C921Task3Essay
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Western Governors University *
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C921
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Health Science
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Dec 6, 2023
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C921: Assessment and Evaluation Strategies for Measuring Student Learning
Terri Reyes
Western Governors University
Ashley Caton
October 17, 2023
Assessment Alignment
The case study discusses a community health nurse identifying a patient who is part of a vulnerable population. Questions number one and three all fit under course objective two because all these questions have something to do with evaluating Billy Marley and his situation. It requires the students to critically evaluate, critically think and problem-solve to help Billy Marley. Question two aligns with course objective number one because it asks the students what Billy’s risk factors are. This aligns because the student has to determine the risk factors for Billy who is considered a vulnerable population. Question five aligns with student learning outcome one because it asks the students to give at least three examples of other vulnerable populations and explain them more in-depth. This aligns because it has the students giving examples of vulnerable populations. Question four aligns with student learning outcome two because it asks students to explain ways the nurse can help Billy since he is considered a vulnerable population. This aligns because students must explain ways to help Billy who is part of a vulnerable population. The grading rubric aligns with how the students will be graded on the five questions they are asked about the case study. Each prompt is a section to be graded on in the rubric as well
as APA format and professional communication.
Assessment Results
I will inform the students that I will have their assignments graded and back to them within a week. As they will need to submit the assignment in a Word document, I will make comments while grading in the Word document they submitted. I will provide feedback on the accuracy, course materials, and insight into the ideas the students presented in the assignment. I will break down the points and give them to each category in the assignment. The students will
know where they missed points and what they need to fix and return if they choose to do so. The graded Word document will be sent back to the student via their student portal. Pass or Fail Criteria
This performance assessment will be worth one hundred points. There will be a rubric guide for me to grade the assessment with. As this assessment is not a test, but instead a case study with a paper, it will have a wide variety of answers. With that being said, there is no real right answer. If the student follows the grading rubric, uses APA format, and answers all the questions appropriately, they will get points for the assignment. If the student receives a seventy or less on the assignment, they will have one chance to revise and resubmit the assignment. The revision is optional for the student, and they will only have twenty-four hours to fix the assignment and resubmit it. Assessment Theory
During module two the students will learn about the vulnerable population. They will learn how to interact with vulnerable patients and how to help them. Determining the proper care
plan and steps to help the homeless and less fortunate will require working within the humanistic
theory. The humanistic theory focuses on finding rational ways to solve people’s problems (Western Governors University, 2023). This theory also focuses on sharing internal feelings and the personal needs of others (Western Governors University, 2023). Nursing students need to be able to empathize with their patients. Providing a safe environment that encourages the students to mess up, learn, and grow from it requires the instructor to use a humanistic approach.
Test Security
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Test security measures will be taken to ensure students are turning in their own work. For
prevention measures, the students will need to sign a consent stating that they adhere to the school's academic dishonesty policy and the school's academic authenticity policy. For the detection measures, the school has plagiarism-checking software that is used to check student's work. Students turn in their assessments via their online student portal and their portal will tell them the percentage of how similar their paper is to someone else's. In response to any plagiarizing or cheating on any assessment will be a zero for the assignment and possible termination of the program. The dean of nursing would need to get involved and investigate the security breach to determine if the student will be allowed to stay in the program. Potential Barrier
As the class is mostly online a potential barrier could be technical difficulties. The student could potentially have a problem uploading the assignment and getting it turned in. If that is the case the student will need to email me immediately and call the technology assistant with the school. They can start a ticket on the problem and the student can forward me the ticket and the ticket results if the problem gets fixed. If the technology assistant can’t fix the problem, I
will ask that the student email their assignment to me so I can get it graded and give them the proper credit for it. Analyzing the Assessment Results
As I mentioned earlier, there isn’t necessarily a right or wrong answer. Students have freedom of speech and knowledge with this assignment. I will use the rubric to grade the assignment and make sure that the students have clear knowledge of the content that was taught
to them. I will analyze the student's assignment by making sure the students understand the course objectives and student learning outcomes from the rubric they were provided. Importance of Authenticity
Authenticity is important because it is knowing the students will not talk about the assignment and copy each other. They will not plagiarize information to jeopardize their academic authenticity. Students must be able to pass the performance assessment while remaining authentic to their work (Western Governors University, n.d.). The instructor needs to create assignments for the students that are authentic as well. The assignments need to relate to the course objectives and learning outcomes to prepare the students to pass the assessment. Explanation of Authenticity
My assessment represents an authentic activity relevant to community health nursing by having the students complete the case study and paper that goes with it on vulnerable populations. This means students will need to meet the requirements on the rubric provided to them, the course objectives, and student learning outcomes. It is important that the assignment is authentic so the students can prove they truly understand the material. The most up-to-date information on the module topic will be provided to ensure this as well. The students must have knowledge of vulnerable populations and be able to critically think about how to help and solve their health problems. This will require the students to help their patient find the resources he needs to stay healthy. This assessment provides a real-world example as the students will practice
as community health nurses to find ways to help their vulnerable patient, Billy. This provides the assessment's authenticity. Using Performance Assessment Results
The results of a performance assessment can be used to improve teaching strategies and student learning by giving the students freedom of knowledge and speech. Students should be confident enough to answer the questions from the case study correctly. If they cannot then I need to go back through and either change the questions or go over the course material more in depth. Creating an assessment plan to follow can help the students follow through and achieve the learning objectives, but also help me, as the instructor improve my teaching outcomes by seeing what they misunderstood the most.
ADDIE Model
The applicable phases of the ADDIE instructional design model influenced the design and development of my course module on the vulnerable population by really helping me think through the course design (University of Washington Bothell, n.d.). The analysis phase made me think of who my audience is, what exactly I'm trying to teach them, what resources I must get my point across, and how in-depth I need to be in teaching the material. I know my audience is nursing students and I'm trying to educate them on what a vulnerable population is and what the risk factors are for a vulnerable population. I want them to be able to try and help the vulnerable population by coming up with solutions for them through the making of care plans. My resources
are textbooks, the internet, other teachers, and the computer. The design phase made me ask myself about the objectives and what they should be, how
I will assess the student's understanding of the material, and how the content will be sequenced (University of Washington Bothell, n.d.). I identified my course objectives for the vulnerable population. You can refer to the course module template for those. I will assess the student's understanding of the material by having them complete a case study with a few questions they have to answer and complete a paper comparing two different vulnerable populations.
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The developmental phase had me thinking about what activities I would do and what I would have the students do to practice the content so they could remember it (University of Washington Bothell, n.d.). I created a case study for the students to complete to practice the content they learned throughout the course. At the end, they will write a paper comparing two vulnerable populations of their choice. The implementation phase involves motivating the students, introducing the lesson, and how I can use my time wisely to teach the students the material (University of Washington Bothell, n.d.). I chose to start out with an interesting case study on vulnerable populations to start
motivating the students. Some students really enjoy doing case studies, so I think that is a motivational technique. I didn’t assign so much work that the students couldn’t get the work finished. The case study provided is to the point to keep the students engaged, educate them on the topic, and use their time wisely. They will end the assignment by writing a short paper comparing two vulnerable populations because some students like writing papers. The last phase is the evaluation phase. This phase is knowing how my course was successful and the things I could do to improve the course (University of Washington Bothell, n.d.). I will know my course will succeed if the students complete the case study and paper properly. I would have the students complete an end-of-course survey so they could provide feedback and I can use that feedback to improve my course and the modules in the course.
Resources
University of Washington Bothell. (n.d.). ADDIE model
. https://www.uwb.edu/it/addie
Western Governors University. (2023, March 16). What is the behavioral learning theory? Western Governors University
. https://www.wgu.edu/blog/what-behavioral-learning-
theory2005.html#close
Western Governors University (n.d.). Western Governors University. https://wgu-
nx.acrobatiq.com/en-
us/courseware/page/wgu_C920_03Jan23_cntmp_curr_desg_dev_nsg_edu_1/wbp_instruc
tional_design_theories