C921 Task 2: Assessment & Evaluation Strategies for Student Learning

C921 Task 2: Assessment & Evaluation Strategies for Student Learning

Student Name

Western Governors University

C921 Assessment and Evaluation Strategies for Measuring Student Learning

Prof. Name:

Date

C921 Task 2: Assessment & Evaluation Strategies for Student Learning

B1. How does each item in this assessment align with at least one Course Objective (CO) or Student Learning Outcome (SLO)?

Each question in this assessment is designed to measure the students’ knowledge and skills in alignment with specific Course Objectives or Student Learning Outcomes. Below is a detailed explanation of the alignment for each item:

Question	Alignment	Explanation
1	Course Objective 1: Demonstrate the role of a community health nurse	This question evaluates the student’s ability to identify the roles of a community health nurse, focusing particularly on patient education regarding advanced directives.
2	Course Objective 2: Analyze the impact social determinants have on the health of a community	This question assesses the student’s understanding of patients’ rights in emergency healthcare settings, including knowledge of EMTALA (Emergency Medical Treatment and Labor Act).
3	Course Objective 1	This question tests the student’s knowledge of community health nursing roles in home health and hospice care, emphasizing the distinction between the two settings.
4	Course Objective 1	It examines the student’s comprehension of the qualifications necessary for hospice care, which is a critical aspect of community health nursing.
5	Course Objective 1	This item further assesses knowledge of hospice eligibility and highlights the importance of nurse-patient-family education in hospice decision-making.
6	Student Learning Outcome 1: Identify vulnerable populations within the community	The question targets the student’s ability to recognize vulnerable populations in their community.
7	Course Objective 2	This item focuses on ensuring students understand the ethical and legal aspects of EMTALA.
8	Student Learning Outcome 1	It measures knowledge of vulnerable populations, specifically who qualifies as vulnerable within the community.
9	Course Objective 2	This question evaluates the student’s awareness of how social determinants impact individual and community health.
10	Student Learning Outcome 2: Describe vulnerable population needs	The final question addresses students’ understanding of the needs of vulnerable populations, including ethical considerations for their protection.

This alignment ensures the assessment comprehensively evaluates the core competencies required in community health nursing and the social determinants influencing health outcomes.

B2. How will assessment results, including constructive feedback, be communicated to students?

Assessment results will be posted on the school’s student portal within one hour following the class. Students will receive an email notification confirming the availability of their grades and inviting them to contact the instructor with any questions or concerns. Additionally, the first 15 minutes of the subsequent in-person class will be dedicated to reviewing the test questions and answers to provide further clarification.

Pass/Fail Criteria:
A minimum score of 70% is required to pass this assessment, which translates to correctly answering at least 7 out of 10 questions. This standard aligns with the institution’s grading policy that requires a C grade or higher for course completion.

B3. What assessment theory, concept, or principle guided the design of this assessment?

The design of this assessment is grounded in Cognitive Learning Theory. This theory emphasizes that learners utilize their personal experiences and prior knowledge to solve problems and make decisions. It encourages students to analyze questions by recalling and applying learned concepts, fostering deeper understanding rather than rote memorization (Billings, 2020).

Originally, developers of this theory posited that individuals process information as a whole rather than in isolated parts. This assessment incorporates real-world experiences by having students interact with practicing nurses, facilitating integration of theory and practice. The reflection in the written paper allows evaluation of how students synthesize and communicate their learning, helping to determine if course objectives and learning outcomes are met. Importantly, the assessment supports the development of critical thinking skills essential for nursing practice (Billings, 2020).

B4. What procedures will ensure test security for this assessment?

• Prevention: The test is only accessible at the start of class through a secure school test-taking platform. A unique access code is provided at test time to prevent unauthorized early access. Although the test is open book, the limited time frame discourages extensive searching for answers. The instructor will proctor the test in the classroom.

• Detection: The test software monitors if students attempt to exit the secure testing environment, automatically locking them out and alerting the instructor.

• Response: Any student caught cheating will receive an automatic failure for the test and may face additional disciplinary actions as determined by the dean or department head.

B5. What potential barrier could arise in an online testing environment, and how does the assessment design address it?

One significant challenge in an online environment is internet connectivity. Students require stable access to the school portal and testing platform. To minimize this barrier, clear instructions and IT support contact information are included with the assessment details. The instructor remains available for immediate assistance. The brevity of the test also helps reduce the risk of prolonged disruptions.

B6. What analytical methods and statistics will be used to evaluate assessment results?

The primary purpose of this assessment is to measure student effort and comprehension, helping distinguish high achievers from those needing additional support. To achieve this, the following methods will be employed (McDonald, 2018):

• Item Difficulty: Measured by the p-value, which ranges from 0 to 1. A p-value between 0.3 and 0.7 indicates appropriate difficulty. Values below 0.3 suggest a question is too difficult; above 0.8 indicate it is too easy.

• Item Discrimination: Evaluated using the Point Biserial Index (PBI), ranging from -1.0 to +1.0. Higher PBI values indicate better differentiation between high- and low-performing students.

• Test-Level Reliability: Determined by the KR-20 formula, with values from 0.00 to 1.00. A reliability coefficient above 0.70 signifies consistent and dependable test results. Note that KR-20 is most appropriate for tests with dichotomous scoring (right/wrong).

These statistical measures provide insight into the quality of the test and guide future improvements.

B7. What factors might contribute to poor assessment outcomes such as low pass rates, low item discrimination, or low test reliability?

• Low Pass Rates: Often stem from poorly constructed test items that are unclear or ambiguous, making it difficult even for knowledgeable students to answer correctly (McDonald, 2018).

• Low Item Discrimination: Occurs if questions are too easy (most students answer correctly) or too hard (few answer correctly), thus failing to differentiate between levels of student knowledge.

• Low Test Reliability: Can be caused by an unbalanced test containing too many questions that are either too difficult or too easy, excessive length, or questions not aligned with the tested content area (McDonald, 2018).

B8. What is the improvement plan based on assessment results?

To enhance the assessment’s quality, the following short-term and long-term actions are recommended:

Aspect	Short-Term Actions	Long-Term Actions
Item Discrimination	Remove or adjust problematic questions, offer bonus or extra credit questions to balance scores	Increase rigor in peer and departmental reviews; use analytic tools to evaluate question effectiveness
Test Reliability	Exclude inconsistent items	Regularly review alignment with course objectives and learning outcomes, ensure clarity and relevance
Item Difficulty	Modify or eliminate overly difficult or easy questions	Implement ongoing analytic evaluation and refinement before test administration

Continuous peer review and analytical evaluation are essential to maintaining high-quality assessments that accurately reflect student learning.

B9. How can objective assessment results improve teaching strategies and student learning?

Thorough analysis of test data allows the nurse educator (ANE) to identify strengths and weaknesses in both student performance and instructional methods. Items with good discrimination are retained, while poorly performing items are revised or discarded. This process helps the educator understand who is mastering the material and who may require additional support.

By examining item difficulty, the educator can adjust content emphasis, pacing, and learning activities to better meet students’ needs. Consideration of diverse learning styles, language barriers, and technological access is critical to ensure inclusivity.

Additionally, results can prompt increased hands-on learning, class discussions, and formative assessments throughout the course to continuously monitor progress toward meeting objectives. The assessment results ultimately guide refinements in teaching strategies, learning resources, and classroom time allocation to maximize student success.

References

Billings, J. H. D. (2020). Teaching in Nursing: A Guide for Faculty. Elsevier.

McDonald, M. E. (2018). The Nurse Educator’s Guide to Assessing Learning Outcomes (4th ed.). Jones & Bartlett Learning.

Judith Halstead, D. B. (2020). Teaching in Nursing: A Guide for Faculty. Elsevier.