integrity (Oermann & Gaberson, 2022).

Potential Barriers and Solutions

• Technology Issues: Ensuring students have access to reliable internet and technical support.
• Assessment Anxiety: Providing practice tests to familiarize students with the format and reduce anxiety (Billings & Halstead, 2023).

Evaluation Methods and Continuous Improvement

Analytical Methods for Evaluating Assessment Results

• Item Difficulty Analysis: Assessing the percentage of students answering correctly.
• Item Discrimination Analysis: Measuring how well items differentiate between high- and low-performing students.
• Test Reliability Analysis: Ensuring score consistency across administrations (McDonald, 2018).

Potential Contributing Factors to Low Scores

• Misalignment between instruction and assessment.
• Unclear question wording or ambiguous phrasing.
• External factors such as test anxiety (Billings & Halstead, 2023).

Improvement Plan

• Short-Term: Revising test items that demonstrate poor performance based on statistical analysis.
• Long-Term: Aligning assessments with evolving best practices in nursing education (Oermann & Gaberson, 2022).

Using Assessment Results to Improve Teaching Strategies

• Identifying content areas requiring further clarification.
• Modifying instructional methodologies based on student performance trends (McDonald, 2018).

Conclusion

Summative assessments play a critical role in nursing education by providing measurable outcomes for student competency evaluation. By aligning test items with course objectives and ensuring validity and reliability, educators can enhance learning outcomes and refine instructional methods. Implementing secure, evidence-based assessments facilitates continuous improvement, ensuring that BSN students are adequately prepared for their roles in community health nursing. This comprehensive approach upholds academic integrity and fosters professional excellence in nursing practice.

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Billings, D. M., & Halstead, J. A. (2023). Teaching in nursing: A guide for faculty. Elsevier.

McDonald, M. E. (2018). The nurse educator’s guide to assessing learning outcomes. Jones & Bartlett Learning.

Oermann, M. H., & Gaberson, K. B. (2022). Evaluation and testing in nursing education. Springer Publishing.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Detailed Assessment Instructions for the C921 NURS 6004 Developing A Summative Objective Assessment Paper Assignment

YNM1 — YNM1 TASK 2: DEVELOPING A SUMMATIVE OBJECTIVE ASSESSMENT

ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING — C921 PRFA — YNM1

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7056.1.1 : Validate Measurement of Student Learning

The learner validates the theories, concepts, and principles used to assess, evaluate, and measure student learning in various educational settings.

7056.1.2 :  Propose Assessment Strategies and Implementation Plans

The learner proposes assessment strategies and implementation plans based on the principles of effective assessment design.

7056.1.3 : Develop Assessments

The learner develops performance-based and objective assessments useful for measuring the knowledge and skills applicable to real-world scenarios.

7056.1.4 : Evaluate Assessment Effectiveness

The learner evaluates the effectiveness of performance and objective assessments by analyzing student achievement and learning outcomes data.

7056.1.5 : Recommend Nurse Educator Action

The learner recommends nurse educator actions based on student performance measures at the course level.

INTRODUCTION

The work of a nurse educator does not end after teaching materials have been designed, developed, and delivered to students. In any learning environment, it is necessary to evaluate the impact of those teaching materials on student learning. Assessment is the process of gathering data in order to evaluate and make decisions regarding student learning.

There are many approaches to measuring student acquisition of knowledge, skills, attitudes, and behaviors. A successful nurse educator will rely on the full breadth of evidence-based assessment theories and strategies to design an assessment implementation plan that is most appropriate for their setting. After designing an assessment tool, nurse educators must construct it using best practices to support reliability, validity, and fairness. Once designed and implemented, data gathered by the assessment must be analyzed using rigorous methods to evaluate student performance. Finally, the results of this analysis must be used to continually improve both the assessment tool and the teaching materials.

Note: You must submit and pass C920 before submitting tasks in C921.

SCENARIO

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created two of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.

In this task, you will choose one of the modules you created in C920 and develop a summative objective assessment intended to measure student learning after they have completed the module. This summative assessment must be an objective assessment consisting of 10 objective items (e.g., multiple choice, true or false, matching, select all that apply).

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

The completed template (sections A) should be submitted as a separate attachment from the narrative paper (sections B); both submitted at the same time.

1. Design and develop a summative objective assessment for your chosen module using the attached “Summative Objective Assessment Template” by doing the following:
   1. Develop student-facing instructions, including the following:
      • duration of the assessment
      • how to complete the assessment
      • what resources may be used
   2. Develop ten summative objective assessment items that align with each course objective and student learning outcome in the module and include the following criteria:
      • at least two different item types
      • positive wording in all item stems
      • each item asks a single, discrete question

• answer options within each item are grammatically consistent and plausible
• an answer key that includes correct answers to all 10 items
• each item has only one correct answer unless otherwise noted in the item stem

1. Design an assessment blueprint by doing the following:
2. Identify the type of assessment.
3. Briefly describe the purpose of the assessment.
4. Identify the module title, two course objectives, and two student learning outcomes (developed in C920) for the chosen module.
5. Identify the Bloom’s taxonomy domain (cognitive, psychomotor, affective) and level of each course objective and student learning outcome.
6. Show the alignment of each item with at least one course objective or student learning outcome in the module (use the table in the attached “Summative Objective Assessment Template”).
7. Describe the elements of your assessment by doing the following:

Note: A formal narrative paper will be submitted that includes parts B1 through B9.

1. Describe how each item in this assessment aligns with at least one course objective or student learning outcome in the module.
2. Describe how assessment results, including constructive feedback, will be communicated to students for this assessment.
3. Describe the pass or fail criteria for this assessment and how it was determined.
4. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.
5. Describe the procedures that will ensure test security for this assessment, including the following:
   • prevention
   • detection
   • response
6. Describe a potential barrier (not related to test security) to implementing this assessment in the online environment and how your assessment design choices will minimize its impact.
7. Describe the analytical methods and item- and test-level statistics you will use to evaluate assessment results, including the following:
   • item difficulty
   • item discrimination
   • test-level reliability
8. Discuss potential contributing factors of the following objective assessment outcomes:
   • low pass rates
   • low item discrimination
   • low test-level reliability
9. Discuss an improvement plan that includes short-term and long-term actions to improve this assessment based on key assessment results, including the following:
   • item discrimination
   • test reliability
   • item difficulty
10. Discuss how the results of an objective assessment can be used to improve teaching strategies and student learning.
11. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
12. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 400 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,

wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A1:ASSESSMENT  INSTRUCTIONS

 A2:SUMMATIVE OBJECTIVE ASSESSMENT

A3A:TYPE OF ASSESSMENT

 A3B:PURPOSE OF ASSESSMENT

 

 A3C:THE MODULE TITLE, COURSE OBJECTIVES, AND STUDENT LEARNING OUTCOMES

 

A3D:DOMAIN AND LEVEL

 

A3E:ASSESSMENT  ALIGNMENT

 

B1:ALIGNMENT

 

 B2:ASSESSMENT  RESULTS

 

B2A:PASS OR FAIL CRITERIA

 

B3:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE

 

B4:TEST SECURITY PROCEDURES

 

 B5:POTENTIAL  IMPLEMENTATION  BARRIERS

 

B6:ANALYTICAL  METHODS

 

B7:OBJECTIVE ASSESSMENT OUTCOMES

 

B8:ASSESSMENT  IMPROVEMENT

 

 B9:USING ASSESSMENT RESULTS

 

C:SOURCES

 

D:PROFESSIONAL  COMMUNICATION

SUPPORTING DOCUMENTS

Summative Objective Assessment Template.docx

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C921 NURS 6004 Developing Course Assessments Paper Example

C921 NURS 6004 Developing Course Assessments Paper Assignment

C921 NURS 6004 Assessment and Evaluation Strategies for Measuring Student Learning Course

MJP2 — MJP TASK 1: Developing Course Assessments

C921 NURS 6004 Developing Course Assessments Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on the development of assessments for a nursing course, requiring the creation of both formative and summative assessments. The goal is to design valid, reliable, and fair assessment tools that align with course objectives and student learning outcomes. Additionally, students must outline implementation and evaluation plans to ensure assessment effectiveness.

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Understanding Assignment Objectives

The assignment aims to enhance the understanding and application of assessment theories and strategies within nursing education. Students will:

• Develop assessments aligned with course objectives.
• Utilize assessment methods to measure cognitive skills and application of knowledge.
• Implement and evaluate assessment effectiveness to support student learning and curriculum improvement.

The Student’s Role

Students are required to:

• Develop an assessment blueprint for each of the three assessments.
• Create student-facing assessment materials.
• Design an implementation and evaluation plan for each assessment.
• Provide a formal written narrative discussing assessment theories, barriers, authenticity, reliability, and use of assessment results.
• Ensure proper APA formatting and professional communication.

Competencies Measured

This assignment evaluates the following competencies:

• Assessment Theory and Methods: Application of theories to measure student learning.
• Designing Assessments: Development of effective assessment strategies.
• Developing Assessments: Creation of formative and summative assessments.
• Evaluating Assessment Effectiveness: Analysis of student performance data.
• Improving Assessments: Enhancing assessments based on evaluation results.

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C921 NURS 6004 Developing Course Assessments Paper Example

Developing Course Assessments for ‘The Role of the BSN Nurse in Promoting Community Health’

Introduction

Assessment plays a critical role in the education of nursing students, ensuring that they acquire the necessary knowledge, skills, and competencies to provide effective patient care. Assessments must be designed using evidence-based principles to ensure reliability, validity, and fairness. This paper presents three assessments for the course ‘The Role of the BSN Nurse in Promoting Community Health,’ aligning them with course objectives, student learning outcomes, and appropriate cognitive levels. The assessments include one formative assessment and two summative assessments: a performance-based assessment and an objective assessment. Additionally, this paper explores assessment theory, barriers to online assessment implementation, and strategies for improving assessment outcomes.

Assessment Blueprint

Assessment 1: Formative Assessment

Overview

The formative assessment is designed to measure student progress and identify areas for improvement within the first module of the course. This assessment takes the form of an online quiz containing a mix of multiple-choice and short-answer questions. The primary purpose of the assessment is to provide students with feedback on their learning while allowing instructors to gauge comprehension and adjust instruction accordingly. Expected outcomes include improved student understanding and early identification of knowledge gaps.

Alignment with Course Objectives and Learning Outcomes

Module Title: Community Health and Nursing Advocacy

Course Objectives:

• Explain the fundamental principles of community health nursing.
• Identify the role of nurses in health advocacy within community settings.
• Analyze key social determinants of health that impact community well-being.

Student Learning Outcomes:

1. Demonstrate an understanding of the principles of community health nursing.
2. Identify advocacy strategies applicable to community health nursing.

Cognitive Level Measured: Application and analysis (Bloom’s Taxonomy: levels 3 and 4).

Assessment Item Types: Multiple-choice, short-answer questions.

Total Number of Items: 10 questions (6 multiple-choice, 4 short-answer).

Assessment 2: Summative Performance-Based Assessment

Overview

The summative performance-based assessment evaluates students’ ability to apply their knowledge by developing a community health intervention plan. Students will work in small groups to create a health promotion initiative tailored to a specific vulnerable population. The purpose of this assessment is to measure students’ ability to integrate theoretical knowledge with practical application. Expected outcomes include enhanced problem-solving skills and a deeper understanding of community health interventions.

Alignment with Course Objectives and Learning Outcomes

Module Title: Implementing Community-Based Health Initiatives

Course Objectives:

1. Develop effective community-based health initiatives.
2. Apply evidence-based practice in designing community health programs.
3. Evaluate the impact of nursing interventions on community health outcomes.

Student Learning Outcomes:

• Create a community-based health intervention program.
• Justify intervention choices using evidence-based research.

Cognitive Level Measured: Synthesis and evaluation (Bloom’s Taxonomy: levels 5 and 6).

Assessment Item Types: Project-based assessment with a rubric.

Total Number of Items: Not applicable; students will submit a group project.

Assessment 3: Summative Objective Assessment

Overview

The objective summative assessment consists of a 10-item exam designed to evaluate students’ retention and comprehension of core concepts covered in the module. This assessment will measure knowledge acquisition and application using multiple-choice, true/false, and matching questions. The purpose is to provide a standardized measure of student learning. Expected outcomes include the demonstration of theoretical knowledge and the ability to apply nursing concepts in community health.

Alignment with Course Objectives and Learning Outcomes

Module Title: Health Promotion Strategies in Community Settings

Course Objectives:

1. Explain various health promotion strategies applicable in community settings.
2. Assess the effectiveness of community health education programs.
3. Compare different models of health promotion and their impact on diverse populations.

Student Learning Outcomes:

• Identify key health promotion strategies.
• Analyze the effectiveness of different health education models.

Cognitive Level Measured: Comprehension and application (Bloom’s Taxonomy: levels 2 and 3).

Assessment Item Types: Multiple-choice, true/false, matching questions.

Total Number of Items: 10 items (4 multiple-choice, 3 true/false, 3 matching).

Implementation and Evaluation Plan

Administration Procedures:

• Formative Quiz: Administered online at the end of the first week. Duration: 30 minutes.
• Performance-Based Assessment: Assigned in week 5 and presented in week 7. Duration: Two weeks for preparation, 15-minute presentation per group.
• Objective Exam: Conducted in week 8, lasting 60 minutes.

Communication of Results:

• Formative quiz feedback provided immediately with explanations.
• Performance-based assessment rubric scores given within one week.
• Objective exam results posted within three days.

Analytical Methods:

• Formative quiz results analyzed for trends in misunderstanding.
• Rubric-based performance assessment reviewed for consistency in grading.
• Objective exam evaluated for item difficulty and discrimination index.

Test Security Procedures:

• Online quiz hosted on a secure LMS.
• Exam proctored with randomized question ordering.

Assessment Theory and Considerations

The design of these assessments follows cognitive learning theory, which emphasizes active engagement in the learning process (Aliakbari et al., 2015). The formative quiz encourages knowledge reinforcement, while the performance-based task fosters deeper understanding through hands-on application. Additionally, constructivist learning theory is applied to the summative project, as students create their intervention based on prior knowledge (Vygotsky, 1978).

Potential barriers in online assessment include lack of immediate feedback and technical difficulties (Broadbent & Poon, 2015). These issues are mitigated by providing immediate feedback in quizzes and detailed rubric explanations for performance assessments.

Conclusion

Effective assessment design is essential for evaluating nursing students’ competencies. By integrating formative and summative assessments aligned with course objectives, educators can ensure fair, valid, and reliable measures of student learning. Ongoing evaluation and refinement of assessments will further enhance student success and nursing education outcomes.

References

Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of Education and Health Promotion, 4(2), 2. https://doi.org/10.4103/2277-9531.151867

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Detailed Assessment Instructions for the C921 NURS 6004 Developing Course Assessments Paper Assignment

MJP2 — MJP TASK 1: DEVELOPING COURSE ASSESSMENTS

ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING — C921 PRFA — MJP2

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7056.1.1 : Assessment Theory and Methods

The graduate validates the application of theories, concepts, and principles used to assess, evaluate, and measure student learning in various educational settings.

7056.1.2 : Designing Assessments

The graduate proposes assessment strategies and implementation plans based on the principles of effective assessment design.

7056.1.3 : Developing Assessments

The graduate develops formative and summative assessments useful for measuring the knowledge and skills applicable to nursing practice.

7056.1.4 : Evaluating Assessment Effectiveness

The graduate evaluates the effectiveness of performance and objective assessments by analyzing student achievement and learning outcomes data.

7056.1.5 : Improving Assessments

The graduate creates an assessment improvement plan based on student outcome measures and assessment performance data.

INTRODUCTION

The work of a nurse educator does not end after teaching materials have been designed, developed, and delivered to students. In any learning environment, it is necessary to evaluate the impact of those teaching materials on student learning. Assessment is the process of gathering data in order to evaluate and make decisions regarding student learning.

There are many approaches to measuring student acquisition of knowledge, skills, attitudes, and behaviors. A successful nurse educator will rely on the full breadth of evidence-based assessment theories and strategies to design an assessment implementation plan that is most appropriate for their setting. After designing an assessment tool, nurse educators must construct it using best practices to support reliability, validity, and fairness. Once designed and implemented, data gathered by the assessment must be analyzed using rigorous methods to evaluate student performance. Finally, the results of this analysis must be used to continually improve both the assessment tool and the teaching materials.

SCENARIO

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created three of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.

In this task, you will develop a different assessment for each of the three course modules you created in C920. For the first module you created, you will develop a formative assessment intended to measure student progress and identify potential areas for improvement as the student progresses through the module.

For each of the second and third modules, you will develop a summative assessment intended to measure student learning after they have completed the module. One of these summative assessments must be performance-based assessment to measure students’ ability to apply skills or knowledge by creating a product or completing a process. The other summative assessment must be an objective assessment consisting of 10 items.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

NOTE: Prompts A through D include the steps to create an assessment for the “Role of the BSN Nurse in Promoting Community Health” course. You must complete each of these prompts three times to create three unique assessments: (1) one formative assessment, (2) one summative, performance-based assessment, and

(3) one summative objective assessment. Each assessment must be based on the three modules that you developed in your C919 and C920 assessments: one assessment per module. Please note that certain prompts apply to only certain assessments where explicitly stated.

3. Design an assessment blueprint for each of the three assessments by doing the following:
   1. Develop an overview for each assessment, including the type, purpose, and expected outcomes of the assessment.
   2. Include the module title, three course objectives, and two student learning outcomes (developed in your C920 assessment) for each assessment blueprint.
      1. Describe how each assessment activity aligns with each course objective and student learning outcome in the module.
4. Identify the cognitive level that will be measured by each assessment activity for each assessment.
5. Identify the allowable assessment item types for each
6. Identify the total number of items for each assessment, if applicable. If numerous items are not applicable, explain why.
7. Develop the student-facing assessment materials for each of the three assessments by doing the following:
   1. Include the instructions for each
   2. Develop a formative assessment activity to align with your formative assessment blueprint from part A.
      1. Develop the feedback and goal setting language to correspond with different levels of student performance on the formative assessment.
   3. Develop an authentic summative performance-based assessment task to align with your summative performance-based assessment blueprint from Prompt A.
      1. Develop a rubric to evaluate and assign scores to student submissions for the summative performance-based assessment.
   4. Develop ten assessment items to align with your summative objective assessment blueprint from part
   5. Be sure to include at least two items of different item types.
   6. Include an answer key for all ten items.

1. Develop an implementation and evaluation plan for each of the three assessments by doing the following:
   1. Describe the step-by-step procedures for administering each assessment, including each of the following:

• who will administer it
• when it will occur during the learning module
• duration of the assessment, and
• what resources will be required.
  2. Describe how assessment results will be communicated to students for each
     1. Describe the pass/fail criteria for each assessment, if applicable. If not applicable, explain why.
  3. Describe the analytical methods and item- and test-level statistics you will use to evaluate assessment performance for each If not applicable, explain why.
     1. Develop a specific plan of action to improve each assessment based on assessment results.
  4. Describe the procedures that will ensure test security for each If not applicable, explain why.

1. Use the information in the three assessments you developed to complete the following:

Note: A formal narrative paper in APA format will be submitted that includes parts D1 through D5.

1. Describe an assessment theory, concept, or principle that guided your design choices for each

assessment.

2. Describe a potential barrier to implementing each assessment in the online environment and how your assessment design choices will minimize its impact.
3. Discuss the importance of authenticity in designing a performance-based assessment task.
4. Discuss potential contributing factors and ways to address each of the following objective assessment outcomes:

• low test-level reliability
• low item discrimination
• low pass rates
  5. Discuss how the results of a performance-based assessment and objective assessment can be used to improve teaching strategies and student learning.

1. Submit your formal narrative paper in APA style, including, but not limited to, title page, headers, in-text citations, and references.
2. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A1:ASSESSMENT  OVERVIEW

 

A2:MODULE TITLES, COURSE OBJECTIVES, AND STUDENT LEARNING OUTCOMES

 

A2A:ASSESSMENT  ACTIVITY  ALIGNMENT

 

 

 

A3:COGNITIVE  LEVEL

 

A4:ITEM TYPES

 

A5:NUMBER OF ITEMS

 

B1:ASSESSMENT  INSTRUCTIONS

 

  

 

B2:FORMATIVE ASSESSMENT

 

B2A:FEEDBACK AND GOAL SETTING LANGUAGE

 

 

 

B3:SUMMATIVE PERFORMANCE ASSESSMENT

 

 

 

B3A:SUMMATIVE PERFORMANCE ASSESSMENT RUBRIC

 

B4:SUMMATIVE OBJECTIVE ASSESSMENT

 

 

 

B4A:SUMMATIVE OBJECTIVE ASSESSMENT ANSWER KEY

 

C1:ADMINISTRATION  PROCEDURES

 

C2:ASSESSMENT  RESULTS

 

  

 

C2A:PASS/FAIL CRITERIA

 

C3:ANALYTICAL METHODS

 

C3A:ASSESSMENT  IMPROVEMENT

 

  

 

C4:TEST SECURITY PROCEDURES

 

D1:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE

 

D2:POTENTIAL IMPLEMENTATION BARRIERS

 

D3:IMPORTANCE OF AUTHENTICITY

 

D4:OBJECTIVE  ASSESSMENT  OUTCOMES

 

D5:USING ASSESSMENT RESULTS

 

E:APA

 

F:PROFESSIONAL  COMMUNICATION

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Introduction to Psychology Essay Example: Write Perfectly

Introduction to Psychology Assignment Brief

Assignment Instructions Overview

In this Introduction to Psychology assignment, you will delve into the fascinating realm of human intelligence and the factors that shape it. You will explore the definitions of intelligence provided by various scholars, psychologists, and experts and investigate the multifaceted nature of this cognitive trait.

Understanding Introduction to Psychology Assignment

Your assignment’s primary focus will be to comprehend the internal and external factors that influence intelligence. You will explore the interplay between genetic predisposition and environmental influences in shaping an individual’s cognitive abilities. Furthermore, you will assess how pre-natal and post-natal environments, family dynamics, societal factors, economic status, cultural background, and gender roles impact intelligence.

The Student’s Role:

As the student, your role in this assignment is to:

• Define Intelligence: Begin by summarizing the various definitions of intelligence provided by scholars and psychologists. Highlight the common threads that run through these definitions, emphasizing the multidimensional nature of intelligence.
• Examine Intelligence Quotient (IQ): Explore the concept of Intelligence Quotient (IQ) and its measurement. Explain the deviation IQ method and the typical IQ score range in the population.
• Internal Factors: Dive into the discussion of internal factors that influence intelligence. Delve into the genetic constitution of individuals and its role in determining intelligence. Discuss the varying perspectives on the heritability of intelligence and provide examples or studies that support these perspectives.
• External Factors: Shift your focus to external factors. Categorize these factors into pre-natal and post-natal environments, home environments, societal influences, parent-child relationships, economic status, culture, and gender roles. Explain how each of these external factors can impact the development of intelligence.
• Case Studies: If available, provide case studies or real-world examples that illustrate the impact of external factors on intelligence. These examples can help solidify your understanding of the subject matter.
• Conclusion: Summarize your findings and emphasize the interconnectedness of internal and external factors in shaping human intelligence. Highlight that intelligence is a complex trait influenced by a combination of genetic and environmental factors.

Introduction

Intelligence is a complex and multifaceted trait that has intrigued scholars and psychologists for generations. Defining intelligence is no simple task, as it encompasses a wide range of cognitive abilities and adaptability to various situations. This essay delves into the concept of intelligence, discussing its definition and the factors that contribute to its development. It is widely accepted that both internal and external factors play pivotal roles in shaping an individual’s intelligence.

Definition of Intelligence

Before examining the factors influencing intelligence, it is essential to establish a working definition of the term. Numerous scholars have proposed definitions over time. Terman (1921) defines intelligence as “the ability to engage in abstract thinking,” emphasizing abstract reasoning. Pintner offers another perspective, defining intelligence as “the ability to adapt adequately to relatively new life situations,” highlighting its practical and adaptive nature. Robert J. Sternberg associates intelligence closely with reasoning and problem-solving abilities. In essence, intelligence can be understood as the capacity to apply reason to adapt to one’s environment. It involves mental abilities such as planning, problem-solving, abstract thinking, understanding complex situations, and rapid learning from daily experiences. Intelligence transcends mere academic proficiency, encompassing a deeper understanding of one’s surroundings and the ability to navigate them effectively.

Measurement of Intelligence

Intelligence is typically measured using standardized assessments, with the most common metric being the Intelligence Quotient (IQ). Psychologist William Stern introduced the concept of IQ, which is calculated using a deviation IQ method. According to this method, most individuals score within the range of 85 to 115, with only 5% of the population obtaining scores of 125 or higher.

Factors Influencing Intelligence

The development of human intelligence is influenced by both internal and external factors, and it is crucial to recognize the interconnectedness of these factors.

Internal Factors

Internal factors pertain to an individual’s genetic makeup, shaping their innate cognitive abilities and potential for intelligence. While experts debate the exact degree to which genetics influence intelligence, it is widely acknowledged that genetic factors play a significant role.

Genetics: Genetics, often considered one of the primary determinants of intelligence, has been a subject of extensive study. Researchers have conducted experiments involving twins, both fraternal and identical, as well as adopted children, to investigate the heritability of intelligence. While some argue that intelligence is highly heritable (Herrnstein and Murray), others suggest a more balanced view (Devlin, Daniels, and Roeder; Plomin). It is evident that genetic factors contribute to intelligence, but they do not provide a comprehensive explanation.

External Factors

External factors encompass the environment and experiences an individual encounters throughout their life. These factors significantly shape cognitive development and intelligence.

Pre-natal Environment: The health and well-being of the expectant mother during pregnancy are critical for the child’s development. Factors such as nutrition, emotional and psychological state, and substance use during pregnancy can impact the child’s mental health. Proper nutrition positively affects the child’s mental health, while maternal stress and substance abuse can lead to issues such as irritability, insomnia, and decreased appetite in the child.

Post-natal Environment: The environment in which a child is raised greatly influences their intelligence. A nurturing and stimulating home environment fosters curiosity and accelerates learning, while a hostile or stressful environment hinders intellectual growth. Parent-child relationships also play a pivotal role, as children raised in loving and supportive homes tend to explore their abilities and learn more efficiently.

Societal Influences: The broader societal context in which a child grows up can impact their intellectual development. Environments that fail to stimulate cognitive growth can lead to lower intelligence quotient (IQ) scores. Studies have shown that changes in a child’s environment can have a profound impact, with children transferred from less stimulating environments to more enriching ones displaying increased intelligence over time.

Economic Status: Economic disparities can significantly influence a child’s intelligence. Children from affluent families often have access to better nutrition, education, and opportunities, leading to higher IQ scores. Economic status also affects learning attitudes and problem-solving approaches, further shaping intelligence levels.

Race and Culture: Some studies have suggested variations in intelligence levels among different racial and cultural groups. These differences may result from varying attitudes, problem-solving approaches, exposure levels, and societal stimuli. However, it is essential to recognize that these differences are often influenced by socioeconomic factors.

Gender Influences: Gender biases can impact intelligence testing, with societal expectations sometimes leading to lower scores for girls. Modern societies are gradually moving away from such biases, as informed teachers and educational systems strive to provide equal opportunities for all children.

Conclusion

In conclusion, intelligence is a multifaceted trait that defies a singular definition. It encompasses the ability to reason, solve problems, think abstractly, comprehend complex situations, and learn from experiences. Intelligence is influenced by both internal and external factors, with genetics and the environment playing intertwined roles in shaping an individual’s cognitive abilities. Recognizing the interconnectedness of these factors is essential for understanding the complex nature of intelligence and its development.

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