Authors: Mary E. McDonald
ISBN-13: 9780763740238, ISBN-10: 0763740233
Format: Paperback
Publisher: Jones & Barlett Learning
Date Published: March 2007
Edition: 2nd Edition
Book Synopsis
This guide for nurse educators shows how to develop valid classroom multiple-choice exams as part of a systematic assessment plan. The role of multiple-choice testing in assessing critical thinking is discussed, and guidelines are offered for generation of learning objectives, development of the test blueprint, creation of multiple choice items, and analysis of test reliability and individual item responses. There is also material on the language of assessment, administering and scoring a test, establishing evidence of reliability, assigning grades, and instituting item banking and test development software. The author is a nurse educator and educational assessment consultant.
Annotation c. Book News, Inc., Portland, OR (booknews.com)
Table of Contents
Acknowledgments iii
Preface xiii
The Role of Assessment in Instruction 1
The Process of Assessment 1
Ethical Responsibility 3
Assessment and Self-Efficacy 3
Assessment Inadequacy 4
Assessment Competency Standards 5
The Need for a Systematic Approach to Assessment 7
Assessment Instruments 7
Summary 8
The Language of Assessment 9
Assessment 9
Measurement 10
Evaluation 11
Formative Evaluation 12
Summative Evaluation 12
Instructional Objectives 13
Learning Outcomes 13
Blueprint 13
Item Bank 14
Test 14
Interpreting Test Scores 15
Criterion-Referenced Tests 15
Norm-Referenced Tests 16
High-Stakes Tests 17
Grade 18
Test Bias 18
Reliability 19
Validity 20
Evidence Based on Test Content 21
Evidence Based on ResponseProcesses 22
Evidence Based on Internal Structure 23
Evidence Based on Relation to Other Variables 24
Evidence Based on the Consequences of Testing 25
Face Validity 25
Basic Test Statistics 26
Summary 26
Developing Instructional Objectives 27
Role of Objectives 28
Focus of Instructional Objectives 29
Stating Instructional Objectives 30
Specific Objectives 30
General Objectives 31
Learning Outcomes 32
Mastery (Performance) Objectives 34
Developmental Objectives 35
Framework for Writing Objectives 37
Number of Objectives 38
Number of Learning Outcomes 39
Taxonomies 41
Using Instructional Objectives 43
Criteria for Effective Objectives 46
Complete 46
Appropriate 46
Sound 46
Feasible 47
Relevant 47
Open-Ended 47
Delineate Student Behavior 47
Shared with Students 48
Summary 48
Assessing Critical Thinking 49
Accreditation Outcomes 49
Establishing Evidence of Validity 50
Defining Critical Thinking in Nursing 50
Sample Definition of Critical Thinking in Nursing 51
Instructional Objectives and Learner Outcomes 52
Behaviors Associated with the Characteristics of Critical Thinking 53
Possesses an Analytical Attitude 53
Demonstrates Sensitivity to Context 54
Questions Assumptions 54
Bases Inquiry on Credible Sources 55
Considers a Variety of Solutions 55
Pursues Ongoing Evaluation 56
Tri-Level Critical Thinking Objective 56
Critical Thinking Assessment Plan 57
Multiple-Choice Exams and Critical Thinking 59
Summary 61
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 69
Developing a Test Blueprint 71
Reviewing the Blueprint 73
Preparing Students for a Test 74
Sharing the Blueprint with Students 74
Pop Quizzes 75
Determining How Difficult a Test Should Be 75
Summary 79
Selected-Response Format: Developing Multiple-Choice Items 81
Advantages of Multiple-Choice Items 82
Limitations of Multiple-Choice Items 82
Relevance of Multiple-Choice Items 83
Item Writing Logistics 83
Style Guide 84
Electronic Item Development 84
Multiple-Choice Format 85
Stem Formats 86
Question 86
Completion 86
Item Writing Guidelines 87
General Guidelines 88
Characteristics of Effective Stems 91
Qualities of Effective Options 95
Developing the Correct Answer 103
Designing Effective Distractors 105
Characteristics to Avoid 109
Alternate National Council Licensure Examination (NCLEX) Items 115
Fill in the Blank 116
Point and Click 117
Multiple Response 117
Chart/Exhibit 118
Drag and Drop 118
Item Rationale 119
Question Difficulty 119
Framing Questions in Terms of the Nursing Process 120
Item Shells 121
Peer Review 123
Summary 123
Writing Critical Thinking Multiple-Choice Items 125
Characteristics of Critical Thinking Items 125
Sequential Reasoning 126
Language 127
Best Answer Format 129
Novel Problems 129
Applying Learning Outcomes 131
Critical Thinking and the Nursing Process 133
Summary 134
Selected-Response Format: Developing True-False and Matching Items 135
The True-False Item Format 135
Advantages of the True-False Item Format 136
Disadvantages of the True-False Item Format 136
Guidelines for Developing True-False Items 137
Characteristics of Effective True-False Items 138
Flaws to Avoid With True-False Items 141
Forms for True-False Item Writing 144
Types of True-False Items 144
Matching Exercise 148
Advantages of the Matching Exercise 149
Disadvantages of the Matching Exercise 149
Guidelines for Developing Matching Exercises 149
Summary 151
Constructed-Response Format: Developing Short-Answer and Essay Items 153
Short-Answer Item Format 154
Advantages of the Short-Answer Item Format 154
Disadvantages of the Short-Answer Item Format 154
Guidelines for Developing Short-Answer Items 154
Characteristics of Effective Short-Answer Items 155
Essay Question Format 159
Forms of Essay Questions 159
Advantages of the Essay Question 162
Disadvantages of the Essay Question 162
Guidelines for Developing Essay Items 163
Suggestions for Scoring Essay Items 164
Developing Essay Items to Assess Critical Thinking 164
Scoring Rubrics 166
Holistic Scoring Rubrics 166
Analytic Scoring Rubric 166
Developing Scoring Rubrics 167
Summary 169
Assembling, Administering, and Scoring a Test 171
Assembling a Test 171
Arranging Items 172
Editing and Proofreading 174
Formatting 175
Providing Directions 177
Reproducing 180
Maintaining Security 181
Administering a Test 182
Computer Test Administration 182
Physical Environment 184
Psychological Environment 184
Academic Dishonesty 185
Scoring a Test 190
Scoring a Classroom Exam 190
Statistical Analysis 191
Student Review 192
Summary 193
Preparing Students for the Licensure Exam: The Importance of NCLEX 197
The NCLEX Application Process 198
Development of the NCLEX 198
The NCLEX Practice Analyses 198
The NCLEX Test Plan 199
NCLEX Item Development 201
Characteristics of NCLEX Items 202
Cognitive Levels 202
Critical Thinking Ability 202
Alternate Formats 202
Characteristics of the NCLEX 203
CAT Format 203
Passing Standard 204
Logits 205
Examination Length 205
Preparing Nursing Students for the NCLEX 207
Curriculum Focus 207
NCLEX Test Plan Consideration 207
Classroom Test Development 208
Cross-Referencing the NCLEX Test Plans 209
Cross-Referencing for Integrated Processes 210
Standardized Examinations 211
Progression Policies 213
NCLEX Predictor Exit Exams 213
Facilitating Student Success 217
NCLEX Prep Courses 218
Summary 219
Establishing Evidence of Reliability and Validity 221
Reliability 222
Measures of Reliability 222
Factors Affecting the Reliability Coefficients of Classroom Exams 226
Homogeneity of the Test Content 228
Measurement Error 231
Validity 234
Content Validity Index 234
Interpretation of the Validity Coefficient 235
Summary 236
Interpreting Test Results 237
Overall Test Data Analysis 238
Measures of Central Tendency 239
Measures of Variability 241
Reliability Coefficient 242
Standard Error of Measurement 243
Mean p Value 244
Mean Biserial 245
Score Distribution 245
Histogram 246
Individual Item Analysis 248
Assigning Test Scores 251
Flawed Items 251
Returning Scores to Students 253
Summary 253
Laboratory and Clinical Evaluation 253
Relevance of Objectives 253
Elements of the Clinical/Laboratory Experience 254
Identification of Clinical Action Elements 255
Identifying Objectives and Outcomes 256
Assessing Learning Needs 256
Planning Clinical Learning Experiences 257
Instructing and Evaluating 257
The Professional Role 259
Designing and Using a Performance Tool 259
Using a Taxonomy 259
Assessment of Mastery Learning 261
Assessment of Developmental Learning 263
Portfolio Assessment 265
Implementing a Clinical Evaluation Tool 266
Summary 267
Assigning Grades 269
Grading Principles 269
Philosophy of Grading 271
What Meaning Should Each Grade Symbol Carry? 271
What Should Failure Mean? 273
What Elements of Performance Should Be Incorporated in a Grade? 273
How Should the Grades in a Class Be Distributed? 273
What Components Should Go Into a Final Grade? 274
How Should the Components of the Grade Be Combined? 274
What Method Should Be Used to Assign Grades? 274
Should Borderline Cases Be Reviewed? 274
What Other Factors Should Influence the Grading Policy? 275
Developing a Grading Plan 275
Weighting Components of a Grade 275
Pass/Fail Grading 281
Adjusting Grades 281
Scaling Grades 282
Giving Extra Credit 282
Dropping the Lowest Grade 282
Summary 283
Instituting Item Banking and Test Development Software 285
Establishing an Item Bank 286
Editing Items 287
Selecting a Test Development Software Program 291
Hardware Requirements 292
Item Banking Facility 295
Item Importing and Exporting 295
Word Processing 296
Item Classification 296
Supplemental Fields 297
Test Assembly 297
Scoring and Reporting 298
Storage of Item Date History 299
Grade Book Facility 299
Cost 300
Implementing Test Development Software 302
Appointing Test Bank Administrators 302
Establishing Procedures 303
Incorporating Textbook Item Banks 304
Summary 306
References 309
Appendices 319
Basic Test Statistics 319
Basic Style Guide 321
References 327
Targeting Cognitive Levels for Multiple-Choice Item Writing 329
Sample Item Stems for Phases of the Nursing Process 333
Assessment 333
Analysis 334
Planning 335
Implementation 335
Evaluation 336
Steps for Implementing a Systematic Assessment Plan 339
Relationship of Critical Thinking Characteristics to the Nursing Process 341
Index 345
Subjects