c921 Task 2

Description

Hello, hope you are well. attached you will find the following items for the C921 task 2. 1. task requirements, 2. tip sheet from instructor, 3. The template from c920, course objective and student learining outcomes will come from this. 4. c921 task 2 template

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WGU Performance Assessment
YNM1 — YNM1 TASK 2: DEVELOPING A SUMMATIVE
OBJECTIVE ASSESSMENT
ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING — C921
PRFA — YNM1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
7056.1.1 : Validate Measurement of Student Learning
The learner validates the theories, concepts, and principles used to assess, evaluate, and measure student
learning in various educational settings.
7056.1.2 : Propose Assessment Strategies and Implementation Plans
The learner proposes assessment strategies and implementation plans based on the principles of effective
assessment design.
7056.1.3 : Develop Assessments
The learner develops performance-based and objective assessments useful for measuring the knowledge and
skills applicable to real-world scenarios.
7056.1.4 : Evaluate Assessment Effectiveness
The learner evaluates the effectiveness of performance and objective assessments by analyzing student
achievement and learning outcomes data.
7056.1.5 : Recommend Nurse Educator Action
The learner recommends nurse educator actions based on student performance measures at the course
level.
INTRODUCTION
The work of a nurse educator does not end after teaching materials have been designed, developed, and
delivered to students. In any learning environment, it is necessary to evaluate the impact of those teaching
materials on student learning. Assessment is the process of gathering data in order to evaluate and make
decisions regarding student learning.
There are many approaches to measuring student acquisition of knowledge, skills, attitudes, and behaviors. A
successful nurse educator will rely on the full breadth of evidence-based assessment theories and strategies
to design an assessment implementation plan that is most appropriate for their setting. After designing an
assessment tool, nurse educators must construct it using best practices to support reliability, validity, and
fairness. Once designed and implemented, data gathered by the assessment must be analyzed using rigorous
methods to evaluate student performance. Finally, the results of this analysis must be used to continually
improve both the assessment tool and the teaching materials.
Note: You must submit and pass C920 before submitting tasks in C921.
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SCENARIO
You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing
(BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their
diverse community population.
The director of the nursing program has charged you with developing an eight-week course titled “The Role
of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class
size for the course is 40 students. In C919, you created a course outline that listed eight weekly course
module topics. In C920, you created two of the eight weekly course modules, including course objectives,
student learning outcomes, and learning resources and activities.
In this task, you will choose one of the modules you created in C920 and develop a summative objective
assessment intended to measure student learning after they have completed the module. This summative
assessment must be an objective assessment consisting of 10 objective items (e.g., multiple choice, true or
false, matching, select all that apply).
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. The originality report that is provided when you submit your task can be used
as a guide.
Sources used to support this assessment must be published within the previous 10 years, with the exception
of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
The completed template (sections A) should be submitted as a separate attachment from the narrative paper
(sections B); both submitted at the same time.
A. Design and develop a summative objective assessment for your chosen module using the attached
“Summative Objective Assessment Template” by doing the following:
1. Develop student-facing instructions, including the following:
• duration of the assessment
• how to complete the assessment
• what resources may be used
2. Develop ten summative objective assessment items that align with each course objective and student
learning outcome in the module and include the following criteria:
• at least two different item types
• positive wording in all item stems
• each item asks a single, discrete question
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• answer options within each item are grammatically consistent and plausible
• an answer key that includes correct answers to all 10 items
• each item has only one correct answer unless otherwise noted in the item stem
3. Design an assessment blueprint by doing the following:
a. Identify the type of assessment.
b. Briefly describe the purpose of the assessment.
c. Identify the module title, two course objectives, and two student learning outcomes (developed in
C920) for the chosen module.
d. Identify the Bloom’s taxonomy domain (cognitive, psychomotor, affective) and level of each course
objective and student learning outcome.
e. Show the alignment of each item with at least one course objective or student learning outcome in
the module (use the table in the attached “Summative Objective Assessment Template”).
B. Describe the elements of your assessment by doing the following:
Note: A formal narrative paper will be submitted that includes parts B1 through B9.
1. Describe how each item in this assessment aligns with at least one course objective or student learning
outcome in the module.
2. Describe how assessment results, including constructive feedback, will be communicated to students
for this assessment.
a. Describe the pass or fail criteria for this assessment and how it was determined.
3. Describe an assessment theory, concept, or principle that guided your design choices for this
assessment.
4. Describe the procedures that will ensure test security for this assessment, including the following:
• prevention
• detection
• response
5. Describe a potential barrier (not related to test security) to implementing this assessment in the online
environment and how your assessment design choices will minimize its impact.
6. Describe the analytical methods and item- and test-level statistics you will use to evaluate assessment
results, including the following:
• item difficulty
• item discrimination
• test-level reliability
7. Discuss potential contributing factors of the following objective assessment outcomes:
• low pass rates
• low item discrimination
• low test-level reliability
8. Discuss an improvement plan that includes short-term and long-term actions to improve this
assessment based on key assessment results, including the following:
• item discrimination
• test reliability
• item difficulty
9. Discuss how the results of an objective assessment can be used to improve teaching strategies and
student learning.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
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D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 400 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:ASSESSMENT INSTRUCTIONS
NOT EVIDENT
COMPETENT
Assessment instructions are not
APPROACHING
COMPETENCE
provided.
Assessment instructions do not
each of the given elements and
include each of the given ele-
provide enough information for
ments or fail to provide suffi-
the average reader to complete
cient information for the aver-
the assessment without further
age reader to complete the as-
clarification.
Assessment instructions include
sessment without further
clarification.
A2:SUMMATIVE OBJECTIVE ASSESSMENT
NOT EVIDENT
COMPETENT
A summative objective assess-
APPROACHING
COMPETENCE
ment is not provided.
The summative objective assess-
ment includes each of the given
ment is missing 1 or more of the
criteria.
The summative objective assess-
given criteria.
A3A:TYPE OF ASSESSMENT
NOT EVIDENT
COMPETENT
The type of assessment is not
APPROACHING
COMPETENCE
provided.
The submission does not accu-
tifies the type of assessment.
The submission accurately iden-
rately identify the type of
assessment.
A3B:PURPOSE OF ASSESSMENT
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NOT EVIDENT
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COMPETENT
A description of the purpose of
APPROACHING
COMPETENCE
the assessment is not provided.
The submission does not accu-
scribes the purpose of the
rately describe the purpose of
assessment.
The submission accurately de-
the assessment.
A3C:THE MODULE TITLE, COURSE OBJECTIVES, AND STUDENT LEARNING OUTCOMES
NOT EVIDENT
COMPETENT
The module title, course objec-
APPROACHING
COMPETENCE
tives, and student learning out-
The submission does not iden-
module title, 2 course objectives,
comes are not provided.
tify the module title, 2 course
and 2 student learning outcomes
objectives, or 2 student learning
for the chosen module.
The submission identifies the
outcomes for the chosen
module.
A3D:DOMAIN AND LEVEL
NOT EVIDENT
COMPETENT
Domain and levels are not
APPROACHING
COMPETENCE
provided.
The submission identifies do-
mains and levels that are consis-
mains or levels that are inconsis-
tent with Bloom’s taxonomy and
tent with Bloom’s taxonomy or
align to the course objectives and
do not align to the course objec-
learning outcomes of the given
tives and learning outcomes of
module.
The submission identifies do-
the given module.
A3E:ASSESSMENT ALIGNMENT
NOT EVIDENT
The alignment is not provided.
APPROACHING
COMPETENCE
COMPETENT
The submission does not show
of each item with at least 1
alignment of 1 or more items
course objective or student
with 1 or more course objectives
learning outcome. All course ob-
or student learning outcomes.
jectives and student learning out-
Or 1 or more course objectives
comes are aligned to at least 1
or student learning outcomes
item.
The submission shows alignment
are not aligned to at least 1 item.
B1:ALIGNMENT
NOT EVIDENT
APPROACHING
COMPETENCE
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COMPETENT
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A description of alignment is not
The submission does not logi-
The submission logically de-
provided.
cally describe how 1 or more
scribes how each item in this as-
items in the assessment activity
sessment activity aligns with a
align with a course objective or
course objective or student
student learning outcome.
learning outcome.
COMPETENT
A description of how assess-
APPROACHING
COMPETENCE
ment results will be communi-
The description does not logi-
lates how assessment results, in-
cated to students is not
cally articulate how assessment
cluding constructive feedback,
provided.
results, including constructive
will be communicated to
feedback, will be communicated
students.
B2:ASSESSMENT RESULTS
NOT EVIDENT
The description logically articu-
to students.
B2A:PASS OR FAIL CRITERIA
NOT EVIDENT
COMPETENT
A description of pass or fail cri-
APPROACHING
COMPETENCE
teria and how it was determined
The description does not articu-
sonable pass or fail criteria for
is not provided.
late reasonable pass or fail crite-
this assessment. The pass or fail
ria for this assessment, or the
criteria are determined using a
description of how it was deter-
logical approach.
The description articulates rea-
mined is illogical.
B3:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE
NOT EVIDENT
COMPETENT
A description of an assessment
APPROACHING
COMPETENCE
theory, concept, or principle that
The description is inaccurate or
marizes an assessment theory,
guided design choices is not
does not describe the theory,
concept, or principle in the con-
provided.
concept, or principle in context
text of specific design choices for
of the specific assessment de-
the assessment.
The description accurately sum-
sign choices.
B4:TEST SECURITY PROCEDURES
NOT EVIDENT
COMPETENT
A description of test security
APPROACHING
COMPETENCE
procedures is not provided.
The description of procedures
cludes specific measures that will
does not include specific mea-
be taken to prevent, detect, and
sures that will be taken to pre-
respond to test security breaches
vent, detect, and respond to test
for the assessment. The mea-
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The description of procedures in-
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security breaches, or the mea-
sures are rigorous, reasonable,
sures are not rigorous, reason-
and appropriate for the
able, or appropriate for the
assessment.
assessment.
B5:POTENTIAL IMPLEMENTATION BARRIERS
NOT EVIDENT
COMPETENT
A description of a potential im-
APPROACHING
COMPETENCE
plementation barrier is not
The description inaccurately
presents how the online environ-
provided.
presents how the online envi-
ment could hinder implementa-
ronment could hinder imple-
tion of the assessment, makes a
mentation of the assessment or
reasonable case for why specific
does not make a reasonable case
design choices will aid in imple-
for why specific design choices
menting the assessment in the
will aid in implementing the as-
online environment, and the bar-
sessment in the online environ-
rier described is not related to
ment. Or the barrier described is
test security.
The description accurately
related to test security.
B6:ANALYTICAL METHODS
NOT EVIDENT
COMPETENT
A description of analytical meth-
APPROACHING
COMPETENCE
ods to evaluate assessment per-
The description does not accu-
and accurate methods for mea-
formance are not provided.
rately describe the methods for
suring and evaluating item diffi-
measuring and evaluating item
culty, item discrimination, and
difficulty, item discrimination,
test-level reliability for the
and test-level reliability for the
assessment.
The description includes specific
assessment.
B7:OBJECTIVE ASSESSMENT OUTCOMES
NOT EVIDENT
COMPETENT
A discussion of potential con-
APPROACHING
COMPETENCE
tributing factors to objective as-
The discussion does not address
rate understanding of the causes
sessment outcomes is not
each of the given objective as-
of each of the given objective as-
provided.
sessment outcomes, or the dis-
sessment outcomes.
The discussion conveys an accu-
cussion contains inaccurate or
incomplete information about 1
or more of the given outcomes.
B8:ASSESSMENT IMPROVEMENT
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NOT EVIDENT
WGU Performance Assessment
COMPETENT
An assessment improvement
APPROACHING
COMPETENCE
plan of action is not provided.
The assessment improvement
plan includes specific short- and
plan does not provide specific
long-term actions for making im-
short- and long-term actions for
provements to the assessment.
making improvements to the as-
The plans address the given key
sessment, or do not address 1 or
assessment results and are rigor-
more of the given key assess-
ous, reasonable, and appropriate
ment results, or are not rigor-
for the assessment.
The assessment improvement
ous, reasonable, or appropriate
for the assessment.
B9:USING ASSESSMENT RESULTS
NOT EVIDENT
COMPETENT
An explanation of how assess-
APPROACHING
COMPETENCE
ment results can be used to im-
The discussion does not convey
understanding of how results of
prove student learning is not
a clear understanding of how as-
the assessment can improve
provided.
sessment results can be used to
teaching strategies and student
improve teaching strategies and
learning. The discussion is logical
student learning. The discussion
and accurate.
The discussion conveys a clear
is illogical or inaccurate.
C:SOURCES
NOT EVIDENT
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
both in-text citations and a ref-
The submission includes in-text
citations for sources that are
erence list for sources that are
citations for sources that are
properly quoted, paraphrased, or
quoted, paraphrased, or
quoted, paraphrased, or summa-
summarized and a reference list
summarized.
rized and a reference list; how-
that accurately identifies the au-
ever, the citations or reference
thor, date, title, and source loca-
list is incomplete or inaccurate.
tion as available.
COMPETENT
Content is unstructured, is dis-
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
tail, is organized, and focuses on
errors in mechanics, usage, or
difficult to follow, or contains er-
the main ideas as prescribed in
grammar. Vocabulary or tone is
rors in mechanics, usage, or
the task or chosen by the candi-
unprofessional or distracts from
grammar that cause confusion.
date. Terminology is pertinent, is
The submission includes in-text
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
the topic.
Content reflects attention to de-
used correctly, and effectively
conveys the intended meaning.
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Terminology is misused or
Mechanics, usage, and grammar
ineffective.
promote accurate interpretation
and understanding.
SUPPORTING DOCUMENTS
Summative Objective Assessment Template.docx
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YNM1 Task 2
YNM1_Task 2 Attach_Summative Objective Assessment Template
C921 Task 2: Summative Objective Assessment Template
Criteria
Task
A1. Student-facing
instructions
(Write these instructions as if
you are speaking to your
students)
Write your instructions to your students for completing
the assessment should include each point below:
• duration of the assessment
• how to complete the assessment
• what resources may be used
Tips:
• Write clear step-by-step instructions for
completing the assessment without further
clarification.
• Include where, when, and how to access
the assessment and how to submit it.
•
Best practice is to allow 1.5 – 2 minutes per
question if it’s multiple choice. If students are
writing out answers, allow a little bit more time
per question.
Negatively worded questions- questions that
contain words such as ‘except’, ‘none’, etc. –
are not best practice anymore. Avoid these
types of questions.
McDonald (2018), Chapter 9 – Assembling,
Administering, and Scoring a Test, page 207 – Providing
Directions. Some of this information can be applicable for
the online environment.
A2. Ten objective
assessment items with
answer key
Develop ten Summative Objective Assessment items that
includes items aligned with each course objective and
student learning outcome in the module and include the
following criteria:
• at least two different item types
• positive wording in all item stems
• each item asks a single, discrete question
• answer options within each item are grammatically
consistent and plausible
• an answer key that includes correct answers to all 10
items
• each item has only one correct answer unless otherwise
noted in the item stem.
Tips:
•
Create your test in this space.
PAGE 1
YNM1 Task 2
• Include the answer key.
• All items including true/false, and matching
should be written with appropriate rigor for a
summative objective assessment.
• No fill-in-the-blanks.
• No Short answer questions.
Unit 2: What is Assessment? p. 10.
Billings and Halsted, Chapters 23 & 24.
Unit 4: Designing and Developing Objective Tests, p.
22
McDonald (2018), Chapter 9 – Assembling,
Administering, and Scoring a Test, p. 213- Computer
Test Administration (quality test items) A2, B4 (Tsk1), B5.
Topics- Assembling a test, arranging items, Editing and
Proofreading, Formatting Tests, Providing Directions,
Maintaining Security, Administering ta Test (Computer
Assessment Test), Physical Environment, Psychological
Environment, Academic Environment, Plagiarism,
Academic Integrity Policy), Online Testing
A3a. Type of assessment
(Specific test design)
Assessment type refers to the specific assessment design,
such as Multiple Choice, Select-all-that-apply, True/False,
and matching.
Tips:
•
•
•
A3b. Purpose of
assessment
A3c. Module title, 2 course
objectives (C920 material),
2 student learning
outcomes (C920 material)
Please include the timeframe
with each CO and SLO.
A3d. Bloom’s taxonomy
domain and level
(Note: the verbs may be
from the Cognitive,
No fill-in-the-blanks.
No Short answer questions or Essays.
They are subjective type items.
When completing this aspect, remember the purpose and
focus of the summative objective assessment, including
when it should be administered.
Include the
timeframes
for each CO
and SLO
Course
Objective 1:
Write CO # 1
here: E.g.,
Module title
Objective Assessment
Items
Put your item or
prompt here in
column 2 that aligns
with CO #1
PAGE 2
Domain
Level
E.g.,
Cognitive
E.g.
Applying
YNM1 Task 2
Psychomotor, or Affective
domains and levels).
However, we recommend
using the Cognitive Domain.
A3e. Assessment activity
alignment
Upon
completion of
this course,
the student
will be able
to:
Differentiate
between
vulnerable
populations in
communitie
Course
Objective 2:
Write CO # 2
here
Student
Learning
Outcome 1:
Write SLO # 1
here
Put your item or
prompt here in
column 2 that aligns
with CO #2
Put your item or
prompt here in
column 2 that aligns
with SLO #1
Student
Learning
Outcome 2:
Write SLO # 2
here
Put your item or
prompt here in
column 2 that aligns
with SLO #2
Some Tips for the Paper:
B4. Test Security Procedures. For example, must have laptop with web camera, online proctors,
students must show valid picture identification, etc.
B5. Potential Implementation Barriers. One example is lack of internet – a possible solution is to have
the test open for a limited amount of time (4 hours) so students could get to a location with reliable
internet.
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YNM1 Task 2
B6. Item difficulty -P value – This is a percentage of the correct responses for each individual test
question. We want p values in the average range of 0.70 and 0.80 – 70% to 80%. . Having a couple of
easier items (p>.80 and a few more challenging items p
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