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:
- Demonstrate an understanding of the principles of community health nursing.
- 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:
- Develop effective community-based health initiatives.
- Apply evidence-based practice in designing community health programs.
- 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:
- Explain various health promotion strategies applicable in community settings.
- Assess the effectiveness of community health education programs.
- 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.
- Design an assessment blueprint for each of the three assessments by doing the following:
- Develop an overview for each assessment, including the type, purpose, and expected outcomes of the assessment.
- Include the module title, three course objectives, and two student learning outcomes (developed in your C920 assessment) for each assessment blueprint.
- Describe how each assessment activity aligns with each course objective and student learning outcome in the module.
- Identify the cognitive level that will be measured by each assessment activity for each assessment.
- Identify the allowable assessment item types for each
- Identify the total number of items for each assessment, if applicable. If numerous items are not applicable, explain why.
- Develop the student-facing assessment materials for each of the three assessments by doing the following:
- Include the instructions for each
- Develop a formative assessment activity to align with your formative assessment blueprint from part A.
- Develop the feedback and goal setting language to correspond with different levels of student performance on the formative assessment.
- Develop an authentic summative performance-based assessment task to align with your summative performance-based assessment blueprint from Prompt A.
- Develop a rubric to evaluate and assign scores to student submissions for the summative performance-based assessment.
- Develop ten assessment items to align with your summative objective assessment blueprint from part
- Be sure to include at least two items of different item types.
- Include an answer key for all ten items.
- Develop an implementation and evaluation plan for each of the three assessments by doing the following:
- 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.
- Describe how assessment results will be communicated to students for each
- Describe the pass/fail criteria for each assessment, if applicable. If not applicable, explain why.
- Describe the analytical methods and item- and test-level statistics you will use to evaluate assessment performance for each If not applicable, explain why.
- Develop a specific plan of action to improve each assessment based on assessment results.
- Describe the procedures that will ensure test security for each If not applicable, explain why.
- Describe how assessment results will be communicated to students for each
- 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.
- Describe an assessment theory, concept, or principle that guided your design choices for each
assessment.
- Describe a potential barrier to implementing each assessment in the online environment and how your assessment design choices will minimize its impact.
- Discuss the importance of authenticity in designing a performance-based assessment task.
- 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
- Discuss how the results of a performance-based assessment and objective assessment can be used to improve teaching strategies and student learning.
- Submit your formal narrative paper in APA style, including, but not limited to, title page, headers, in-text citations, and references.
- 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
A2:MODULE TITLES, COURSE OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A2A:ASSESSMENT ACTIVITY ALIGNMENT
A4:ITEM TYPES
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
D1:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE
D2:POTENTIAL IMPLEMENTATION BARRIERS
D4:OBJECTIVE ASSESSMENT OUTCOMES
E:APA
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