Explain the steps in assembling and administering tests for specific learning outcomes
Create a 1–2-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).
Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.
Nurse educators need to be able to develop strategies within a course to evaluate the learners’ competency with the material. Assessment is sometimes synonymous with evaluation. Nursing education deals with the process of documenting in a formal way that the student has acquired the knowledge, skills, attitudes, or beliefs. Rubrics are used in education to create a standardized way of evaluating performance.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
Describe processes that can be used for determining the validity and reliability of an assessment.
Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
Competency 3: Engage in the development of a classroom examination.
Determine how grading expectations should be communicated to learners.
Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.
Explain the steps in assembling and administering tests for specific learning outcomes.
Create performance-level criteria that are distinct and progress in a clear and logical order.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.
The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.
Questions to consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Which classroom assessment techniques (CATs) can be applied to the clinical and classroom setting?
How can the use of CAT in nursing education develop a deeper level of learning for the learner?