chapter 1 ppt eval & testing 4e formatted 01.10 mo edits query comment removed

© 2013 Springer Publishing Company, LLC.

Evaluation and Testing inNURSING

EDUCATION

FOURTH EDITION

Marilyn H. OermannKathleen B.

Gaberson


Chapter 1

Assessment and the Educational ProcessOermann & GabersonEvaluation and Testing in Nursing Education4th edition


Assessment

♦ Collection of information for making decisions about learners, programs, and educational policies

♦ Generates feedback for students

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Principles of Assessment

♦ Identify learning targets (objectives, outcomes, or competencies) to be assessed

♦ Match assessment technique to learning target

♦ Meet students’ needs ♦ Use multiple assessment techniques♦ Consider limitations of assessment when

interpreting the results

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Tests

♦ Particular measurement technique♦ Set of questions to answer or tasks to respond

to (e.g., matching exercise)

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Measurement

♦ Assigning numbers to indicate student achievement

♦ Example: Number of items correct on test

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Frameworks

♦ Norm-referenced (evaluation based on achievement of other students)– Compare each student’s performance with others

in group (e.g., above average)♦ Criterion-referenced (evaluation against

preset criteria)

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Evaluation

♦ Student learning♦ Program success♦ Teacher effectiveness

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Evaluation

♦ Make judgments about student learning and achievement, clinical performance, employee competence, and educational programs– Based on assessment data– Always some degree of subjectivity

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Types of Evaluation

♦ Formative♦ Summative

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Formative Evaluation

♦ Judges students’ progress in meeting desired outcomes and developing competencies for practice

♦ Occurs throughout instructional process and provides feedback for determining where further learning is needed

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Summative Evaluation

♦ End-of-instruction evaluation to determine what student has learned in classroom, an online course, or in clinical practice

♦ Judges quality of student’s achievement in course, not progress of learner

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Objectives

♦ Desired outcomes of learning♦ Measurable♦ Three domains (areas of learning)

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Objectives

♦ What learner can do differently at the END of your program/course

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Sample Objectives

♦ Identifies areas of assessment for critically ill patients

♦ Uses higher-level thinking skills in clinical practice

♦ Identifies priority problems and evidence-based interventions

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Sample Objectives

♦ Interacts effectively with critically ill patients and families

♦ Develops working relationships with nursing staff and other providers

♦ Communicates relevant information to staff

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Sample Objectives

♦ Examines own values related to treatment decisions

♦ Identifies ethical and other issues in critical care♦ Critiques research for evidence for practice

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Domains of Objectives

♦ Cognitive– Knowledge– Higher-level cognitive skills

♦ Affective♦ Psychomotor and technical skills

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Taxonomy

♦ Taxonomy of each domain ♦ Classification system♦ Hierarchy♦ Use for:

1. Writing objectives2. Writing test items3. Developing assessment strategies

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Cognitive Domain (Knowledge)

♦ Bloom and associates♦ Principle of increasing complexity

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Six Taxonomic Levels

OriginalKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

RevisedRememberingUnderstanding ApplyingAnalyzingEvaluatingCreating

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1. Knowledge

Recall♦Recall of facts and previously learned information♦Define, identify, list, name, recall– Identifies signs and symptoms of diabetes

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2. Comprehension

Understand♦Ability to explain and describe♦Describe, differentiate, draw conclusions, explain, give examples of, interpret, tell me in own words– Describes circulation through the heart

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3. Application

Use♦Use of information in new situations♦Apply, relate, use– Relates pain theories to nursing management of

patients with chronic pain

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4. Analysis

Divide into component parts♦Break down material into its component parts, analyze data and clinical situations♦Analyze, compare, contrast, identify reasons and assumptions, relate– Analyzes needs of patients following CABG surgery

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5. Synthesis

Develop new ideas and products♦Develop ideas, plans, products♦Construct, create, design, develop, propose a plan, suggest a new approach– Designs a critical pathway for acute MI patients

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6. Evaluation

Evaluate♦Make a judgment based on criteria♦Appraise, assess, critique, evaluate, judge– Evaluates nursing research based on

predetermined criteria

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Affective Domain

♦ Five levels organized based on principle of increasing involvement of learner and internalization of value

♦ Movement of learners from awareness of value (e.g., confidentiality) to internalization of that value as basis for own behavior

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Psychomotor Domain

♦ Development of skills and competency in use of technology – Involves movement-oriented activities– Also has a cognitive base and an affective

component♦ Various taxonomies

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Use of Objectives and Taxonomy

♦ Taxonomies provide a framework to plan instruction and design assessment strategies at different levels of learning

♦ Identify objective/outcome or content to be assessed, then design test item or other methods for assessment

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