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Nurse Educator's Guide to Assessing Learning Outcomes 4th New edition [Pehme köide]

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  • Formaat: Paperback / softback, 428 pages, kaal: 1021 g
  • Ilmumisaeg: 04-Aug-2017
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1284113361
  • ISBN-13: 9781284113365
Teised raamatud teemal:
Nurse Educator's Guide to Assessing Learning Outcomes 4th New editionSuurem pilt
  • Formaat: Paperback / softback, 428 pages, kaal: 1021 g
  • Ilmumisaeg: 04-Aug-2017
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1284113361
  • ISBN-13: 9781284113365
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781284113365.html
Märksõnad:
The Nurse Educator's Guide to Assessing Learning Outcomes, Fourth Edition is a widely-used resource for both faculty and nursing education students that covers the assessment of critical thinking, the development of learning objectives, and the creation of tests, including detailed tips for writing many kinds of individual test items. The book also covers the analysis of test reliability. Examples of effective and ineffective test items are included throughout to help faculty and nurse educators deepen their understanding of how to create effective tests and assess student learning.

Key Features:

Interpreting test and item analysis data
Using Bloom’s taxonomy to increase the cognitive level of items
Establishing evidence of reliability and validity
Determining the difficulty level of items
Developing alternate item types
Revising items to increase their cognitive level
Preface xi
About the Author xvii
1 The Role of Assessment in Instruction
1(10)
The Process of Assessment
1(2)
Ethical Responsibilities
3(1)
Assessment and Self-Efficacy
3(1)
Assessment Inadequacy
4(2)
Assessment Competency Standards
6(1)
Need for a Systematic Approach to Assessment
7(1)
Assessment Instruments
7(1)
Summary
8(3)
2 The Language of Assessment
11(20)
Assessment
11(1)
Measurement
12(1)
Evaluation
13(2)
Instructional Objectives
15(1)
Item Bank
16(1)
Test
17(4)
Grade
21(1)
Test Bias
21(1)
Reliability
22(1)
Validity
23(4)
Basic Test Statistics
27(1)
Summary
28(3)
3 Developing Instructional Objectives
31(26)
Role of Objectives
32(1)
Focus of Instructional Objectives
33(3)
Learning Outcomes
36(2)
Mastery (Performance) Objectives
38(2)
Developmental Objectives
40(2)
Framework for Writing Objectives
42(4)
Taxonomies
46(2)
Using Instructional Objectives
48(3)
Criteria for Effective Objectives
51(2)
Summary
53(4)
4 Implementing Systematic Test Development
57(20)
Initiating Test Development
57(1)
Scheduling a Semester's Exams
58(1)
Identifying the Purpose of the Test
58(1)
Determining the Length of the Test
59(1)
Selecting What to Test
60(1)
Selecting the Appropriate Assessment Format
61(2)
Weighting the Content and Course Objectives
63(2)
Developing a Test Blueprint
65(2)
Reviewing the Blueprint
67(1)
Preparing Students for a Test
68(2)
Determining the Difficulty Level of a Test
70(2)
Summary
72(5)
5 Selected-Response Format: Developing Multiple-Choice Items
77(56)
Item Writing Logistics
78(1)
Electronic Item Development
78(1)
Advantages of Multiple-Choice Items
79(1)
Limitations of Multiple-Choice Items
79(1)
Relevance of Multiple-Choice Items
80(1)
Style Guide
80(1)
Multiple-Choice Format
81(1)
Stem Formats
82(1)
Item Writing Guidelines
83(35)
Alternate National Council Licensure Examination (NCLEX) Items
118(7)
Item Rationale
125(1)
Question Difficulty
125(1)
Framing Questions in Terms of the Nursing Process
125(1)
Item Shells
126(1)
Peer Review
127(3)
Summary
130(3)
6 Writing Critical Thinking Multiple-Choice Items
133(30)
Introducing Critical Thinking Items
133(1)
Characteristics of Critical Thinking Items
134(24)
Summary
158(5)
7 Selected-Response Format: Developing True-False and Matching Items
163(18)
The True-False Item Format
163(2)
Guidelines for Developing True-False Exams
165(11)
Matching Exercise
176(3)
Summary
179(2)
8 Constructed-Response Format: Developing Short-Answer and Essay Items
181(20)
Short-Answer or Completion Item Format
181(7)
Essay Question Format
188(6)
Scoring Rubrics
194(4)
Summary
198(3)
9 Assembling, Administering, and Scoring a Test
201(30)
Assembling a Test
201(11)
Maintaining Security
212(1)
Administering a Test
212(9)
Online Testing
221(2)
Scoring a Test
223(3)
Summary
226(5)
10 Establishing Evidence of Reliability and Validity
231(18)
Reliability
232(12)
Validity
244(2)
Summary
246(3)
11 Interpreting Test Results
249(40)
Overall Test Data Analysis
250(7)
Score Distribution
257(1)
Histogram
258(5)
Individual Item Analysis
263(9)
Using Item Analysis to Improve Items
272(6)
Assigning Test Scores
278(7)
Summary
285(4)
12 Laboratory and Clinical Evaluation
289(18)
Relevance of Objectives
289(1)
Elements of the Clinical/Laboratory Experience
290(2)
Identifying Outcomes
292(1)
Assessing Learning Needs
292(1)
Planning Clinical Learning Experiences
293(1)
Instructing and Evaluating
293(11)
Summary
304(3)
13 Assigning Grades
307(18)
Grading Principles
307(2)
Philosophy of Grading
309(4)
Developing a Grading Plan
313(6)
Pass/Fail Grading
319(1)
Adjusting Grades
320(2)
Summary
322(3)
14 Instituting Item Banking and Test Development Software
325(18)
Establishing an Item Bank
326(1)
Selecting a Test Development Software Program
327(9)
Implementing Test Development Software
336(5)
Summary
341(2)
15 Preparing Students for the Licensure Exam: The Importance of NCLEX
343(30)
The NCLEX Application Process
343(1)
Development of the NCLEX
344(3)
Characteristics of the NCLEX
347(5)
Characteristics of NCLEX Items
352(1)
Preparing Nursing Students for the NCLEX
353(6)
NCLEX Predictor Exit Exams
359(5)
Facilitating Student Success
364(1)
NCLEX Prep Courses
365(2)
Summary
367(6)
Appendices
373(38)
A Steps for Implementing a Systematic Assessment Plan
373(2)
B Basic Test Statistics
375(2)
C Basic Style Guide
377(10)
D Targeting Cognitive Levels for Multiple-Choice Item Writing
387(4)
E Sample Item Stems for Phases of the Nursing Process
391(4)
I Assessment
391(1)
II Analysis
392(1)
III Planning
392(1)
IV Implementation
393(1)
V Evaluation
394(1)
F Sample Item Stems for Client Needs Using the Nursing Process Format
395(16)
I Management of Care
395(2)
II Safety and Infection Control
397(2)
III Health Promotion and Maintenance
399(1)
IV Psychosocial Integrity
400(2)
V Basic Care and Comfort
402(2)
VI Pharmacological and Parenteral Therapies
404(2)
VII Reduction of Risk Potential
406(1)
VIII Physiological Adaptation
407(4)
Index 411
Mary E. McDonald has a unique combination of experience that contributes to her expertise as an Educational Assessment Consultant. She received her BSN from Boston'College'and has earned Masters degrees in both Nursing Education and Measurement in Applied Psychology from New York University. Mary has more than 25 years of experience as a nurse educator at both the baccalaureate and associate degree levels.Mary is an expert in the development of classroom exams and is known nationally for her workshops and presentations on various aspects of test development, including writing critical thinking multiple-choice items. Mary is president of Educational Assessment Strategies, LLC (www.EAStrategies.com),'an educational consulting practice that is dedicated to assisting nursing faculty to improve student assessment strategies through seminars and individual program consultation.'