Enhanced descriptions from Syndetics:

The new edition of this award winning text helps address the increased pressure that the NCLEX and other certification exams are placing on nursing students and faculty. The Nurse Educator's Guide to Assessing Learning Outcomes, 2nd Edition guides classroom educators through the process of developing effective classroom exams and individual test items.

Table of contents provided by Syndetics

• Acknowledgments (p. iii)
• Preface (p. xiii)
• 1 The Role of Assessment in Instruction (p. 1)
• The Process of Assessment (p. 1)
• Ethical Responsibility (p. 3)
• Assessment and Self-Efficacy (p. 3)
• Assessment Inadequacy (p. 4)
• Assessment Competency Standards (p. 5)
• The Need for a Systematic Approach to Assessment (p. 7)
• Assessment Instruments (p. 7)
• Summary (p. 8)
• 2 The Language of Assessment (p. 9)
• Assessment (p. 9)
• Measurement (p. 10)
• Evaluation (p. 11)
• Formative Evaluation (p. 12)
• Summative Evaluation (p. 12)
• Instructional Objectives (p. 13)
• Learning Outcomes (p. 13)
• Blueprint (p. 13)
• Item Bank (p. 14)
• Test (p. 14)
• Interpreting Test Scores (p. 15)
• Criterion-Referenced Tests (p. 15)
• Norm-Referenced Tests (p. 16)
• High-Stakes Tests (p. 17)
• Grade (p. 18)
• Test Bias (p. 18)
• Reliability (p. 19)
• Validity (p. 20)
• Evidence Based on Test Content (p. 21)
• Evidence Based on Response Processes (p. 22)
• Evidence Based on Internal Structure (p. 23)
• Evidence Based on Relation to Other Variables (p. 24)
• Evidence Based on the Consequences of Testing (p. 25)
• Face Validity (p. 25)
• Basic Test Statistics (p. 26)
• Summary (p. 26)
• 3 Developing Instructional Objectives (p. 27)
• Role of Objectives (p. 28)
• Focus of Instructional Objectives (p. 29)
• Stating Instructional Objectives (p. 30)
• Specific Objectives (p. 30)
• General Objectives (p. 31)
• Learning Outcomes (p. 32)
• Mastery (Performance) Objectives (p. 34)
• Developmental Objectives (p. 35)
• Framework for Writing Objectives (p. 37)
• Number of Objectives (p. 38)
• Number of Learning Outcomes (p. 39)
• Taxonomies (p. 41)
• Using Instructional Objectives (p. 43)
• Criteria for Effective Objectives (p. 46)
• Complete (p. 46)
• Appropriate (p. 46)
• Sound (p. 46)
• Feasible (p. 47)
• Relevant (p. 47)
• Open-Ended (p. 47)
• Delineate Student Behavior (p. 47)
• Shared with Students (p. 48)
• Summary (p. 48)
• 4 Assessing Critical Thinking (p. 49)
• Accreditation Outcomes (p. 49)
• Establishing Evidence of Validity (p. 50)
• Defining Critical Thinking in Nursing (p. 50)
• Sample Definition of Critical Thinking in Nursing (p. 51)
• Instructional Objectives and Learner Outcomes (p. 52)
• Behaviors Associated with the Characteristics of Critical Thinking (p. 53)
• Possesses an Analytical Attitude (p. 53)
• Demonstrates Sensitivity to Context (p. 54)
• Questions Assumptions (p. 54)
• Bases Inquiry on Credible Sources (p. 55)
• Considers a Variety of Solutions (p. 55)
• Pursues Ongoing Evaluation (p. 56)
• Tri-Level Critical Thinking Objective (p. 56)
• Critical Thinking Assessment Plan (p. 57)
• Multiple-Choice Exams and Critical Thinking (p. 59)
• Summary (p. 61)
• 5 Implementing Systematic Test Development (p. 63)
• Initiating Test Development (p. 63)
• Scheduling a Semester's Exams (p. 64)
• Identifying the Purpose of the Test (p. 64)
• Determining the Length of the Test (p. 66)
• Selecting What to Test (p. 66)
• Selecting the Appropriate Assessment Format (p. 67)
• Weighting the Content and Course Objectives (p. 69)
• Developing a Test Blueprint (p. 71)
• Reviewing the Blueprint (p. 73)
• Preparing Students for a Test (p. 74)
• Sharing the Blueprint with Students (p. 74)
• Pop Quizzes (p. 75)
• Determining How Difficult a Test Should Be (p. 75)
• Summary (p. 79)
• 6 Selected-Response Format: Developing Multiple-Choice Items (p. 81)
• Advantages of Multiple-Choice Items (p. 82)
• Limitations of Multiple-Choice Items (p. 82)
• Relevance of Multiple-Choice Items (p. 83)
• Item Writing Logistics (p. 83)
• Style Guide (p. 84)
• Electronic Item Development (p. 84)
• Multiple-Choice Format (p. 85)
• Stem Formats (p. 86)
• Question (p. 86)
• Completion (p. 86)
• Item Writing Guidelines (p. 87)
• General Guidelines (p. 88)
• Characteristics of Effective Stems (p. 91)
• Qualities of Effective Options (p. 95)
• Developing the Correct Answer (p. 103)
• Designing Effective Distractors (p. 105)
• Characteristics to Avoid (p. 109)
• Alternate National Council Licensure Examination (NCLEX) Items (p. 115)
• Fill in the Blank (p. 116)
• Point and Click (p. 117)
• Multiple Response (p. 117)
• Chart/Exhibit (p. 118)
• Drag and Drop (p. 118)
• Item Rationale (p. 119)
• Question Difficulty (p. 119)
• Framing Questions in Terms of the Nursing Process (p. 120)
• Item Shells (p. 121)
• Peer Review (p. 123)
• Summary (p. 123)
• 7 Writing Critical Thinking Multiple-Choice Items (p. 125)
• Characteristics of Critical Thinking Items (p. 125)
• Sequential Reasoning (p. 126)
• Language (p. 127)
• Best Answer Format (p. 129)
• Novel Problems (p. 129)
• Applying Learning Outcomes (p. 131)
• Critical Thinking and the Nursing Process (p. 133)
• Summary (p. 134)
• 8 Selected-Response Format: Developing True-False and Matching Items (p. 135)
• The True-False Item Format (p. 135)
• Advantages of the True-False Item Format (p. 136)
• Disadvantages of the True-False Item Format (p. 136)
• Guidelines for Developing True-False Items (p. 137)
• Characteristics of Effective True-False Items (p. 138)
• Flaws to Avoid With True-False Items (p. 141)
• Forms for True-False Item Writing (p. 144)
• Types of True-False Items (p. 144)
• Matching Exercise (p. 148)
• Advantages of the Matching Exercise (p. 149)
• Disadvantages of the Matching Exercise (p. 149)
• Guidelines for Developing Matching Exercises (p. 149)
• Summary (p. 151)
• 9 Constructed-Response Format: Developing Short-Answer and Essay Items (p. 153)
• Short-Answer Item Format (p. 154)
• Advantages of the Short-Answer Item Format (p. 154)
• Disadvantages of the Short-Answer Item Format (p. 154)
• Guidelines for Developing Short-Answer Items (p. 154)
• Characteristics of Effective Short-Answer Items (p. 155)
• Essay Question Format (p. 159)
• Forms of Essay Questions (p. 159)
• Advantages of the Essay Question (p. 162)
• Disadvantages of the Essay Question (p. 162)
• Guidelines for Developing Essay Items (p. 163)
• Suggestions for Scoring Essay Items (p. 164)
• Developing Essay Items to Assess Critical Thinking (p. 164)
• Scoring Rubrics (p. 166)
• Holistic Scoring Rubrics (p. 166)
• Analytic Scoring Rubric (p. 166)
• Developing Scoring Rubrics (p. 167)
• Summary (p. 169)
• 10 Assembling, Administering, and Scoring a Test (p. 171)
• Assembling a Test (p. 171)
• Arranging Items (p. 172)
• Editing and Proofreading (p. 174)
• Formatting (p. 175)
• Providing Directions (p. 177)
• Reproducing (p. 180)
• Maintaining Security (p. 181)
• Administering a Test (p. 182)
• Computer Test Administration (p. 182)
• Physical Environment (p. 184)
• Psychological Environment (p. 184)
• Academic Dishonesty (p. 185)
• Scoring a Test (p. 190)
• Scoring a Classroom Exam (p. 190)
• Statistical Analysis (p. 191)
• Student Review (p. 192)
• Summary (p. 193)
• 11 Preparing Students for the Licensure Exam: The Importance of NCLEX (p. 197)
• The NCLEX Application Process (p. 198)
• Development of the NCLEX (p. 198)
• The NCLEX Practice Analyses (p. 198)
• The NCLEX Test Plan (p. 199)
• NCLEX Item Development (p. 201)
• Characteristics of NCLEX Items (p. 202)
• Cognitive Levels (p. 202)
• Critical Thinking Ability (p. 202)
• Alternate Formats (p. 202)
• Characteristics of the NCLEX (p. 203)
• CAT Format (p. 203)
• Passing Standard (p. 204)
• Logits (p. 205)
• Examination Length (p. 205)
• Preparing Nursing Students for the NCLEX (p. 207)
• Curriculum Focus (p. 207)
• NCLEX Test Plan Consideration (p. 207)
• Classroom Test Development (p. 208)
• Cross-Referencing the NCLEX Test Plans (p. 209)
• Cross-Referencing for Integrated Processes (p. 210)
• Standardized Examinations (p. 211)
• Progression Policies (p. 213)
• NCLEX Predictor Exit Exams (p. 213)
• Facilitating Student Success (p. 217)
• NCLEX Prep Courses (p. 218)
• Summary (p. 219)
• 12 Establishing Evidence of Reliability and Validity (p. 221)
• Reliability (p. 222)
• Measures of Reliability (p. 222)
• Factors Affecting the Reliability Coefficients of Classroom Exams (p. 226)
• Homogeneity of the Test Content (p. 228)
• Measurement Error (p. 231)
• Validity (p. 234)
• Content Validity Index (p. 234)
• Interpretation of the Validity Coefficient (p. 235)
• Summary (p. 236)
• 13 Interpreting Test Results (p. 237)
• Overall Test Data Analysis (p. 238)
• Measures of Central Tendency (p. 239)
• Measures of Variability (p. 241)
• Reliability Coefficient (p. 242)
• Standard Error of Measurement (p. 243)
• Mean p Value (p. 244)
• Mean Biserial (p. 245)
• Score Distribution (p. 245)
• Histogram (p. 246)
• Individual Item Analysis (p. 248)
• Assigning Test Scores (p. 251)
• Flawed Items (p. 251)
• Returning Scores to Students (p. 253)
• Summary (p. 253)
• 14 Laboratory and Clinical Evaluation (p. 253)
• Relevance of Objectives (p. 253)
• Elements of the Clinical/Laboratory Experience (p. 254)
• Identification of Clinical Action Elements (p. 255)
• Identifying Objectives and Outcomes (p. 256)
• Assessing Learning Needs (p. 256)
• Planning Clinical Learning Experiences (p. 257)
• Instructing and Evaluating (p. 257)
• The Professional Role (p. 259)
• Designing and Using a Performance Tool (p. 259)
• Using a Taxonomy (p. 259)
• Assessment of Mastery Learning (p. 261)
• Assessment of Developmental Learning (p. 263)
• Portfolio Assessment (p. 265)
• Implementing a Clinical Evaluation Tool (p. 266)
• Summary (p. 267)
• 15 Assigning Grades (p. 269)
• Grading Principles (p. 269)
• Philosophy of Grading (p. 271)
• What Meaning Should Each Grade Symbol Carry? (p. 271)
• What Should Failure Mean? (p. 273)
• What Elements of Performance Should Be Incorporated in a Grade? (p. 273)
• How Should the Grades in a Class Be Distributed? (p. 273)
• What Components Should Go Into a Final Grade? (p. 274)
• How Should the Components of the Grade Be Combined? (p. 274)
• What Method Should Be Used to Assign Grades? (p. 274)
• Should Borderline Cases Be Reviewed? (p. 274)
• What Other Factors Should Influence the Grading Policy? (p. 275)
• Developing a Grading Plan (p. 275)
• Weighting Components of a Grade (p. 275)
• Pass/Fail Grading (p. 281)
• Adjusting Grades (p. 281)
• Scaling Grades (p. 282)
• Giving Extra Credit (p. 282)
• Dropping the Lowest Grade (p. 282)
• Summary (p. 283)
• 16 Instituting Item Banking and Test Development Software (p. 285)
• Establishing an Item Bank (p. 286)
• Editing Items (p. 287)
• Selecting a Test Development Software Program (p. 291)
• Hardware Requirements (p. 292)
• Item Banking Facility (p. 295)
• Item Importing and Exporting (p. 295)
• Word Processing (p. 296)
• Item Classification (p. 296)
• Supplemental Fields (p. 297)
• Test Assembly (p. 297)
• Scoring and Reporting (p. 298)
• Storage of Item Date History (p. 299)
• Grade Book Facility (p. 299)
• Cost (p. 300)
• Implementing Test Development Software (p. 302)
• Appointing Test Bank Administrators (p. 302)
• Establishing Procedures (p. 303)
• Incorporating Textbook Item Banks (p. 304)
• Summary (p. 306)
• References (p. 309)
• Appendices (p. 319)
• A Basic Test Statistics (p. 319)
• B Basic Style Guide (p. 321)
• References (p. 327)
• C Targeting Cognitive Levels for Multiple-Choice Item Writing (p. 329)
• D Sample Item Stems for Phases of the Nursing Process (p. 333)
• I Assessment (p. 333)
• II Analysis (p. 334)
• III Planning (p. 335)
• IV Implementation (p. 335)
• V Evaluation (p. 336)
• E Steps for Implementing a Systematic Assessment Plan (p. 339)
• F Relationship of Critical Thinking Characteristics to the Nursing Process (p. 341)
• Index (p. 345)