| Description |
xix, 268 pages ; 28 cm |
| Bibliography |
Includes bibliographical references (pages 249-255) and index. |
| Contents |
1 Role of Assessment in Instruction 1 -- Nature of Assessment 1 -- Ethical Responsibility 3 -- Assessment and Self-Efficacy 4 -- Assessment Inadequacy 4 -- Assessment Competency Standards 5 -- Need for a Systematic Approach to Assessment 6 -- Assessment Instruments 7 -- 2 Language of Assessment 9 -- Assessment 9 -- Measurement 10 -- Evaluation 11 -- Formative Evaluation 12 -- Summative Evaluation 12 -- Instructional Objectives 12 -- Learning Outcomes 13 -- Blueprint 13 -- Item Bank 14 -- Test 14 -- Interpreting Test Scores 15 -- Criterion-Referenced Tests 15 -- Norm-Referenced Tests 16 -- Grade 17 -- Test Bias 18 -- Reliability 19 -- Quality of the Test Items 20 -- Item Difficulty 20 -- Item Discrimination 20 -- Homogeneity of the Test Content 20 -- Homogeneity of the Test Group 21 -- Test Length 21 -- Number of Examinees 22 -- Speed 22 -- Test Design, Administration, and Scoring 23 -- Validity 23 -- Content-Related Evidence of Validity 25 -- Construct-Related Evidence of Validity 25 -- Criterion-Related Evidence of Validity 27 -- Face Validity 28 -- Basic Test Statistics 29 -- 3 Developing Instructional Objectives 31 -- Role of Objectives 32 -- Focus of Instructional Objectives 32 -- Taxonomies 34 -- Stating Instructional Objectives 35 -- Specific Objectives 35 -- General Objectives 36 -- Learning Outcomes 37 -- Mastery Level Objectives 39 -- Developmental Level Objectives 39 -- Intermediate Objectives 42 -- Number of Learning Outcomes 43 -- Utilizing Instructional Objectives 43 -- Criteria for Effective Objectives 44 -- Complete 44 -- Appropriate 44 -- Sound 46 -- Feasible 46 -- Relevant 46 -- Open-Ended 46 -- Delineate Student Behavior 47 -- Shared with Students 47 -- 4 Assessing Critical Thinking 49 -- Accreditation Outcomes 50 -- Establishing Evidence of Validity 50 -- Defining Critical Thinking in Nursing 51 -- Sample Definition of Critical Thinking in Nursing 52 -- Instructional Objectives and Learner Outcomes 52 -- Behaviors Associated with the Characteristics of Critical Thinking 54 -- Possesses an Analytical Attitude 54 -- Demonstrates Sensitivity to Context 55 -- Questions Assumptions 55 -- Bases Inquiry on Credible Sources 56 -- Considers a Variety of Solutions 56 -- Pursues Ongoing Evaluation 57 -- Tri-Level Critical Thinking Objective 57 -- Critical Thinking Assessment Plan 58 -- Multiple-Choice Exams and Critical Thinking 60 -- 5 Implementing Systematic Test Development 63 -- Initiating Test Development 63 -- Scheduling a Semester's Exams 64 -- Identifying the Purpose of the Test 64 -- Determining the Length of the Test 66 -- Selecting What to Test 66 -- Selecting the Appropriate Assessment Format 67 -- Weighting the Content and Course Objectives 68 -- Developing a Test Blueprint 71 -- Reviewing the Blueprint 73 -- NCLEX-RN Test Plan 74 -- Cross-Referencing Classroom Exams 77 -- Determining How Difficult a Test Should Be 78 -- Preparing Students for a Test 79 -- "Pop Quizzes" 80 -- Sharing the Blueprint with Students 80 -- 6 Developing Multiple-Choice Items 83 -- Advantages of Multiple-Choice Items 83 -- Limitations of Multiple-Choice Items 84 -- Relevance of Multiple-Choice Items 85 -- Item Writing Logistics 85 -- Style Guide 86 -- Electronic Item Development 86 -- Multiple-Choice Format 86 -- Stem Formats 88 -- Completion 88 -- Item Writing Guidelines 89 -- General Guidelines 90 -- Characteristics of Effective Stems 92 -- Qualities of Effective Options 95 -- Correct Answer 105 -- Designing Effective Distractors 106 -- Characteristics to Avoid 110 -- Item Rationale 116 -- Question Difficulty 116 -- Framing Questions in Terms of the Nursing Process 117 -- Item Shells 117 -- Peer Review 118 -- 7 Writing Critical Thinking Multiple-Choice Items 121 -- Characteristics of. Critical Thinking Items 121 -- Sequential Reasoning 122 -- Language 123 -- Best Answer Format 125 -- Novel Problems 126 -- Applying Learning Outcomes 127 -- Critical Thinking and the Nursing Process 130 -- 8 Assembling, Administering, and Scoring a Test 133 -- Assembling a Test 133 -- Arranging Items 134 -- Editing and Proofreading 136 -- Formatting 137 -- Providing Directions 138 -- Reproducing 139 -- Maintaining Security 141 -- Administering a Test 142 -- Physical Environment 142 -- Psychological Environment 142 -- Academic Misconduct 143 -- Scoring a Test 146 -- Statistical Analysis 147 -- Student Review 147 -- 9 Establishing Evidence of Reliability and Validity 151 -- Reliability 152 -- Measures of Reliability 152 -- Measurement Error 156 -- Validity 159 -- Content Validity Index 160 -- Interpretation of the Validity Coefficient 160 -- 10 Interpreting Test Results 163 -- Overall Test Data Analysis 164 -- Measures of Central Tendency 165 -- Measures of Variability 167 -- Reliability Coefficient 168 -- Standard Error of Measurement (SEM) 169 -- Mean p-value 170 -- Mean Biserial 171 -- Score Distribution 172 -- Histogram 172 -- Individual Item Analysis 175 -- Assigning Test Scores 179 -- Flawed Items 179 -- Returning Scores to Students 179 -- 11 Assigning Grades 181 -- Grading Principles 181 -- Philosophy of Grading 183 -- 1. What meaning should each grade symbol carry? 183 -- 2. What should failure mean? 185 -- 3. What elements of performance should be incorporated in a grade? 186 -- 4. How should the grades in a class be distributed? 186 -- 5. What components should go into a final grade? 186 -- 6. How should the components of the grade be combined? 186 -- 7. What method should be used to assign grades? 187 -- 8. Should borderline cases be reviewed? 187 -- 9. What other factors can influence the philosophy of grading? 187 -- Developing a Grading Plan 188 -- Weighting Components of a Grade 188 -- Absolute Standard 188 -- Relative Standard 192 -- Pass/Fail Grading 194 -- Adjusting Grades 195 -- Scaling Grades 195 -- Giving Extra Credit 196 -- Dropping the Lowest Grade 196 -- 12 Instituting Item Banking and Test Development Software 199 -- Establishing an Item Bank 200 -- Editing Items 201 -- Selecting a Test Development Software Program 208 -- Hardware Requirements 208 -- Item Banking Facility 209 -- Test Assembly 211 -- Scoring and Reporting 213 -- Storage of Item Data History 213 -- Gradebook Facility 214 -- Cost 214 -- Implementing Test Development Software 214 -- Appointing Test Bank Administrators 216 -- Establishing Procedures 217 -- Incorporating Textbook Item Banks 220. |
| Subject |
Multiple-choice examinations.
|
|
Examinations -- Design and construction.
|
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Nursing -- Examinations -- Design and construction.
|
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Education, Nursing.
|
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Educational Measurement -- methods.
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Program Development.
|
| Other Form: |
Online version: McDonald, Mary, 1947- Systematic assessment of learning outcomes. Boston : Jones and Bartlett Publishers, c2002 (OCoLC)603891040 |
|
Online version: McDonald, Mary, 1947- Systematic assessment of learning outcomes. Boston : Jones and Bartlett Publishers, c2002 (OCoLC)608595494 |
| ISBN |
0763711748 |
|
9780763711740 |
|
