C921Task1Essay
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
5
Uploaded by PrivateScorpionMaster5124
C921: Assessment and Evaluation Strategies for Measuring Student Learning
Terri Reyes
Western Governors University
Ashley Caton
October 12, 2023
Elements of the Assessment
For the formative assessment, I have created a quiz that the students will need to complete by the end of the day. The quiz will determine how much the student knows and understands the material thus far in the course. Question one aligns with my course objective one
and student learning outcome one because it asks what the nurse should do to encourage community participation, and this explains how the community health nurse can help the community. Question two also asks about the goals of a community health nurse so it also falls under number one of each category. I put question number three under student learning outcome number two because it describes the opposite of social determinants of health (SDOH) and to know what the SDOH’s are they need to know what a healthy community is as well. Question four is under student learning outcome one because it asks about the different levels of patients the community health nurse takes care of. Question five aligns with course objective number two
because it states the definition of SDOH. Question six aligns with student learning outcome two because it is an example of an SDOH. Question seven aligns with course objective two because it restates the definition of what SDOH means. Question eight and nine aligns with student learning outcome one because eight is another thing that a community health nurse does and nine
is the definition of how a community health nurse finds information out. Question ten aligns with
student learning outcomes one and course objective one because it states to interpret how the community health nurse can help the community and asks to identify the roles of a community health nurse. The question aligns because it identifies that the community health nurse will be interviewing the local health care and social service professionals to figure out the needs of the older adult population.
The assessment results will be given to the students immediately upon completion of the quiz. As the quiz is online, it automatically gets graded after the student completes it. The quiz results will provide students with feedback as to why they got a question wrong so the student knows where they will need to go back and study to improve their knowledge and understanding of the material. Students can increase their performance level on the end-of-course exam by studying more on what they missed on the quiz based on the feedback they received from the quiz. The student is required to get seventy percent or higher on the quiz. If they do not, they will
be required to complete a remediation assignment so they will be better prepared for the end-of-
course exam. The theory that was used that guided my design choices for this assessment was cognitive
constructivism. Cognitive constructivism considers the developmental level of the learner, using previous knowledge to construct new knowledge, and utilizes problem-solving, a reflection of one's own self, and critical thinking (Western Governors University, n.d.). 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. Several questions required the students to use their memory and understanding skills to answer the questions correctly. This theory best fits the online learning environment and provides a quality formative assessment. By taking the quiz after the content in the course module has been gone over will allow the students and instructor to address any concerns or needs regarding the content after the module is completed and before the start of the next module. A potential barrier to implementing this assessment in the online environment is the fact that the students can look up the answers or take the quizzes together as it is not a proctored quiz.
My assessment design choices will minimize this impact because the quiz is only fifteen minutes
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
long. This means the students only have a little over a minute to answer the question. The quizzes will also be in a random order for each student. This eliminates the students getting together to take the quiz as the order of their questions will all be different. The students only have that evening to complete the quiz as well. All these factors together will make it harder for the students to cheat on the quiz.
References
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