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Nurse Educator's Guide to Assessing Learning Outcomes 3rd New edition [Pehme köide]

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  • Formaat: Paperback / softback, 396 pages, kaal: 964 g
  • Ilmumisaeg: 13-Feb-2013
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1449687679
  • ISBN-13: 9781449687670
Teised raamatud teemal:
Nurse Educator's Guide to Assessing Learning Outcomes 3rd New editionSuurem pilt
  • Formaat: Paperback / softback, 396 pages, kaal: 964 g
  • Ilmumisaeg: 13-Feb-2013
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1449687679
  • ISBN-13: 9781449687670
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781449687670.html
Märksõnad:
McDonald, a nurse educator and educational assessment consultant, shows nurse educators how to assess students. She addresses the role of assessment in instruction and outlines a rationale for developing a systematic assessment plan, as well as the ethical responsibilities involved, implications for students, and assessment competency standards. She describes fundamental concepts, terms, and the principles of assessment; developing instructional objectives and learning outcomes; implementing systematic test development, including test blueprints; developing multiple-choice exams, with examples; writing critical thinking, true-false, matching, short-answer, and essay items, with examples; assembling, administering, and scoring a test, with discussion of cheating; documenting reliability and validity; interpreting results; grading; and using item banking and test development software. This edition addresses the pressure of the National Council Licensure Examination (NCLEX) and other exams on nursing students and faculty and reflects updates to the NCLEX Detailed Test Plan. It has new and updated tables and figures, new web links and learning activities, updated writing guidelines, discussion of computer administration and dealing with flawed test items, an updated chapter on laboratory and clinical evaluation, and other revisions. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
Preface xiii
About the Author xix
1 The Role of Assessment in Instruction
1(10)
The Process of Assessment
1(2)
Ethical Responsibilites
3(1)
Assessment and Self-Efficacy
3(1)
Assessment Inadequacy
4(2)
Assessment Competency Standards
6(1)
Need for a Systematic Approach to Assessment
6(1)
Assessment Instruments
7(1)
Summary
8(3)
2 The Language of Assessment
11(22)
Assessment
11(1)
Measurement
12(1)
Evaluation
13(2)
Formative Evaluation
14(1)
Summative Evaluation
14(1)
Instructional Objectives
15(1)
Learning Outcomes
15(1)
Blueprint
16(1)
Item Bank
16(1)
Test
17(4)
Interpreting Test Scores
18(1)
Criterion-Referenced Tests (CRT)
18(1)
Norm-Referenced Tests
19(1)
High-Stakes Tests
20(1)
Grade
21(1)
Test Bias
21(2)
Reliability
23(1)
Validity
23(7)
Evidence Based on Test Content
25(1)
Evidence Based on Response Processes
26(1)
Evidence Based on Internal Structure
26(2)
Evidence Based on Relation to Other Variables
28(1)
Evidence Based on the Consequences of Testing
29(1)
Face Validity
29(1)
Basic Test Statistics
30(1)
Summary
30(3)
3 Developing Instructional Objectives
33(26)
Role of Objectives
34(1)
Focus of Instructional Objectives
35(3)
Stating Instructional Objectives
36(1)
Specific Objectives
36(1)
General Objectives
37(1)
Learning Outcomes
38(2)
Mastery (Performance) Objectives
40(2)
Developmental Objectives
42(3)
Framework for Writing Objectives
45(3)
Number of Objectives
46(2)
Number of Learning Outcomes
48(1)
Taxonomies
48(2)
Using Instructional Objectives
50(3)
Criteria for Effective Objectives
53(2)
Complete
53(1)
Appropriate
53(1)
Sound
54(1)
Feasible
54(1)
Relevant
54(1)
Open-Ended
54(1)
Delineate Student Behavior
55(1)
Shared with Students
55(1)
Summary
55(4)
4 Implementing Systematic Test Development
59(20)
Initiating Test Development
59(1)
Scheduling a Semester's Exams
60(1)
Identifying the Purpose of the Test
60(1)
Determining the Length of the Test
61(1)
Selecting What to Test
62(1)
Selecting the Appropriate Assessment Format
63(2)
Weighting the Content and Course Objectives
65(2)
Developing a Test Blueprint
67(3)
Reviewing the Blueprint
70(1)
Preparing Students for a Test
70(2)
Sharing the Blueprint with Students
71(1)
Pre-Test Review
71(1)
Pop Quizzes
71(1)
Determining the Difficulty Level of a Test
72(3)
Summary
75(4)
5 Selected-Response Format: Developing Multiple-Choice Items
79(54)
Advantages of Multiple-Choice Items
80(1)
Limitations of Multiple-Choice Items
80(1)
Relevance of Multiple-Choice Items
81(1)
Item Writing Logistics
81(1)
Style Guide
82(1)
Electronic Item Development
82(1)
Multiple-Choice Format
83(1)
Stem Formats
84(1)
Question
84(1)
Completion
84(1)
Item Writing Guidelines
85(32)
General Guidelines
86(4)
Characteristics of Effective Stems
90(5)
Qualities of Effective Options
95(10)
Developing the Correct Answer
105(1)
Designing Effective Distractors
106(3)
Characteristics to Avoid
109(8)
Alternate National Council Licensure Examination (NCLEX) Items
117(7)
Fill in the Blank
121(1)
Point and Click
122(1)
Multiple Response
122(1)
Chart/Exhibit
123(1)
Drag and Drop
124(1)
Item Rationale
124(1)
Question Difficulty
125(1)
Framing Questions in Terms of the Nursing Process
126(1)
Item Shells
126(1)
Peer Review
127(2)
Summary
129(4)
6 Writing Critical Thinking Multiple-Choice Items
133(22)
Characteristics of Critical Thinking Items
133(16)
Sequential Reasoning
134(1)
Writing Original Critical Thinking Items
135(3)
Revising Items
138(5)
Introducing Critical Thinking Items
143(3)
Best Answer and Priority Format
146(2)
Novel Problems
148(1)
Critical Thinking and the Nursing Process
149(1)
Delegating
150(1)
All that Apply
150(1)
Summary
151(4)
7 Selected-Response Format: Developing True-False and Matching Items
155(20)
The True-False Item Format
155(2)
Advantages of the True-False Item Format
156(1)
Disadvantages of the True-False Item Format
156(1)
Guidelines for Developing True-False Exams
157(11)
Characteristics of Effective True-False Items
158(3)
Flaws to Avoid With True-False Items
161(3)
Forms for True-False Item Writing
164(1)
Types of True-False Items
164(4)
Matching Exercise
168(4)
Advantages of the Matching Exercise
169(1)
Disadvantages of the Matching Exercise
169(1)
Guidelines for Developing Matching Exercises
169(3)
Summary
172(3)
8 Constructed-Response Format: Developing Short-Answer and Essay Items
175(20)
Short-Answer or Completion Item Format
175(5)
Advantages of the Short-Answer Item Format
176(1)
Disadvantages of the Short-Answer Item Format
176(1)
Guidelines for Developing Short-Answer Items
176(1)
Characteristics of Effective Short-Answer Items
177(3)
Essay Question Format
180(7)
Forms of Essay Questions
182(2)
Advantages of the Essay Question
184(1)
Disadvantages of the Essay Question
184(1)
Guidelines for Developing Essay Items
185(1)
Suggestions for Scoring Essay Items
186(1)
Developing Essay Items to Assess Critical Thinking
187(1)
Scoring Rubrics
187(5)
Holistic Scoring Rubrics
189(1)
Analytic Scoring Rubric
189(1)
Developing Scoring Rubrics
189(3)
Summary
192(3)
9 Assembling, Administering, and Scoring a Test
195(30)
Assembling a Test
195(12)
Arranging Items
196(2)
Editing and Proofreading
198(2)
Formatting Tests
200(1)
Providing Directions
201(2)
Reproducing
203(2)
Maintaining Security
205(2)
Administering a Test
207(9)
Computer Test Administration
207(1)
Physical Environment
208(1)
Psychological Environment
209(1)
Academic Dishonesty
210(6)
Online Testing
216(1)
Scoring a Test
217(4)
Scoring a Classroom Exam
217(1)
Statistical Analysis
218(1)
Student Review
219(2)
Summary
221(4)
10 Preparing Students for the Licensure Exam: The Importance of NCLEX
225(30)
The NCLEX Application Process
225(1)
Development of the NCLEX
226(4)
The NCLEX Practice Analyses
226(1)
The NCLEX Test Plan
227(2)
NCLEX Item Development
229(1)
Characteristics of NCLEX Items
230(1)
Cognitive Levels
230(1)
Critical Thinking Ability
230(1)
Alternate Formats
231(1)
Characteristics of the NCLEX
231(4)
Computerized Adaptive Testing Format
231(1)
Passing Standard
232(1)
Logits
233(1)
Examination Length
234(1)
Preparing Nursing Students for the NCLEX
235(7)
Curriculum Focus
235(1)
NCLEX Test Plan Consideration
236(1)
Classroom Test Development
236(1)
Cross-Referencing the NCLEX Test Plans
237(1)
Cross-Referencing for Integrated Processes
237(1)
Standardized Examinations
238(3)
Progression Policies
241(1)
NCLEX Predictor Exit Exams
242(4)
Facilitating Student Success
246(2)
NCLEX Prep Courses
248(2)
Summary
250(5)
11 Establishing Evidence of Reliability and Validity
255(18)
Reliability
256(12)
Measures of Reliability
256(4)
Factors Affecting the Reliability Coefficients of Classroom Exams
260(5)
Measurement Error
265(3)
Validity
268(2)
Content Validity Index
269(1)
Interpretation of the Validity Coefficient
269(1)
Summary
270(3)
12 Interpreting Test Results
273(32)
Overall Test Data Analysis
274(7)
Measures of Central Tendency
275(3)
Measures of Variability
278(1)
Reliability Coefficient
279(1)
Standard Error of Measurement
280(1)
Score Distribution
281(6)
Histogram
282(2)
Mean Item Difficulty
284(1)
Mean Biserial
285(2)
Individual Item Analysis
287(6)
Assigning Test Scores
293(9)
Flawed Items
294(1)
Adjusting Test Scores to Account for Flawed Items
294(5)
Returning Scores to Students
299(3)
Summary
302(3)
13 Laboratory and Clinical Evaluation
305(18)
Relevance of Objectives
305(1)
Elements of the Clinical/Laboratory Experience
306(2)
Identification of Clinical Action Elements
307(1)
Identifying Objectives and Outcomes
308(1)
Assessing Learning Needs
308(1)
Planning Clinical Learning Experiences
309(1)
Instructing and Evaluating
309(12)
The Professional Role
311(1)
Designing and Using a Performance Tool
311(1)
Using a Taxonomy
312(1)
Assessment of Mastery Learning
313(2)
Assessment of Developmental Learning
315(2)
Portfolio Assessment
317(1)
Implementing a Clinical Evaluation Tool
318(3)
Summary
321(2)
14 Assigning Grades
323(18)
Grading Principles
323(2)
Philosophy of Grading
325(4)
1 What Meaning Should Each Grade Symbol Carry?
325(2)
2 What Should Failure Mean?
327(1)
3 What Elements of Performance Should Be Incorporated in a Grade?
327(1)
4 How Should the Grades in a Class Be Distributed?
328(1)
5 What Components Should Go into a Final Grade?
328(1)
6 How Should the Components of the Grade Be Combined?
328(1)
7 What Method Should Be Used to Assign Grades?
328(1)
8 Should Borderline Cases Be Reviewed?
329(1)
9 What Other Factors Should Influence the Grading Policy?
329(1)
Developing a Grading Plan
329(6)
Weighting Components of a Grade
330(5)
Pass/Fail Grading
335(1)
Adjusting Grades
336(2)
Scaling Grades
336(1)
Giving Extra Credit
337(1)
Dropping the Lowest Grade
337(1)
Summary
338(3)
15 Instituting Item Banking and Test Development Software
341(26)
Establishing an Item Bank
342(6)
Editing Items
343(5)
Selecting a Test Development Software Program
348(11)
Hardware Requirements
350(2)
Item Banking Facility
352(1)
Item Importing and Exporting
352(1)
Word Processing
353(1)
Item Classification
353(1)
Supplemental Fields
354(1)
Test Assembly
354(2)
Scoring and Reporting
356(1)
Storage of Item Data History
356(1)
Grade Book Facility
357(1)
Cost
357(2)
Implementing Test Development Software
359(5)
Appointing Test Bank Administrators
360(1)
Establishing Procedures
361(2)
Incorporating Textbook Item Banks
363(1)
Summary
364(3)
Appendices
367(20)
A Steps for Implementing a Systematic Assessment Plan
367(2)
B Basic Test Statistics
369(2)
C Basic Style Guide
371(8)
D Targeting Cognitive Levels for Multiple-Choice Item Writing
379(4)
E Sample Item Stems for Phases of the Nursing Process
383(4)
I Assessment
383(1)
II Analysis
384(1)
III Planning
384(1)
IV Implementation
385(1)
V Evaluation
386(1)
Index 387
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.'