Description
The purpose of this assignment is to develop teaching strategies based on evidence-based educational practices and learning theory to meet the needs of your target audience in your classroom setting/environment for your selected course topic.Use your “Lesson Plan” template from Topic 3 and complete the Topic 4 section as directed. The “Lesson Plan” template is a working document. You will use this template for subsequent assignments as you develop a lesson plan for your course. You will submit your Final Lesson Plan in Topic 6, so make sure to incorporate any necessary revisions or feedback you have received from your instructor for this assignment.APA style is not required, but solid academic writing is expected. Instructor’s comments…..
Luz, you have aptly
provided four learning objectives and a descriptive narrative for
the alignment with QSEN competencies and ANA standards. The learning
objectives do not properly use Bloom’s action verbs to describe what the
learner will be able to do on the completion of an activity in a measurable
performance. For example, all the objectives state the learners will learn and
not the expected measurable action verbs in the higher order of Bloom’s
taxonomy.
For revisions, objective one might state the
Learners will differentiate or the learners will apply the different types of
emergency training…
Objective 2, the learners will perform or the
learners will demonstrate…
Objective 3 The learners will create…
Objective 4 Learners will relate well in groups, or
the learners will adapt well in work groups (affective). FYI, I use a color-coding system for my grading purposes, blue is for pertinent content, green highlights citations and corresponding references when indicated for APA, and yellow is usually for direct quotations and erroneous or extraneous content.
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Lesson Plan: Planning and Course Outcomes
Luz Nayda Berrios
College of Nursing and Healthcare Professionals, Grand Canyon University
NUR-648E: Nursing Education Seminar II
Dr. Barbara Ward
January 10, 2024
© 2022. Grand Canyon University. All Rights Reserved.
Lesson Plan
The Lesson Plan is designed to be an iterative assignment that will be completed in Topics 2-6. You will receive ongoing instructor
feedback on your lesson plan. Be sure to incorporate this feedback prior to submitting the final iteration of your lesson plan in Topic 6.
Refer to the assignment instructions and topic Resources as needed for each section.
For each topic assignment, complete the section as directed. Include the required references at the end of this template.
Topic 2 – Course Planning and Course Outcomes
Based on the approved course topic from Topic 1, complete the following:
1. Course title: The Heartsaver First Aid, CPR, AED Course
2. Describe the purpose of the course.
The purpose of this course is to train the learners on the basics of first aid and emergency interventions. The learners will gain
basic skills needed for lifesaving emergencies such as cardiopulmonary resuscitation (CPR) and using an automated external
defibrillator (AED). The course equips learners with hands-on skills for first aid and emergency interventions. It can be used
for certification purposes for people who need first aid training certification or recertification for their jobs (AHA, n.d.). The
course is also meant for anyone who wants to gain essential first-aid and life-saving intervention skills to deploy in case of an
emergency in their environment.
3. Explain how you determined a need for this course.
The need for this course was determined by the large number of people seeking training for first aid and CPR for certification
and recertification. Other than new nurses in transition to the workplace, other professionals including fitness coaches and
trainers, construction staff, firefighters, electricians, and emergency responders have been seeking training. These professions
and many others require that some of its staff are trained in CPR and AED as well as other basic first aid areas.
4. Describe the target audience:
The target audience are new nurses transitioning to the workplace and any professional who needs training for certification.
The nurses targeted are typically ones that have just left school and are transitioning to the workplace without prior work
experience. The other professionals’ range in their specific careers as listed above.
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5. Describe the classroom setting/environment for the course.
The classroom setting for the course is an instructor-led hands-on classroom. Learners will present to the classroom where he
instructor combines both discussion and hands-on demonstration. This classroom involves a lot of learner activity and props to
demonstrate the content taught in the course.
6. Course Outcomes (See table below).
The course outcomes state what learners will be able do upon completion of an entire course. For this section, develop 1-3
measurable and learner-centered course outcomes. Refer to Bloom’s Taxonomy as needed for assistance.
1.
2.
3.
Learners will determine the appropriate steps to take in any emergency situation.
Learners will demonstrate the correct sequence of steps and actions to conduct in the process of CPR and
AED for an unconscious person.
Learners will create a safety plan specific to their workplace and in line with current emergency
intervention and preparedness guidelines by the American Heart Association (AHA).
Topic 3 – Learning Objectives
A measurable learning objective describes what learners can do upon completion of an activity or at the end of a single
lesson/class lesson or class. Using Bloom’s taxonomy, develop 4 measurable learning objectives that based are on the course
outcomes you developed in Topic 2. One learning objective must reflect the affective domain.
Learning Objectives
1.
2.
3.
4.
Learners will learn the different types of emergencies that the Heartsaver First Aid, CPR, AED Course
training can be applied.
Learners will learn the correct process steps for conducting CPR and AED for unconscious persons.
Learners will learn how to create a safety plan for the workplace based on common hazards.
Learners will work well in groups to deliver first-aid interventions.
In no more than 100 words, describe how concepts from the QSEN competencies, ANA standards, or professional
organizations relevant to your course topic, are represented in the learning objectives.
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The learning objectives reflect the concepts of workplace safety and interprofessional collaboration in line with QSEN and
ANA standards. Provision 8 of the ANA code of ethics advocates for nurses’ collaboration with other healthcare professionals
to promote health (ANA, 2015). The learning objectives include working in groups, which may be a part of interprofessional
collaboration to achieve patients’ safety. Moreover, QSEN competencies include a ‘Safety’ and a ‘teamwork and
collaboration’ component (QSEN Institute, n.d.). These are represented in the focus of the objectives on improving safety and
enhancing collaboration in emergency interventions.
Topic 4 – Evidence-Based Teaching Strategies
Develop one teaching strategy and activity for each learning objective developed in Topic 3. The teaching strategies must be
based on evidence-based educational practice or learning theory. Provide an explanation for how each teaching strategy meets
the needs of the target audience in your classroom setting/environment.
Learning Objectives
Teaching Strategies and Activities
Explanation
1.
2.
3.
4.
Topic 6 – Methods for Assessing and Evaluating Learning
Select one assessment/evaluation method for each learning objective developed in Topic 3. The assessment/evaluation
methods must be based on evidence-based educational practice or learning theory.
Learning Objectives
Methods for Assessing and Evaluating Learning
1.
2.
3.
4.
4
References
American Heart Association. (n.d.). Heartsaver® Courses. https://cpr.heart.org/en/cpr-courses-and-kits/heartsaver
American Nurses Association. (2015). Code of ethics with interpretative statements. Silver Spring, MD: Author. Retrieved from
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html
QSEN Institute, (n.d.). QSEN Competencies. https://www.qsen.org/competencies-pre-licensure-ksas
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Topic 2 – Outcomes and Objectives …………………………………………………………………………….. 1
Topic 5 – Writing Test Items ………………………………………………………………………………………. 2
Topic 7 – Item Analysis ……………………………………………………………………………………………… 6
Topic 2 – Outcomes and Objectives
This brief tutorial will explain the differences between outcomes and objectives and how they
will be used in this course. Examples, of course, outcomes and learning objectives will be
provided. The difference between outcomes and objectives is often confusing, because different
resources and educational organizations may use conflicting terminology.
This tutorial will explain those differences and how the terms will be used in this program. The
objectives for this tutorial are as follows. At the completion of the tutorial, the student will be
able to differentiate between program outcomes and course outcomes.
Explain the differences between course outcomes and learning objectives. Describe how Bloom’s
taxonomy is utilized to create learning objectives and value. The importance of alignment of
outcomes, objectives, teaching strategies and assessment and evaluation methods. first of all, talk
about program outcomes, the term program outcomes is used to indicate what the student will be
able to demonstrate at the completion of the entire program. Program outcomes may be
expressed in terms of competencies, knowledge, skills and attitudes, or in terms of criteria that
accrediting bodies look at, such as and collects pass rates, program completion rates, graduate
employer feedback, job placement and program satisfaction.
Of course, outcomes are broad statements that indicate what the learner will be able to do or how
they will be able to use the new knowledge, skills and abilities at the completion of an individual
course, outcomes should be learner, centered and measurable.
Here are some examples, of course, outcomes. Upon completion of the course, the learner will be
able to utilize best practices in resolving conflicts on the nursing unit. Upon completion of the
course, the learner will be able to demonstrate safe administration of chemotherapy in the
outpatient unit.
Upon completion of the course, the learner will be able to apply evidence based practice when
providing care to medical surgical patients. Now, let’s talk about learning objectives, learning
objectives, describe what the learner will accomplish during the educational experience.
The learning objective provided the criteria for constructing a learning activities and the
assessments and or evaluations. Use language that is clear and can be objectively measured be as
concise as possible. You must use action verbs from balloons that describe what the students will
accomplish during the lesson or activity include complex or higher order learning objectives of
what students should be able to do beyond knowledge or the memorization of facts and
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terminology. Do not use words such as understand, learn, now, recognize because they are not
measurable. Learning objectives should align with the instructional strategies and assessment
methods for the course, and they should contribute to the course outcomes.
They also must be in alignment with the chosen teaching strategies and evaluation methods. The
verbs chosen from blues are key to aligning all of these elements. one of the important things to
remember is that the. Level of blooms that you choose for your outcomes and objectives.
Must be taken into consideration when writing test questions and using other evaluation
methods. Learning objectives contribute to the course outcomes, so they are more specific than
course outcomes, but will contribute to the course outcome. Here are some examples of learning
objectives.
At the completion of the lesson, the learner will describe three steps in conflict resolution. At the
completion of the lesson, the learner will discuss the value of hospice care at end of life. At the
completion of the lesson, the learner will demonstrate the steps used in safe administration of
chemotherapy.
At the completion of the lesson, the learner will create a lesson plan for a class and your 648 E.
You can see how these are more specific. But yes, yet feed into the broader statements of the
course objectives.
Topic 5 – Writing Test Items
This presentation will provide an introduction to writing and collect style multiple choice test
items. There is excellent information in both of your textbooks, particularly the McDonald’s tax,
but it can be overwhelming at first. So this presentation focuses on some of the major concepts
and primary mistakes that are made by faculty. First, let’s dissect a multiple choice question.
There are three different parts. The STEM, which presents the problem or is a question. And the
options, one of which is correct and is called the key. And then the incorrect options are called
instructors.
They are called the strikers because they are intended to distract the students or testers who do
not know the information well from those who do. They are not intended to be trick questions.
Let’s talk about the STEM first, the STEM should present a clinical scenario involving the nurse.
The question should be based on what the nurse should do to side or conclude. It can be a full
sentence or it can be an incomplete sentence or the option to complete the sentence, full sentence
questions are preferable.
The question should test only one thing, so it is narrowly focused. It should also stand on its
own. In other words, the students should be able to answer the question without looking at the
options. It must be written in present tense.
When addressing the medication order, you need to use the term prescription. When addressing
the physician or other health care provider, use the term provider. Right, the STEM in positive
terms do not use, accept or not. Also do not use the phrase which of the following.
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Only put information that is relative to what you want the students to make a decision about.
Eliminate unnecessary or unrelated information. And finally, do not include the gender or the age
of the client unless it is relevant to the scenario, such as in pediatrics.
Let’s look at some examples. Which of these instructions should a nurse give to a client who is
taking to Jackson as an example of a complete sentence? Question an incomplete sentence or
complete completion STEM would be a nurse should monitor a client who is receiving
intravenous potassium chloride for side effects, which include and then the options.
Would provide choices for side effects. We said that you don’t want to use a negative stem. So
on the left, you can see that that STEM includes the word not. Also, you might note that the
question itself says which of the following.
So we don’t want to use that either. So a positively written stamp would be which of the
assessment findings, if identified in a client who has pneumonia, indicates that the client needs to
be sanctioned. Now there are situations where we have an acceptable negative stem, this usually
occurs when the question is having a nurse evaluate something such as evaluate the effectiveness
of the education or of a medication, the outcome of a treatment or procedure. The example here
is related to education. A nurse reviews self-care with a client who had a cataract extracted from
the right eye this morning.
Which of these statements have made by the client indicates that the client needs further
instruction. The diffused STEM is one that includes extraneous, unnecessary or unrelated
information. And that example is on the left, and you can see that STEM is twice as long as the
one on the right.
The first thing that you should note is that it has the age of the client there that is not necessary
and should not be there. And we also don’t really need to know that the exertion cause has been
going on for six months.
We don’t need to know that he was admitted. We don’t need to know that he had these lines
inserted. None of that is related to the question you really want. Suppose we do need the
assessment findings, however, so a good way to write this is on the on the right hand side.
A nurse is assessing a client who is experiencing severe sub sternal chest pain. The client is
dying for Redick and his cold, clammy skin, a weak and rapid pulse and a blood pressure of over
50 millimeters of mercury.
Which action should a nurse take? All right, now, let’s look at the options, the options or the
possible answers to the key. The correct answer or answers would be the key or keys. Incorrect
options are called just attractors.
And very importantly, all options must relate to the scenario. Let’s look at some of the do’s and
don’ts. For the DOS. Your options should all be about the same length. You can have two shorter
options and two longer options, but each short option should be the same length as the other and
the same thing with the longer ones. But when your options are of different lengths, it can cause
more. Often students, it is the correct answer. But other times students might avoid it because
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they think it’s an outlier. Therefore, it’s important to make all of the options about the same
length to not miss.
Cue the students. Use similar grammar and word your options in a similar way. For example, if
your options, some of your options start with a verb and others with a noun that will be
distracting, but not in the way educators desire.
Likewise, if you are starting an option with a root word such as implement, make sure other
words also use the root of the word and don’t have in or e.g., such as implementing or
implemented at the end. Use the same form of the word consistently.
All of the options should make sense. They should be appealing and plausible and definitely
relate to the scenario. Barry, the placement of the king, it appears that students have been found
that you see the most often, which is interesting.
Always use technical language examples, use erythema instead of redness or edema instead of
swelling. Now, let’s look at the don’ts, don’t use all of the above or none of the above. You also
don’t want to include an option that it combines other options, such as a plus B A Plus B plus D
A and C, D, C and D, et cetera. You don’t want to do that. Don’t use absolutes such as always or
never. It is misleading. In fact, it can cue the student not to select the option because you cannot
guarantee that something will be done or happen always or never.
So they would avoid that option, and you may have incorrectly chosen it as the correct answer.
Because of that word. And don’t use words that were in the STEM. For instance, if the word
processor was used in the STEM.
Don’t use it again to write your option. Also, avoid repetition in your option, for example, that
start every option with the client will or the nurse will or count the number. These are just some
examples. Avoid language bias examples in your text are cold turkey backbone, blind blindsided,
cracker Jack and more.
Another favorite one of mine is pull the line when you’re referring to having a nurse discontinue
an IV line. But one of the best examples when and ESL Student approached my pediatric
instructor was when she asked What is curdled milk?
And that was an option on the test. We have to realize that cultural differences can greatly
influence the ability of these students to properly learn information and answer test questions
correctly. You also want to avoid partially correct or overlapping options.
And I’m going to give you examples of these things in a minute. When you have implausible
distributors and test takers can easily eliminate them using distributors that are similar possible
and related to the scenario and topic. All right, here are some examples of disproportionate life
on the left hand side.
You can see there the same down to Option C, but D is twice as long on the left side as on the
right side, so you can right it more succinctly to make it approximately the same length as the
others on the right hand side.
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It is important to discuss this with both your family and your doctor. Partially correct. Incorrect,
which is the most effective approach for a nurse to take when approaching a suspicious client.
Cautiously extend a hand, introduce oneself and state the reason for the visit.
Extend a hand and state the reason for the visit. Introduce yourself and extend the hand. You can
see that extend the hand is in a. C and D. You can see that state the visit is in B and C.
And introduce yourselves and be doing so, that’s what’s meant by partially correct options. So
you have to make each of the options distinctly different. So here’s the correct way to write that
question after introducing oneself. Which of these approaches would be appropriate for a nurse
to take when initially approaching the hospitalized client who was suspicious?
So in this example, you have two shorter options A and B, and then you have two longer options
C and D. So that is acceptable. But you can see that this these are four distinctly different
options. Overlapping options.
Look, on the left hand side, you can see that going from A to B point five overlaps going from B
to C 1.5 overlaps and C the 2.0 overlaps. So you need to make them distinctly different. So this
rewritten on the right hand side and there should explain to a client who’s taking the lithium that
the dose must be individualized to maintain blood levels and how many milk equivalents per
liter. And I put that in the stem so that you don’t have to keep writing milk equivalents per liter in
the options. So you can see that that you have distinctly different numbers.
There is an R, there’s two B’s. On that second option, so that’s just a tightening are on my part.
But the numerical options are all distinctly different. OK, implausible, just tractors, a nurse
should recognize that which of these individuals is most likely to have a personality disorder?
When are they an 18 year old man who’s beginning a new relationship is unsure about whether
he is ready for a long term commitment? A 24 year old woman who was unable to show emotion
has no friends and is estranged from her family.
A dependable, loyal 30 year old man who expresses himself through art and a 43 year old
woman who describes herself as shy and reticent. Even if you don’t have a background in mental
health, the answer should be obvious.
And therefore, it’s easy to eliminate the other detractors. You might also want to note that there’s
some discrepancy in the life. Even though there’s two shorter ones and two longer ones, they are
still not quite the same length, so you would want to pay attention to that as well.
Here’s an improved item, the same question that was on the previous slide. A nurse is assessing a
client diagnosed with a personality disorder. What characteristics with the nurse most likely find
unusual shifts in mood, energy activity levels and concentration?
Lack of emotion has no friends and is estranged from family delusions, hallucinations and
disorganized thinking. Compulsive behavior, agitation, hoarding and ritualistic behavior. These
are four different. Characteristics. four different. Disorders in mental health. So this question is
asking the student or the tester to identify which one relies on a personality disorder.
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And that would be B A who would be bipolar, C would be psychosis and D would be obsessive
compulsive disorder. OK, priority questions. Priority questions increase the difficulty level, but
they are very important and are being used more heavily on and collects.
And when you write priority questions, you use words such as first. Next. You use the word
priority. So best, that was another one I was just trying to think of. So when you use those types
of words that increases the difficulty level, which is a good thing, but it also requires the faculty
to provide four or more correct options, with only one of them being the best. The first, the next,
whatever the qualifier is that you put in the STEM. So that’s important to understand if you’re
writing a question that uses those qualifiers. The references used to compile this presentation
were your McDonald’s text.
And also, the webinar provided by Sheryl and Langer and hosted by Nursing Inc..
Topic 7 – Item Analysis
This presentation is going to discuss the basic measurements used in the analysis of tests and test
items. You can find additional information in your textbooks, but this presentation will provide
essential points to get you started. There’s important terminology related to the analysis of tests
and test items for you to understand validity and reliability or utilize when analyzing the entire
test item difficulty and even discrimination is utilized when analyzing individual test items. Let’s
talk about validity first. There are three types of validity content validity, construct validity and
criterion validity. Content validity provides evidence that the exam tests what it was supposed to
test in terms of the courses content.
It begins with test development and close review of the content. The more closely related a test is
to its blueprint, the higher the content validity will be. Validity of the test depends on the degree
to which it reflects a representative sample of all of the course content.
Hence, the importance of that blueprint. We may have a tendency to create more test items on
subjects we feel are more important, but then end up omitting questions about other content in
the course. And how many questions do you create?
It’s not done by ours. A common guideline still used by some is to create one question for each
hour of class. This is not appropriate. Some subjects may be more important and require more
time and class than others.
When we talk about validity in this course and for classroom exams, we’re focusing on content
validity. Construct related validity may be related to response processes. This measure constructs
by measuring observable behaviors. That means the answer is that the test your shoes
demonstrate understanding of the construct of behavior as defined by the test developer.
An example of this might be the construct of infection control, either in a lab or clinical setting,
or even on an exam. Questions could be presented. That require the students or the tester to apply
that concept of infection control.
It might be something related to a skill or infection control procedures in certain situations. The
other form of construct validity is based on the internal structure of the exam. The exam in your
McDonald’s test text is about the construct of critical thinking.
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The tester must first define what they mean by critical thinking and then develop questions that
would measure that construct. The third type of validity is called criterion related validity, and
this determines the degree of the relationship between the test and the criterion, which is usually
future performance.
A perfect example of that is the end flex exam. Now, reliability has several descriptors that are
important. Reliability test tells you if you can trust the test, is it trustworthy? It measures the
consistency with which an instrument measures and attributes for a particular group on a
particular day and under the same conditions.
In other words, you would get the same results if you use the same test with the same group
again. It can be reproduced, meaning that an independent duplication of the same exam would
really yield the same results. You can generalize the results when the test is used again for
another group of similar characteristics, such as in the following semester of second semester
students. You are looking at the consistency of test results or how consistent scores are from one
testing event to another. Reliability also reflects the degree to which your exam scores have no
errors. However, no test is 100% reliable because of human error.
Both her faculty and students reliability is influenced by several variables the number of testers,
the number of test items, the number of content topics and the variety of different at difficult
average and easy test items. The higher the number or the greater the variety, the better the
reliability.
Also, you need to consider the testing environment. Are there distractions in the test
environment, in the classroom or outside? Is the room too hot or too cold? Distractions like that
may influence the protesters ability to focus on the test and answer questions correctly when
considering reliability and validity.
We are looking at statistics for the entire test. The most frequently used calculations for
reliability are typically the CUDA Richardson or K or 20 coefficient and the alpha coefficient.
These formulas are complicated, but fortunately, you don’t have to worry about that.
Most schools use one of the computer calculating instruments for scoring and creating item
analysis statistics such as scantron or exams. So how do we measure reliability? That range goes
from zero to plus 1.0 1.0 would be 100% reliable, and we just discussed that that is not a reality.
And zero means there’s no reliability and it test should not be used. The interpretations the
faculty look at are on the right hand side, 0.90 and up or excellent 0.802 0.89 good 0.702 0.79 is
adequate, so you can see that any reliability score less than 0.70 has limited or poor reliability.
Now we’ll look at measurements related to individual test items. first is the difficulty level of test
items. Difficulty of an item is a measurement of the number of students getting the answer
correct. You can easily calculate this yourself, even though the software will provide it for you.
You divide a number of those who answered incorrectly by the total number of students who
took the test. The reason we use the software scores is that you would have to do this for each
individual item on the test.
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So if you have a 50 or 100 question test, it becomes quite time consuming. The difficulty of test
items is not truly assigned until after an exam is administered. However, you can create items
based on Bloom’s taxonomy, using lower level verbs for easy questions and higher level verbs
for more difficult questions.
The difficulty of a question can also be increased by adding qualifiers such as best or first. This
would make the item a priority question on a priority question. All of the options must be
correct, but one is the best or first regardless. You must utilize the item. Analyze data. After the
exam to critique your questions. The difficulty level of an item is represented as a P value items
that score between 0.70 and 0.80 are ideal.
Those which score between 0.30 and 0.80 are good, and that is typically what instructors look at
when they begin their analysis of individual items. When you have test items that have a P value
above 0.80, they are very easy and may need to be revised.
Similarly, those that score below 0.30 are very difficult and you may need to revise these as well.
The second statistic is about discrimination. It’s called the point by serial index or PBI. This is
the best indicator of the quality of a test item.
It differentiate between those testers who score higher on the exam and those who score low.
Ideally, your item should reflect that the students with higher test scores answer the item
correctly, while those students who had low scores in the exam got the question wrong.
Good discrimination of test items contributes to reliability. The PBIS also calculated with test
development and scoring software, although you can calculate it by hand. But again, this is a
very tedious and time consuming. There will be a PBI for each test item.
The index ranges between negative 1.0 and positive 1.0. Positive discrimination is seen when
more students in the high group answered the question correctly. If you get a negative score, that
means that more students in the low group answer the question correctly.
Here are the ranges that faculty look at looking to make their decisions about test items greater
than 0.40 indicates very good discrimination. 0.302 0.39 is good. And 0.202 0.29 is marginal.
You can see that the numbers below that go from weak, very weak to unacceptable.
Most faculty will begin to look at items that score below 0.30 when doing an individual item
analysis. You will get a PBI value for each of the items and the options you need to review those
carefully. If no one chosen option, then the item needs to be revised because you want each
option to be chosen the wrong answers as you now are called detractors. So the intent is that
students who don’t know the information will be distracted from the correct answer and choose
one of the incorrect answers. But if you have an option that no one has chosen, it immediately
changes a four option question into a three option one.
And if there are two options that weren’t chosen, now, you have only two possible answers that
the students can choose from making it a 5050 chance they’ll get it correct. So it’s very important
to look at both the PBI for the question itself and then for the options to see who chose what.
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So what do you do with this information? one review and your analysis, you can make different
decisions on what they reflect. For instance, if the PBI is less than 0.30, it may need to be revised
because of weight discrimination.
But in regard to scoring the current exam, the faculty may decide to eliminate it. But those who
got it wrong should get a point. Other options are not to eliminate the item because you’re
worried that it may affect the item analysis and scores.
You also have to look at the stem of the question, which may be confusing or improperly
worded. If the P value is above 80, then you need to review the question and decide if it was too
easy and why.
Look and see if it’s a knowledge question. You want to be testing out the application and analysis
level, which will raise the level of difficulty and result
