C921Tas2Essay
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
C921
Subject
Health Science
Date
Dec 6, 2023
Type
docx
Pages
8
Uploaded by PrivateScorpionMaster5124
C921: Assessment and Evaluation Strategies for Measuring Student Learning
Terri Reyes
Western Governors University
Ashley Caton
October 15, 2023
Assessment Alignment
Questions one and two both go with course objective one and student learning one
because question one lists out multiple vulnerable populations and question two asks about risk
factors for vulnerable populations. Question three goes with course objective number two
because it asks about evaluating a vulnerable population. Question four aligns with student
learning outcome two because it asks about how to care for a vulnerable population which goes
with care plans for the vulnerable population. Question five and six aligns with course objective
two because question five is evaluating a vulnerable population and question six is as well.
Question six also falls under course objective one because it lists out risk factors in veterans.
Question seven and eight fall under learning objective two because it talks about ways to help the
vulnerable population which pertains to plans of care for them. Question nine falls under course
objective number two because it evaluates a homeless veteran. Question ten aligns with course
objectives one and two because it interprets the risk factors of patients at the local homeless
shelter, and it is also evaluating those patients.
Assessment Results
Since the test is taken online, students will have access to their results immediately once
they have completed the test. As the instructor, I will have the answers to the test and the
rationales for each question. The test is designed to help the student identify any areas within the
content of the module that they need to get a better understanding of. Any student who got less
than 70% will need to meet with me personally so we can develop an improvement plan on how
they can better understand and remember the things they missed on the test. I will give them the
rationales of why they missed the questions they did. We will identify what they need to focus on
studying to help them remember and gain more knowledge of the content.
Pass or Fail Criteria
Since this test is at the end of the module, I made each question worth ten points. The test
is worth one hundred points altogether. Students can obtain partial credit for the questions that
contain multiple answers. Students must obtain a seventy percent or higher to pass the test. This
means they can only miss three questions on the test. If they miss more than three questions, they
have to meet with me, and we come up with an improvement plan. The improvement plan will
incorporate a paper on the area of content that they missed. The paper will include an explanation
of what the content is. This will help the student better remember and understand the area of the
module that they missed.
Assessment Theory
The assessment theory I used was cognitive constructivism. This theory considers the
information that the students have learned thus far and allows them to use their critical thinking
skills, memory, and reflection skills (Western Governors University, n.d.). Several questions
required the students to use their memory and understanding skills to answer the questions
correctly.
Test Security
There will be multiple measures taken to prevent security breaches on the test. For
prevention, the students will need to sign the school’s Academic Dishonesty Policy and the
Authenticity policy to make sure they know if they break the rules on the policies, they will
receive a zero on the test and possibly even up to termination of the program. The test will be
proctored individually. Students will be required to sign up for a time slot with a scheduled
proctor. The proctor will be sure the students aren’t cheating during the test. That leads me to the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
detection part of the security procedures, the test being proctored means someone is watching the
students take their test. The students have to show their room and their surroundings to the
proctor before taking the test and the proctor is required to watch the student the whole time,
they are taking the test. This is to be sure the student isn’t cheating in any way. I touched base on
the response to cheating above, but again if the students are caught cheating, they will receive a
zero on the test. The situation will then be taken to the dean of nursing at the school who will
then determine if the student needs to be removed from the program.
Potential Barrier
A potential barrier that could happen in the online environment is technical difficulties
during the test. If this happened the student would need to email me immediately about it. They
could also call and see about getting help from the school's technical team. The student would
need to take screenshots of what is going on to prove that they are having technical difficulties
and send me a copy of the service ticket from our technology team. I would also need to see
those screenshots to be able to give the student another chance to take the test. To minimize this
problem, I would have one extra session that can be signed up for. Only I have access to open up
the extra session. This allows the students to meet with the technical team, notify me of the
problem, and allow the student to still be able to test by the end of the day.
Analytical Methods
A positively discriminating question is answered correctly by students who scored high
on the test and a negatively discriminating factor is a question answered by students who scored
low on the test (
Oermann & Gaberson, 2017).
To analyze the test results, I will be able to collect
data on the test about which questions were missed the most by students. By doing this I can
determine the question’s difficulty and discrimination and see how I should revise the question
that was most missed. I can then determine if a certain question was missed because it was
worded poorly and misunderstood or if it was because I didn’t go over the content it pertained to
enough. I may need to revise the course content or rubric. Question difficulty is determined by a
p-value. If the p-value is below .20 the question is difficult and if the value is above .80 the
question is easy (
Oermann & Gaberson, 2017).
Test-level reliability is when a student takes the
same test twice and compares the test scores to see if they are the same or different (
Oermann &
Gaberson, 2017).
Low test-level reliability questions will be addressed in the fact that the
students will need to study that area of content better due to them not remembering or
understanding it. Some factors that could play into this are the student's mental and physical state
and the student's testing environment. All in all, I will need to go over the most missed questions,
the rubric that is used to grade them, and the course content that was discussed in class.
Potential Factors of Assessment Outcomes
Some contributing factors to low pass rates could be that the student may have studied
the wrong thing or maybe they didn’t study enough. They could have had a bad day and didn’t
study due to that or didn’t have enough time to study due to working or family events. If students
don’t have time to study and they don’t remember all the content that was gone over in class,
then this could cause a low pass rate. It could also be that I didn’t teach the content well enough
or in-depth enough for the students to understand the questions being asked on the test
(McDonald, 2018). It could also mean some of the questions I asked were too hard that everyone
got them wrong which leads me into low item discrimination. If a certain question on the exam is
too easy or too hard it can lead to poor item discrimination (McDonald, 2018). I would then need
to change the learning technique I am using, change the content that I’m teaching, or come up
with better questions that the students can understand better. As for low-test reliability, students
may have test anxiety that affected their score or the environment they tested in was not a good
testing environment. This can include noise levels, distractions, and even if the student is sick.
Some other things include the test length, the number of students taking the test, the test design,
and the speed (McDonald, 2018). All these things listed are distractions for the student and can
cause low test reliability.
Improvement Plan
Some short-term action to improve student scores based on item discrimination is to give
credit for the same questions that everyone missed. The long-term action would be to either
change the question or change the course material to make sure it is taught more in-depth with
that question. Altering the content delivered is a long-term goal. Item difficulty is close to the
same results as item discrimination. I would give the point to the students of the most missed
question as a short-term goal. For a long-term goal, I would talk to the students about how they
misunderstood the question. I would learn if it was because of the way it was worded or if it was
because I didn’t go over that certain material enough. I would then change what I needed to
whether it be the course material or the question itself. So the long-term goal here is to alter the
content and increase resource materials so the students can better understand the material. As for
test reliability, the short-term goal would be that the student would have to take the missed point
on the exam, and we would go over why they missed it so they could study that content more. I
would have to sit down with the students and help them study more the material that they need to
study and ask them how I can help them better understand the material so next time they won't
get it wrong. The long-term goal would be to adjust the learning strategy, remove unhelpful
information, and provide better resource materials to the students.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Using Assessment Results
The results of the test can be used to improve teaching strategies and student learning by
coming up with an assessment plan. It is the blueprint of the test and makes the students aware of
what is expected of them which in return, helps them pass the test (Western Governors
University, n.d.) Having a plan can help with student competency and success. This also helps
the instructor because it gives the instructor some insight into how the students are receiving the
course material. If there is a pattern shown of the majority of the students missing one section in
the course module, I will need to change or adjust the learning strategy on that content. I can also
alter the content that was originally provided. This will then help improve student learning
outcomes. Using these trends is key to improving student learning and teaching strategies.
References
McDonald, E. M., (2018).
The Nurse Educator’s Guide to Assessing Learning Outcomes: Vol.
Fourth edition
. Jones & Bartlett Learning.
Oermann, H. M., P. R. A. F., & Gaberson B. K., P. R. C. C. A. (2017).
Evaluation and Testing in
Nursing Education, Fifth Edition: Vol. Fifth edition
. Springer Publishing Company.
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