NSG6102 South Week 1 Examination security Evaluation Project Assignment Develop Test Administration and Grading Strategies As part three of the evaluation

NSG6102 South Week 1 Examination security Evaluation Project Assignment Develop Test Administration and Grading Strategies
As part three of the evaluation project you began in Week 3, this week you will create a 6–8-page paper (excluding the title page, references, and appendices) designing test administration and test grading strategies from the test blueprint that you developed in Week 1.You need to:
Describe exam security prior to the test
Develop a cover sheet with overall exam instructions and an academic integrity clause for the students to sign in regard to academic dishonesty (place in Appendix)
State how items will be arranged and formatted on the test with your rationale
Provide sample directions to the learner for each set of test items
Identify strategies to prevent any form of academic dishonesty
Explain three elements essential to test administration
Describe the procedure on how you will score the exam
Verify the appropriate time allotted to the learners for completing the test.
Identify the statistical analyses you will utilize for your exam and provide your rationale for your choice.
Submissions Details:
As you create your paper, be sure that you follow APA guidelines for writing style, spelling and grammar, and citation of sources. NSG6102
Test Blueprint
Name:
Arlene
Mande
rs
Date:4/
3/2019
Learning Activity Goals:
To create awareness among the newly diagnosed patients that there are complications which come as a result of
diabetes mellitus type II. The class also intends to bring the previously diagnosed patients as well as the newly diagnosed ones up to speed
with the best approaches taken to manage such complications.
Learning
Objectives
Objective 1:
Appendix A
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
*Remembering
*Understanding
*Applying
*Analyzing
*Evaluating
*Creating
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
(. 25 to .35) x
Total number
questions for
the objective
(.25 to .30) x
Total number
questions for
the objective
(.20 to .30) x
Total number
questions for
the objective
(.10 to .20) x
Total number
questions for
the objective
.05 x Total
number
questions for
the objective
.05 x Total
number
questions for
the objective
0.25×12=3
=3
Objective 2:
Appendix A
0.25×12=3
=3
0.30×12=3.6
=4
0.30×12=3.6
=4
0.20×12=2.4
=2 or 3
=2
0.10×12=1.2
0.20×12=2.4
=2 or 3
=2
0.10×12=1.2
=1
=1
0.05×12=0.6
=1
0.05×12=0.6
=1
0.05×12=0.6
=1
0.05×12=0.6
=1
Total Number
of Questions
per objective
to add up to
the total
number of
questions on
the test (50)
0.24×50= 12
=12
0.24×50= 12
=12
Percentage of Total
(12/50)x100%=24%
=24%
(12/50)x100%=24%
=24%
NSG6102
Test Blueprint
Objective 3:
Appendix A
0.25×13=3
=3
Objective 4:
Appendix A
0.25×13=3
=3
0.30×13=3.9
=4
0.30×13=3.9
=4
0.20×13=2.6
=3
0.20×13=2.6
=3
0.10×13=1.3
=1
0.10×13=1.3
=1
0.05×13=0.65
=1
0.05×13=0.65
=1
0.05×13=0.65
=1
0.05×13=0.65
=1
0.26×50= 13
=13
(13/50)x100%=26%
=26%
0.26×50= 13
=13
(13/50)x100%=26%
=26%
50
References
Overbaugh, R.C., & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
100%
NSG6102
Test Blueprint
Appendix A
Learning objectives
1. Learners/students or patients we educate will be able to describe the dynamics of diabetes mellitus type II. This includes the diagnosis
and treatment as well as pathophysiology.
2. The learners/students or patients that we educate will be able to list at least three complications that may arise as a result of Diabetes
type II.
3. Students/learners or the patients we educate will be able to have previously diagnosed patients to identify some of the complications
they have experienced during treatment of their conditions.
4. The students/learners or even the patients that we educate will offer suggestions and illustrations of how these complications can be
avoided and managed.
Assembling Tests
After you create a test blueprint and draft test items, you need to assemble them properly.
Assembling the test encompasses several tasks, including:
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Editing and proofreading individual test items: As educators, you must demonstrate the
highest level of professionalism when writing tests. You should edit and proofread your
tests to be sure they are grammatically correct and well-written. Tests that have
grammatical or typographical errors are poor examples to the learner.
Arranging the items into a logical and coherent flow: The way you arrange test items can
affect the test’s complexity. If your test includes multiple item formats (e.g., matching, true
and false, and multiple choice), then you should group similar items together and introduce
each new group of items with clear directions. However, not the content as this initiates
cueing on the part of the learner.
Formatting: Learners should be able to read the test items in order and respond to them
systematically. To ensure they can do this you need to format your test for readability. If
your college or university has its own formatting specifications, you should follow those.
Otherwise, you can make your own formatting choices and use them consistently
throughout the test. Make sure you leave enough space between lines and paragraphs.
Writing comprehensive directions: Writing comprehensive directions for both the test in
general and also individual test terms is the next important step. Your directions should tell
learners how to answer each type of question. While writing directions for the test in
general, you should clearly state the test’s dos and don’ts. This is a good place to list any
special rules you establish for the examination. This might include items the learners can or
cannot bring to the exam such as pencils, scrap paper, text books, notes, or calculators. This
can be placed on the test’s cover sheet. It’s best to announce special rules prior to the
examination date.
Reproducing the test: Once you have finished proofreading the test, you can start
reproducing the test. Reproducing the test means to duplicate enough copies so each learner
can have their own copy. Plan to reproduce your test several days before the exam to avoid
last minute emergencies. If you sort and staple your test by hand, be certain that each copy
has the correct number of pages and that the final copies are in order.
Ensuring examination security: Both pencil-and-paper and computerized exams have
potential for security breaches. It’s vital that you assure security when assembling tests. If
you are administering a pencil-and-paper examination, make sure that the copies are
safeguarded. Keep the reproduced copies in a protected place to prevent visitors to your
office from having access to them. If you must save your test on your office computer,
make sure that your computer is password protected to prevent students from accessing
your computer and looking at the file.
Assembling Tests in Various Settings
Different nursing settings require nurses to have different sets of skills and competencies.
Depending on the type of learning objectives, test items are selected for a particular setting. Tests
can vary from classroom-based written tests, computer based tests, to performance-based tests.
Here are some guidelines that will help you assemble tests and help your learners take the tests
with minimum difficulty:
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Arrange test items based on the type and level of difficulty
Check items for inconsistencies
Ensure parallel constructions and group similar formats together; however, not the content
Position time-consuming items towards the end to enable learners to attempt the maximum
number of questions
Avoid cramming too many items onto the same page
Number items consecutively
Collaborate with content experts to ensure clarity of content
Provide clear and concise directions to learners so that they know how, when, and where to
respond. Use a different font for the directions so that they stand out from the remaining
part of the test
Since the nature of test items can differ greatly, the process of assembling and administering tests
will also differ from one setting to another.
In the academic setting, tests are usually written or computerbased and administered in a
controlled environment. Assembling tests in an academic setting involves proofreading the test
items, arranging them in logical flow, writing proper instructions, reproducing the test, and
preventing academic dishonesty. The method for assembling a test in this environment is
different from that of the clinical setting.
More on Assembling Tests
In the clinical setting, testing is a process-oriented activity and one rarely gives a written test as
the objectives that are tested in the clinical environment are usually psychomotor based, which
cannot be evaluated appropriately using the written format. To assemble a test in the clinical
setting, you first need to consider which skills to test. Based on this decision, you should develop
checklists or rubrics that itemize the essential steps in the clinical skill you intend to test.
Comprehensive clinical grading is a formative process that is done regularly while a student is in
the clinical setting. An endof-semester comprehensive clinical evaluation is one example of this
type of evaluation. Here, you should observe and document the student’s development, progress,
and weaknesses throughout the clinical experience. These notes and observations must be
revisited at the end of the clinical term to complete a comprehensive summative evaluation of the
student’s performance.
Clinical testing is significantly different from classroom-based testing since the learner is usually
given a copy of the evaluation instrument in his or her course syllabus. The student knows from
the very beginning of the course what knowledge, attitudes, skills, and behaviors he or she must
exhibit upon completion of the course. In this formative evaluation process, you will be required
to provide regular feedback to determine the final grade for the clinical experience during the
summative evaluation process, usually a pass/fail grade.
Schools of nursing are increasingly attempting to quantify the clinical experience through
carefully constructed rubrics. Proponents of this approach argue that learners should be afforded
more than a pass or fail grade. According to them, this process allows exemplary students to
enhance their grade and grade point average. Opponents to this approach argue that the clinical
experience for students is impossible to grade using an objective tool since a considerable degree
of subjectivity is always involved in comprehensive clinical grading.
Test Development Software
Over the past few weeks you have learned about the process of writing and creating tests to
evaluate learning. The process of manually developing tests can be time consuming and tedious.
In the 21st Century nurse educators are increasingly using test development software to
overcome these difficulties. Test development software is an interactive computer program that
helps you develop tests.
Test development software programs seem attractive because they are easy to use and can save
time. Most contemporary test development software programs ask you to select from various
types of test items. You can create multiple choice, fillin-the-blank, matching, short answer, and
true or false questions. Alternate versions and answer sheets are also available with some
software. Instructions can be added and you can divide the test into multiple sections. Some test
development software enables questions to be saved and added to an even larger list of test
items. The resulting test is useful for written evaluation.
Test development software is commonly used in academic settings. However, before using test
development software, you need to ask yourself the following questions:
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Can test items be altered?
Does the software provide reading level information?
What kind of statistics can be generated?
Is there a grade book component to the software?
Can it develop different types of test items or just a particular type (i.e., multiple choice,
essay, and performance-based checklists)?
Is it easy to use?
While using this software ensures that you have adequate computer hardware (including
sufficient random access memory [RAM]) to run the program, there must be sufficient security
to prevent students or hackers from accessing the examination data base.
Test development software has limited use in hospital-based staff education and community
settings. This is partially because of the high cost associated with using such programs. In this
setting, testing is usually performance-based and does not lend itself to written examination.
Similarly, in community settings, written tests are avoided. Here, test items are crafted to
measure learning in adults who may be marginally literate or illiterate. For these learners, testing
is usually done by asking questions which leaves little room for the use of test development
software’s.
Advantages of test development software:
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•
They are easy to use and save time.
Built-in spell check eliminates accidental misspellings and grammatical errors
•
They give an overall aesthetically pleasing appearance.
Disadvantages of test development software:
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You need to rely heavily upon a particular textbook in order to ensure that areas being
tested were covered or at least mentioned in classroom lecture.
You need to customize items according to classroom requirements.
It may be difficult to change the default settings resulting in less attractive tests.
You may face problems regarding specificity in some of the software.
As nurse educators, you can choose from an array of test development software. Your choice of
software should be governed by factors such as cost effectiveness, ease of implementation, and,
most importantly, the learning outcomes you intend to evaluate.
Summary: The process of assembling tests involves arranging the test items in order and
reproducing the test for the learners. The way the test items are arranged can ascertain the test’s
complexity to some extent. You can group the testing methods together; however, not the content
as this initiates curing on the part of the learner. Writing comprehensive directions, proofreading,
and ensuring examination security are vital parts of test assembly. The process of assembling and
administering tests differs from one nursing setting to another. In the plastron setting, tests are
usually written or computerbased and administered in a controlled environment. In the clinical
setting, testing is a process-oriented activity a written test is not conducive to this setting as the
objectives that are tested in the are usually psychomotor based. The process of manually
developing tests can be time consuming. In the 21st Century nurse educators are increasingly
using test development software to create their academic tests. However, test development
software has limited use in hospital-based staff education and community settings.
Test Administration
Assembling test items helps to minimize the measurement error. However, you should
remember that measurement error can also occur due to inappropriately administered tests. Test
administration involves supervising and managing the testing process as the students take the
test. In nursing education, classroom testing, practical examinations, and computerbased testing
are most commonly used to measure learning.
Technological environment: If the school or hospital has implemented computer-based testing,
there should be sufficient computer resources for students to engage in the examination
simultaneously.
Physical environment: You should ensure that the testing environment has sufficient lighting,
comfortable seating arrangements, sufficient spacing in between the seats, and a comfortable
room temperature. The testing environment should be relatively free of noise and other sensory
distractions.
Psychological environment: Students should be informed at the beginning of the examination
how much time they will be allotted. You should take deliberate steps to minimize students’
performance anxiety.
Here are some tips you can use:
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Discuss the instructional content that is going to be evaluated. Remind them that the
examination encompasses content taught and that there are no surprises.
Clearly state the test directions
Discuss the number and types of test items
Tell students how to approach test items in general.
Provide some practice test items so that students feel more comfortable.
Verbally encourage the students to relax
As an educator you should help your students curb test anxiety and pressure by explaining the
reason for the test and encouraging them to prepare for it adequately. Apart from creating the
proper physical and psychological environment, you are also responsible for averting academic
dishonesty in the testing process. In case a learner or student is absent from an examination you
must look toward institutional policy regarding how to handle this issue.
Every student has a different reason for wanting high scores, but the pressure to achieve them
will exist in almost any classroom. Some reasons may be raising a grade point average, keeping
or earning a scholarship, or receiving the score necessary to progress in the nursing program.
Considering these motives, the potential for academic dishonesty is ever present in the
classroom.
Prevention of academic dishonesty is central to test administration. Unfortunately, modern
advances in technology have aided academic dishonesty to some extent. With this in mind, you
should prevent students from carrying any digital gadgets with them. Inform students that
devices such as wrist watches with calculators, cellular phones, iPads, MS Surface, and other
types of PDAs should not be kept with them in the exam room. These belongings should be
stored at the front of the exam room so that access is limited and controlled.
Careful supervision of the physical environment can also help you thwart academic dishonesty.
In classroom testing, there should be adequate spacing between the desks so that you can walk
around the room without disturbing students. Seating arrangements should be spread out to
prevent students from seeing each other’s test papers as well.
If you observe an incidence of academic dishonesty, you need to note the behavior that indicates
cheating. Allow the student to complete the test in order to minimize classroom disturbance and
once the test is completed, address the problem. You should refer to your institution’s policy on
academic dishonesty and proceed with the allegation. Different nursing settings use different
evaluation techniques and different processes for test administration.
Administering Tests in Different Settings
Academic setting: In academia, testing is usually classroombased or computer-based where
examination security is at a premium.
Clinical setting: Unlike the academic setting, testing in the clinical setting is a bit more relaxed.
Here testing is frequently done in groups or in a one-to-one environment. In a one-to-one
environment, you will observe students performing nursing skills or procedures.
Many hospitals are implementing computer-based testing for both general orientation and for
annual in-services. This enables the learner to revisit only the part of the test in which he or she
did not perform well. This process is repeated until the learner achieves the minimal passing
score.
Community setting: In comparison to the other two settings, testing in community settings is
more informal. Here testing may be done individually or in collaborative groups.
Handling the Challenges of Testing and Evaluation
Designing a test can be intimidating given the kind of challenges you may face. Issues related to
bias and stereotyping are some of the challenges you are likely to encounter.
If you repeatedly describe a concept, a principle, or a given group of people in a particular
manner which lacks objectivity it amounts to stereotyping. For example, you may inadvertently
overuse names of a particular ethnic group while developing scenarios for objective test items. If
members from that ethnic group happen to take this test, they might take offense. You should be
extremely careful while using culturally sensitive words, phrases, and expressions. Use
appropriate language when referring to people of different cultures.
Reducing bias in test items is another potential challenge. Things like subjective preference and
unjustified inclusions can make your test items biased. These characteristics may result in an
undesired discrepancy in a…
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