NURS 6331: Week 10 Assessment Strategies Essay Assignment Paper

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NURS 6331: Week 10 Assessment Strategies Essay Assignment Paper

NURS 6331: Teaching Learning Strategies: Integrating Technology Into Nursing Education | Week 10

Assessing student learning is a necessary and critical task of most learning experiences. Many tools are available that allow educators to easily create criterion-referenced tests and to gather important feedback. These tools can automatically grade and provide educators with summary data and other important statistics, saving time and a great deal of number crunching! Furthermore, such online tools allow students to complete assessments at a time and place that is convenient for them.

This week you examine quiz development strategies and websites that can help nurse educators create online assessments. Additionally, you explore online tools that you can use to evaluate and critique student learning experiences using rubrics

Learning Objectives

Students will:

• Create quiz questions that meaningfully align to learning objectives
• Evaluate challenges associated with online quiz development
• Evaluate technology as a means to facilitate quizzes
• Evaluate the alignments of quiz questions to learning objectives
• Construct a rubric that aligns to a lesson plan
• Evaluate the alignment of rubrics to learning objectives

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.

• Chapter 9, “E-Learning Assessment” (pp. 165–179)Chapter 9 provides a brief description of each of the following e-learning assessments: rubrics, examinations, discussions, essays/papers, performance assessments, simulations/case studies, and portfolios. 

Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9(2), 134–140. Retrieved from the Walden Library databases.

This article describes how nurse educators can and should use rubrics to evaluate student progress in clinical environments.

RubiStar. (n.d.). Retrieved from http://rubistar.4teachers.org/

RubiStar is a fairly well-known website that allows educators to quickly and easily create rubrics. Educators may choose to access rubrics shared by other educators, modify general RubiStar templates, or create their own rubric. Though RubiStar does allow users to create and export templates without using the free registration, it is highly recommended that you create an account. This will allow you to save, review, and edit your rubrics.

Rubric Tool Tips.(n.d.). http://p4cdn2static.sharpschool.com/UserFiles/Servers/Server_79451/File/Elmwood%20Park/director%20of%20testing/Rubrics_ToolsTips.pdf

Stanford Center for Teaching Excellence. (n.d.). Tomorrow’s professor Msg. #932 general guidelines for developing multiple-choice items. Retrieved February 21, 2013, from http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=932&search=general%20guidelines

At this website, review the nine “General Guidelines for Developing Multiple-Choice Items.”

Truemper, C. M. (2004). Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal of Nursing Education, 43(12), 562–564. Retrieved from the Walden Library databases.

Optional Resources

Dickinson, M. (2012). The thing about multiple-choice tests. Learning Solution Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests-

Edtechteacher. (n.d.). Assessing student learning. Retrieved February 21, 2013, from http://edtechteacher.org/assessment/

This website focuses on rubric creation for multimedia assignments. Use this website to explore numerous rubric examples.

Miller, A. (2012). Tame the beast: Tips for designing and using rubrics. Retrieved from http://www.edutopia.org/blog/designing-using-rubrics-andrew-miller

Poll Everywhere. (n.d.). Retrieved January 29, 2013, from http://www.polleverywhere.com/

Poll Everywhere allows users to create multiple choice and free response polls. As a registered user (free for basic use), you will be able to create the five quiz questions needed for your Discussion assignment. Before selecting this website, click on Take the Tour and watch video tutorials on how to navigate this website.

Survey Monkey. (n.d.). Retrieved January 29, 2013, from http://www.surveymonkey.com/

 

Though titled “Survey” Monkey, this website allows you to create more than just basic surveys. This website allows you to design, collect, and analyze your quiz results. Free registration is required to create your quiz.

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Discussion Topic 1: Creating Online Quizzes

You will be assigned to Discussion Topic Group 1 or 2 to post your initial assignment and will be posting your responses to your colleagues in the other Discussion Group. For example, students assigned to Discussion Topic 1 will be posting their initial assignment in the Discussion Topic Group 1 Forum and post their responses to their colleagues in the Discussion Topic Group 2 Forum.

The testing and assessment process is often a struggle for educators. For many, finding the balance between a seemingly “hard” or “easy” question takes much practice. Furthermore, the development of question formats and stems can be a difficult concept to master. To aid in quiz development, nurse educators can use models such as The 3Cs (illustrated below) to focus more on the content of their questions and less on the actual construction. Nurse educators can also use prompts and templates provided at quiz development websites to assist quiz design. These websites can also help instructors easily administer quizzes in the online environment.

The 3Cs Model of Test Item Writing:

• Content, concepts, and criterion. Use the content of the lesson as well as overarching concepts and nursing criterion (like NCLEX and other formal assessments) as a blueprint for your questions. In addition, consider the ideas and teachable moments that have occurred in the classroom or during clinical rotations.
• Clarity and complexity. Be sure that your question stems are clear, straightforward, and use simple language. In addition, write your questions at the application or analysis level of Bloom’s Taxonomy. This will prompt students to move beyond basic comprehension and memorization.
• Critique. Always go back and examine the questions that you have created. This process should be completed both before and after examinations. As with all teaching strategies, evaluation and revision is imperative to ensure the effectiveness of instruction.

To prepare

• Review this week’s Learning Resources on developing multiple-choice quiz questions. How might you use the 3Cs and other best practices to craft your own quiz questions?
• Reflect on a Lesson Plan that you have created in this course. Which lesson might lend itself towards a pre- or post-quiz?
• Select one Lesson Plan you will use as the focus of your online quiz. Then, craft three quiz questions that are closely linked to the learning objectives and learning need of the lesson.
• Consider the challenges that you experienced in developing your quiz questions.
• Browse the available websites that educators can use to create online quizzes. After reviewing the format and capabilities of various sites, select one to upload your three questions.
• Be sure to copy the web address (URL link) that your colleagues will need to view your quiz.
• Update your Lesson Plan with your three quiz questions and resave with the word “updated” at the end of the file name.
• Consider any challenges that you may have experienced in using the platform that you chose and how you dealt with those challenges.

By Day 3

Post a brief description of one challenge that you experienced in crafting meaningful quiz questions and one challenge you experienced in using the technology platform. Briefly explain how you overcame each of these challenges. Then, explain whether you would use this technology to facilitate quiz development in a future learning environment and why. Include a hyperlink to your quiz website and an updated Lesson Plan that includes your three questions at the end.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using the following approach:

• Take your colleague’s quiz. Then, provide feedback on the construction of quiz questions inside their Lesson Plan. Explain whether the questions meaningfully align to the learning objectives of the lesson.

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