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© 2013 Springer Publishing Company, LLC.
Evaluation and Testing inNURSING
EDUCATION
FOURTH EDITION
Marilyn H. OermannKathleen B.
Gaberson
© 2013 Springer Publishing Company, LLC.
Chapter 1
Assessment and the Educational ProcessOermann & GabersonEvaluation and Testing in Nursing Education4th edition
© 2013 Springer Publishing Company, LLC.
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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