C921 NURS 6004 Developing A Summative Objective Assessment Paper Example

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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