Systematic assessment of learning outcomes : developing multiple-choice exams

Systematic assessment of learning outcomes : developing multiple-choice exams /

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Bibliographic Details
Main Author: McDonald, Mary, 1947-
Format: Book
Language:English
Published: Boston : Jones and Bartlett Publishers, ©2002.
Subjects:
Multiple-choice examinations.
Examinations > Design and construction.
Nursing > Examinations > Design and construction.
Education, Nursing.
Educational Measurement > methods.
Program Development.
Table of Contents:
  • 1 Role of Assessment in Instruction 1
  • Nature of Assessment 1
  • Ethical Responsibility 3
  • Assessment and Self-Efficacy 4
  • Assessment Inadequacy 4
  • Assessment Competency Standards 5
  • Need for a Systematic Approach to Assessment 6
  • Assessment Instruments 7
  • 2 Language of Assessment 9
  • Assessment 9
  • Measurement 10
  • Evaluation 11
  • Formative Evaluation 12
  • Summative Evaluation 12
  • Instructional Objectives 12
  • Learning Outcomes 13
  • Blueprint 13
  • Item Bank 14
  • Test 14
  • Interpreting Test Scores 15
  • Criterion-Referenced Tests 15
  • Norm-Referenced Tests 16
  • Grade 17
  • Test Bias 18
  • Reliability 19
  • Quality of the Test Items 20
  • Item Difficulty 20
  • Item Discrimination 20
  • Homogeneity of the Test Content 20
  • Homogeneity of the Test Group 21
  • Test Length 21
  • Number of Examinees 22
  • Speed 22
  • Test Design, Administration, and Scoring 23
  • Validity 23
  • Content-Related Evidence of Validity 25
  • Construct-Related Evidence of Validity 25
  • Criterion-Related Evidence of Validity 27
  • Face Validity 28
  • Basic Test Statistics 29
  • 3 Developing Instructional Objectives 31
  • Role of Objectives 32
  • Focus of Instructional Objectives 32
  • Taxonomies 34
  • Stating Instructional Objectives 35
  • Specific Objectives 35
  • General Objectives 36
  • Learning Outcomes 37
  • Mastery Level Objectives 39
  • Developmental Level Objectives 39
  • Intermediate Objectives 42
  • Number of Learning Outcomes 43
  • Utilizing Instructional Objectives 43
  • Criteria for Effective Objectives 44
  • Complete 44
  • Appropriate 44
  • Sound 46
  • Feasible 46
  • Relevant 46
  • Open-Ended 46
  • Delineate Student Behavior 47
  • Shared with Students 47
  • 4 Assessing Critical Thinking 49
  • Accreditation Outcomes 50
  • Establishing Evidence of Validity 50
  • Defining Critical Thinking in Nursing 51
  • Sample Definition of Critical Thinking in Nursing 52
  • Instructional Objectives and Learner Outcomes 52
  • Behaviors Associated with the Characteristics of Critical Thinking 54
  • Possesses an Analytical Attitude 54
  • Demonstrates Sensitivity to Context 55
  • Questions Assumptions 55
  • Bases Inquiry on Credible Sources 56
  • Considers a Variety of Solutions 56
  • Pursues Ongoing Evaluation 57
  • Tri-Level Critical Thinking Objective 57
  • Critical Thinking Assessment Plan 58
  • Multiple-Choice Exams and Critical Thinking 60
  • 5 Implementing Systematic Test Development 63
  • Initiating Test Development 63
  • Scheduling a Semester's Exams 64
  • Identifying the Purpose of the Test 64
  • Determining the Length of the Test 66
  • Selecting What to Test 66
  • Selecting the Appropriate Assessment Format 67
  • Weighting the Content and Course Objectives 68
  • Developing a Test Blueprint 71
  • Reviewing the Blueprint 73
  • NCLEX-RN Test Plan 74
  • Cross-Referencing Classroom Exams 77
  • Determining How Difficult a Test Should Be 78
  • Preparing Students for a Test 79
  • "Pop Quizzes" 80
  • Sharing the Blueprint with Students 80
  • 6 Developing Multiple-Choice Items 83
  • Advantages of Multiple-Choice Items 83
  • Limitations of Multiple-Choice Items 84
  • Relevance of Multiple-Choice Items 85
  • Item Writing Logistics 85
  • Style Guide 86
  • Electronic Item Development 86
  • Multiple-Choice Format 86
  • Stem Formats 88
  • Completion 88
  • Item Writing Guidelines 89
  • General Guidelines 90
  • Characteristics of Effective Stems 92
  • Qualities of Effective Options 95
  • Correct Answer 105
  • Designing Effective Distractors 106
  • Characteristics to Avoid 110
  • Item Rationale 116
  • Question Difficulty 116
  • Framing Questions in Terms of the Nursing Process 117
  • Item Shells 117
  • Peer Review 118
  • 7 Writing Critical Thinking Multiple-Choice Items 121
  • Characteristics of. Critical Thinking Items 121
  • Sequential Reasoning 122
  • Language 123
  • Best Answer Format 125
  • Novel Problems 126
  • Applying Learning Outcomes 127
  • Critical Thinking and the Nursing Process 130
  • 8 Assembling, Administering, and Scoring a Test 133
  • Assembling a Test 133
  • Arranging Items 134
  • Editing and Proofreading 136
  • Formatting 137
  • Providing Directions 138
  • Reproducing 139
  • Maintaining Security 141
  • Administering a Test 142
  • Physical Environment 142
  • Psychological Environment 142
  • Academic Misconduct 143
  • Scoring a Test 146
  • Statistical Analysis 147
  • Student Review 147
  • 9 Establishing Evidence of Reliability and Validity 151
  • Reliability 152
  • Measures of Reliability 152
  • Measurement Error 156
  • Validity 159
  • Content Validity Index 160
  • Interpretation of the Validity Coefficient 160
  • 10 Interpreting Test Results 163
  • Overall Test Data Analysis 164
  • Measures of Central Tendency 165
  • Measures of Variability 167
  • Reliability Coefficient 168
  • Standard Error of Measurement (SEM) 169
  • Mean p-value 170
  • Mean Biserial 171
  • Score Distribution 172
  • Histogram 172
  • Individual Item Analysis 175
  • Assigning Test Scores 179
  • Flawed Items 179
  • Returning Scores to Students 179
  • 11 Assigning Grades 181
  • Grading Principles 181
  • Philosophy of Grading 183
  • 1. What meaning should each grade symbol carry? 183
  • 2. What should failure mean? 185
  • 3. What elements of performance should be incorporated in a grade? 186
  • 4. How should the grades in a class be distributed? 186
  • 5. What components should go into a final grade? 186
  • 6. How should the components of the grade be combined? 186
  • 7. What method should be used to assign grades? 187
  • 8. Should borderline cases be reviewed? 187
  • 9. What other factors can influence the philosophy of grading? 187
  • Developing a Grading Plan 188
  • Weighting Components of a Grade 188
  • Absolute Standard 188
  • Relative Standard 192
  • Pass/Fail Grading 194
  • Adjusting Grades 195
  • Scaling Grades 195
  • Giving Extra Credit 196
  • Dropping the Lowest Grade 196
  • 12 Instituting Item Banking and Test Development Software 199
  • Establishing an Item Bank 200
  • Editing Items 201
  • Selecting a Test Development Software Program 208
  • Hardware Requirements 208
  • Item Banking Facility 209
  • Test Assembly 211
  • Scoring and Reporting 213
  • Storage of Item Data History 213
  • Gradebook Facility 214
  • Cost 214
  • Implementing Test Development Software 214
  • Appointing Test Bank Administrators 216
  • Establishing Procedures 217
  • Incorporating Textbook Item Banks 220.

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