Evaluation of Educational Outcomes in Nursing

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Part 3: Develop Test Administration and Grading Strategies

As part three of the evaluation project you began in Week 3, this week you will create a paper designing test administration and test grading strategies from the test blueprint that you developed in Week 1.
You need to:
•   Describe exam security prior to the test
•   Develop a cover sheet with overall exam instructions and an academic integrity clause for the students to sign in regard to academic dishonesty (place in Appendix)
•   State how items will be arranged and formatted on the test with your rationale
•   Provide sample directions to the learner for each set of test items
•   Identify strategies to prevent any form of academic dishonesty
•   Explain three elements essential to test administration
•   Describe the procedure on how you will score the exam
•   Verify the appropriate time allotted to the learners for completing the test.
•   Identify the statistical analyses you will utilize for your exam and provide your rationale for your choice.
As you create your paper, be sure that you follow APA guidelines for writing style, spelling and grammar, and citation of sources.
Name your document NSG6102_W5_A2_LastName_FirstInitial.doc. Submit this assignment to the W5: Assignment 2 Dropbox by Tuesday, September 8, 2015.
Assignment 2 Grading Criteria   Maximum Points
Described exam security prior to the test.   15
Developed a cover sheet with overall exam instructions and an academic integrity clause.   20
Stated the strategies regarding the arrangement and formatting of the test items and provided rationale.   20
Provided sample directions for each set of test items mentioned in the test blueprint.   15
Identified strategies to prevent any form of academic dishonesty on the part of learners taking the test.   20
Explained at least three elements essential to test administration.   20
Described the procedure in which the tests will be scored.   20
Verified the appropriateness of the time allotted to the learners for completing the test.   20
Identified the statistical analyses that will be utilized for the exam and provided a rationale for the choice.   20
General
Followed APA guidelines for writing style, spelling and grammar, and citation of sources.   15
Total:   185

Reginald Sincere

Learning Activity Goals: The learning activity goals are to provide the students with all the concepts necessary to be successful as a psychiatric nurse while assessing them to identify their strengths and weaknesses.
Bloom’s Taxonomy
Cognitive Domain
*Remembering   Bloom’s Taxonomy
Cognitive Domain
*Understanding
Bloom’s Taxonomy
Cognitive Domain
*Applying
Bloom’s Taxonomy
Cognitive Domain
*Analyzing   Bloom’s Taxonomy
Cognitive Domain
*Evaluating   Bloom’s Taxonomy
Cognitive Domain
*Creating
Learning Objectives   Formula to determine number of questions per domain:
(. 25 to .35) x Total number questions for the objective
Formula to determine number of questions per domain:
(.25 to .30) x Total number questions for the objective
Formula to determine number of questions per domain:
(.20 to .30) x Total number questions for the objective
Formula to determine number of questions per domain:
(.10 to .20) x Total number questions for the objective
Formula to determine number of questions per domain:
.05 x Total number questions for the objective
Formula to determine number of questions per domain:
.05 x Total number questions for the objective
Total Number of Questions per objective to add up to the total number of questions on the test (50)   Percentage of Total
Objective 1: Upon completion of this course, the student will demonstrate psychiatric-mental health nursing assessment of patients utilizing accepted mental health and physical assessment techniques.   .25 is 25% of the 12 questions which is 24% of the total number of questions (50)

12 x .25 = 3

3 test questions need to be created in the cognitive domain of remembering for this objective in the test. .25 is 25% of the 12 questions which is 24% of the total number of questions (50)

12 x .25 = 3

3 test questions need to be created in the cognitive domain of understanding for this objective in the test. .20 is 20% of the 12 questions which is 24% of the total number of questions (50)

12 x .20 = 2.4/3

3 test questions need to be created in the cognitive domain of applying for this objective in the test. .10 is 10% of the 12 questions which is 24% of the total number of questions (50)

12 x .10 = 1.2/1

1 test question needs to be created in the cognitive domain of analyzing for this objective in the test. .05 is 5% of the 12 questions which is 24% of the total number of questions (50)

12 x .05 = 0.6/1

1 test question needs to be created in the cognitive domain of evaluating for this objective in the test. .05 is 5% of the 12 questions which is 24% of the total number of questions (50)

12 x .05 = 0.6/1

1 test question needs to be created in the cognitive domain of creating for this objective in the test. 12 24%
Objective 2:
Upon completion of this course, the student will be able to provide nursing care that is supportive of the patient’s physiological functioning. .25 is 25% of the 13 questions which is 26% of the total number of questions (50)

13 x .25 = 3.25/4

4 test questions need to be created in the cognitive domain of remembering for this objective in the test. .25 is 25% of the 13 questions which is 26% of the total number of questions (50)

13 x .25 = 3.25/4

4 test questions need to be created in the cognitive domain of understanding for this objective in the test. .20 is 20% of the 13 questions which is 26% of the total number of questions (50)

13 x .20 = 2.6/3

3 test questions need to be created in the cognitive domain of applying for this objective in the test. .10 is 10% of the 13 questions which is 26% of the total number of questions (50)

13 x .10 = 1.3/1

1 test question needs to be created in the cognitive domain of analyzing for this objective in the test. .05 is 5% of the 13 questions which is 26% of the total number of questions (50)

13 x .05 = 0.65/1

1 test question needs to be created in the cognitive domain of evaluating for this objective in the test. .05 is 5% of the 13 questions which is 26% of the total number of questions (50)

13 x .05 = 0.65/1

1 test question needs to be created in the cognitive domain of creating for this objective in the test. 13 26%
Objective 3: Upon completion of this course, the student will be able to utilize individualized therapeutic interaction techniques in communicating with diverse patient populations across the life span. 25 is 25% of the 12 questions which is 24% of the total number of questions (50)

12 x .25 = 3

3 test questions need to be created in the cognitive domain of remembering for this objective in the test. .25 is 25% of the 12 questions which is 24% of the total number of questions (50)

12 x .25 = 3

3 test questions need to be created in the cognitive domain of understanding for this objective in the test. .20 is 20% of the 12 questions which is 24% of the total number of questions (50)

12 x .20 = 2.4/3

3 test questions need to be created in the cognitive domain of applying for this objective in the test. .10 is 10% of the 12 questions which is 24% of the total number of questions (50)

12 x .10 = 1.2/1

1 test question needs to be created in the cognitive domain of analyzing for this objective in the test. .05 is 5% of the 12 questions which is 24% of the total number of questions (50)

12 x .05 = 0.6/1

1 test question needs to be created in the cognitive domain of evaluating for this objective in the test. .05 is 5% of the 12 questions which is 24% of the total number of questions (50)

12 x .05 = 0.6/1

1 test question needs to be created in the cognitive domain of creating for this objective in the test. 12 24%
Objective 4: Upon completion of this course, the student will be able to Discusses and describes based upon the nursing process how mental health promotion and mental health nursing interventions are fundamental to the therapeutic resolution of physiologically based self-care deficits. .25 is 25% of the 13 questions which is 26% of the total number of questions (50)

13 x .25 = 3.25/4

4 test questions need to be created in the cognitive domain of remembering for this objective in the test. .25 is 25% of the 13 questions which is 26% of the total number of questions (50)

13 x .25 = 3.25/4

4 test questions need to be created in the cognitive domain of understanding for this objective in the test. .20 is 20% of the 13 questions which is 26% of the total number of questions (50)

13 x .20 = 2.6/3

3 test questions need to be created in the cognitive domain of applying for this objective in the test. .10 is 10% of the 13 questions which is 26% of the total number of questions (50)

13 x .10 = 1.3/1

1 test question needs to be created in the cognitive domain of analyzing for this objective in the test. .05 is 5% of the 13 questions which is 26% of the total number of questions (50)

13 x .05 = 0.65/1

1 test question needs to be created in the cognitive domain of evaluating for this objective in the test. .05 is 5% of the 13 questions which is 26% of the total number of questions (50)

13 x .05 = 0.65/1

1 test question needs to be created in the cognitive domain of creating for this objective in the test. 13 26%
50 100%

Please do not put your test questions in this Test Blueprint. Only calculate the number of questions per objective in each cognitive domain of Bloom’s Taxonomy. Once the test blueprint is completed it will serve as a guide to construct your test.

*Overbaugh, R.C., & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Heuristic. (n.d.). Psychiatric Mental-Health Nursing Syllabus. Retrieved from http://www.jccmi.edu/administration/deans/Syllabi2012/NUR/12FL/NURH272.50.51_MartinezKratzM_12FL13WN.pdf

Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

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This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

Evaluation of Educational Outcomes in Nursing

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