MSN6111 Assessment And Evaluation In Nursing Education

Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains and Engage in the development of a classroom examination. Select an evaluation format that adequately assesses learning and program outcomes.

Criteria and Rubric Development 

The course plan to evaluate an assessment in the nursing program concerning communication needs for students and faculty. An application of the principles of evaluation and assessment will be explained through a brief assessment of a specific learning objective. The steps to be followed when assembling and administering tests for a specific outcome will to explain the characteristics of an effective communicator. By applying some strategies to the communication needs tests will assess the students learning in all concepts. Formulating a performance-level ranking or criterion that will be used to show the learning progress for all students. Explaining how the grading expectations are to be communicated to the learners will serve as a guide to allow the students to achieve the outcomes. Providing a description of the process to be used will help to determine the validity of the assessment and the evaluation methods used.

A Description of an Assessment of the Learning Objectives

Irby (2014), states that when learning cannot be assessed it becomes a waste of time and resources. In order for the assessment to be obtained a learning objective is formulated i.e. the learners will be able to explain the characteristics of effective communication and those of an effective communicator. Three types of evaluations will be used such as, short answer questions to assess cognition including memory and recall. The skills of an effective communicator will be assessed by formulating case scenarios for practical exams. In addition, analyzing the affects and attitudes through scaling will determine the outcomes.

Steps to Assemble and Administer Tests

By the end of the lesson the student will be able to explain the characteristics of effective communication and those of an effective communicator which is the learning objective that is being tested. There are three steps that define the process to assembling and administering tests (Tighe & Bradshaw, 2012). First, the assembling phase happens before the test can be administered to ensure proper testing (Tighe & Bradshaw, 2012). The following should be done to ensure that the security and the integrity of the assessment are maintained. In addition, preparing the students for the test, prepare the test administrators for examining, schedule the testing period, schedule the testing duration, and selection of the testing environment (Tighe & Bradshaw, 2012). Second, during the test, the testing material should be assembled and administered, the examination environment should be prepared, the tests directions should be read, the observation of the should be done by faculty, and the testing material shall be collected immediately when examination is finished (Tighe & Bradshaw, 2012). Third, after administration of the test, the following activities will be followed; the students answers will be compared to the answer key.

Learning Evaluation and Assessment

One of the objectives described that the students be able to explain the characteristics of effective communication and those of an effective communicator. The attainment of the objective will be assessed and evaluated using feasibility evaluation, formative evaluation, summative evaluation, maintenance evaluation, maximum performance evaluation, criterion referenced evaluation, and norm referenced evaluation (DeYoung, 2015). These methods assess (cognition) knowledge through essay questions, multiple answers and short answers (DeYoung, 2015). The skills (psychomotor) are assessed through checklists, practical exams, anecdotal record and (OSCE) objective structured clinical examination (DeYoung, 2015). Lastly, the (affective) attitudes are assessed through the scaling technique (DeYoung, 2015).

Grading Expectation

The learning objective for an effective communication course that the professor is expected to follow the grading criteria. Explain the instruments used in testing, should give the students a set of practice question, should discuss the criteria to be used for assessment, and should provide a rubric (Fastré, Van der Klink, Amsing-Smit, & Van Merriënboer, 2014).

Performance Level-Grading

Criteria	Non-Performance	Basic	Proficient	Distinguished
Defines the characteristics of effective communication and effective communicator.	Does not provide a definition of the characteristics of effective communication and effective communicator.	A partial definition of the characteristics of effective communication and effective communicator, the definition is undeveloped.	A satisfactory definition of the characteristics of effective communication and effective communicator.	An excellent definition of the characteristics of effective communication and effective communicator is distinctly seen in the assessments.
Utilizes correct APA, grammar, and conventions.	Does not utilize correct APA, grammar, and conventions.	Writes with multiply errors and distracts from the content.	Uses competent writing skills with a few errors.	Uses scholarly writing skills and applies APA guidelines.

Validity and Reliability of the Assessment and Evaluation Methods

Validity and reliability of the assessment can be achieved through the following techniques; test-retest, parallel forms, split form, inter-rater and Cronbach’s Alpha (Oermann & Gaberson, 2016). Reliability techniques involve testing when the specific learning objective has translated to a program outcome i.e. by the completion of the course, the student will be able to explain the characteristics of effective communication and those of an effective communicator should translate to effective communication strategies to develop and lead the interprofessional teams in promoting and improving the patient’s and the community’s overall healthcare (Oermann & Gaberson, 2016).

Conclusion

It is clear that assessments and evaluations are important to determine whether the learning outcomes are demonstrated by achievements during testing. The three learning domains of cognitive, psychomotor, and affective have been assessed for validity and reliability of the assessment and has been determined by the expected outcomes. They were communicated to the students and the tests were assembled and administered. The overall outcome produces educational goals of achievements to evaluate if the students have learned the content.  

References

DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Boston, MA: Pearson.

Fastré, G. M., Van der Klink, M. R., Amsing-Smit, P., & Van Merriënboer, J. J. (2014). Assessment criteria for competency-based education: A study in nursing education. Instructional Science, 42(6), 971-994. doi.org/10.1007/s11251-014-9326-5 

Irby, D. M. (2014). Excellence in clinical teaching: knowledge transformation and development required. Medical Education, 48(8), 776-784. doi: 10.1111/medu.12507.

Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education (5^th ed.). New York, NY: Springer.

Tighe, S., & Bradshaw, C., (2012). Peer-supported review of teaching: Making the grade in midwifery and nursing education. Nurse Education Today, 33(11), 1347-1351. doi:

10.1016/j.nedt.2012.07.016