Writing a good test engages both sides of your brain: indeed, test item writing is both an art and a skill. The good news is that practice can help you enhance your talents in both of these areas. Preparing multiple-choice and alternative-formatted questions, when done well, challenges you to use your knowledge of sound clinical practice gained over years of experience. But instead of just using this knowledge to determine if a student can recognize some basic facts, when you combine your talents and skills in creating a test that measures critical thinking ability, students’ answers to your well-written test questions can reveal not just whether or not they know the basic facts, but if they can apply them in a real-life situation that requires a high level of decision-making or problem-solving. Because most health science instructors were first clinicians and became academic faculty members much later as they moved along their career paths, the task of constructing critical-thinking test items and reliable and valid tests can seem overwhelming. Join this discussion about honing those item writing skills, and discover your talents using both sides of your brain to create a great test!
Abstract: Today’s citizens need to think globally while acting locally, conscious of the fact that their
actions can have far reaching implications despite their absence. And teacher’s actions in the
classroom are pertinent to the development of future adult citizens. Human actions are nothing but a
manifestation of their thoughts, teachers being human their actions whether within or outside the
classroom too is a result of their thoughts. Present day schools no more house Monocultural
Traditional Classrooms but have been replaced by Culturally Diversified Smart Classroom where in
the main motto is ‚Sabke Saath, Sabka Vikas‛. Here no one is to be left behind on the basis of
ethnicity, race, socio-economic status, gender, exceptionalities, language, religion, sexual orientation
and geographical area. This demands that teachers impartially identify, tap-in and provide
opportunities for the development of the unique abilities of the students. For this teachers will have to
be able to carry out Higher Order Thinking Skills (HOTS) that involves critical thinking, problem
solving and creating with critical thinking at its foundational level. In fact a 21st century teacher to
fully participate in the Global community needs to Master not only the 3R’s of reading, writing and
arithmetic, but also the 4C’s i.e. critical thinking, creativity, communication and collaboration. The
term ‘Master’ reminds us of the fact that effective teachers are made and not born, hence the concept of
Teacher Education. Teacher Education is a teacher preparation programme wherein one of the main
objectives is to help teachers develop the required skills to perform their task effectively in the school
and classroom, here the Critical Thinking Skills. Here Albert Einstein can be aptly quoted where he
stated: ‚Education is not the learning of facts but training the mind to think‛. The term Critical
Thinking too finds expression in the National Curriculum Framework for Teacher Education 2009-10
which aims at developing teacher’s ability to think and be critical, thus producing Humane and
Professional teachers.
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Improve your test item writing skills to help create better nursing examsExamSoft
Presented by Ainslie Nibert, Associate Dean and Associate Professor, Texas Woman's University College of Nursing
This webinar assists with creating critical-thinking test items for all of your exams. You’ll obtain valuable student response data from these new questions that can guide future editing, and help you obtain the greatest benefit from your authoring efforts. By performing a systematic item analysis after each exam, you can pinpoint students’ knowledge gaps, which will help you focus your item writing on those course objectives that are globally misunderstood or ignored. In addition to reviewing item writing techniques, we’ll also cover the advantages of using electronic test blueprints to establish test validity and tie your assessments to your overall program objectives.
Grading Your Assessments: How to Evaluate the Quality of Your ExamsExamSoft
How satisfied are you with the last assessment you gave? Would you describe your exam as a highly effective evaluation tool? How much information does it reveal about individual student’s abilities, and the overall performance of your current class as compared to previous classes? Do you trust your assessment to accurately identify which students “get it,” and which ones clearly do not grasp the content, nor meet the expected standards required to pass your course?
The use of a 3-step item analysis method based on an item’s difficulty levels, discrimination values, and response frequencies provides a revealing look at the quality of your assessment by focusing your attention on the effectiveness of each test item and its contribution to the exam blueprint. Save time and effort in identifying exactly which exam questions need editing, and how much editing is required, before you take any action. You’ll likely find that replacing the item with a brand new question may not be necessary. Learn how your efforts to make small improvements within just a few exam items, guided by a systematic process of reviewing statistical results before you start editing, can drastically enhance the items’ quality, and eliminate the need to spend hours rewriting the entire exam. By using this item analysis method, your future assessments will be able to provide an accurate measurement of your students’ abilities to apply nursing content and solve clinical problems.
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Abstract: Today’s citizens need to think globally while acting locally, conscious of the fact that their
actions can have far reaching implications despite their absence. And teacher’s actions in the
classroom are pertinent to the development of future adult citizens. Human actions are nothing but a
manifestation of their thoughts, teachers being human their actions whether within or outside the
classroom too is a result of their thoughts. Present day schools no more house Monocultural
Traditional Classrooms but have been replaced by Culturally Diversified Smart Classroom where in
the main motto is ‚Sabke Saath, Sabka Vikas‛. Here no one is to be left behind on the basis of
ethnicity, race, socio-economic status, gender, exceptionalities, language, religion, sexual orientation
and geographical area. This demands that teachers impartially identify, tap-in and provide
opportunities for the development of the unique abilities of the students. For this teachers will have to
be able to carry out Higher Order Thinking Skills (HOTS) that involves critical thinking, problem
solving and creating with critical thinking at its foundational level. In fact a 21st century teacher to
fully participate in the Global community needs to Master not only the 3R’s of reading, writing and
arithmetic, but also the 4C’s i.e. critical thinking, creativity, communication and collaboration. The
term ‘Master’ reminds us of the fact that effective teachers are made and not born, hence the concept of
Teacher Education. Teacher Education is a teacher preparation programme wherein one of the main
objectives is to help teachers develop the required skills to perform their task effectively in the school
and classroom, here the Critical Thinking Skills. Here Albert Einstein can be aptly quoted where he
stated: ‚Education is not the learning of facts but training the mind to think‛. The term Critical
Thinking too finds expression in the National Curriculum Framework for Teacher Education 2009-10
which aims at developing teacher’s ability to think and be critical, thus producing Humane and
Professional teachers.
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Improve your test item writing skills to help create better nursing examsExamSoft
Presented by Ainslie Nibert, Associate Dean and Associate Professor, Texas Woman's University College of Nursing
This webinar assists with creating critical-thinking test items for all of your exams. You’ll obtain valuable student response data from these new questions that can guide future editing, and help you obtain the greatest benefit from your authoring efforts. By performing a systematic item analysis after each exam, you can pinpoint students’ knowledge gaps, which will help you focus your item writing on those course objectives that are globally misunderstood or ignored. In addition to reviewing item writing techniques, we’ll also cover the advantages of using electronic test blueprints to establish test validity and tie your assessments to your overall program objectives.
Grading Your Assessments: How to Evaluate the Quality of Your ExamsExamSoft
How satisfied are you with the last assessment you gave? Would you describe your exam as a highly effective evaluation tool? How much information does it reveal about individual student’s abilities, and the overall performance of your current class as compared to previous classes? Do you trust your assessment to accurately identify which students “get it,” and which ones clearly do not grasp the content, nor meet the expected standards required to pass your course?
The use of a 3-step item analysis method based on an item’s difficulty levels, discrimination values, and response frequencies provides a revealing look at the quality of your assessment by focusing your attention on the effectiveness of each test item and its contribution to the exam blueprint. Save time and effort in identifying exactly which exam questions need editing, and how much editing is required, before you take any action. You’ll likely find that replacing the item with a brand new question may not be necessary. Learn how your efforts to make small improvements within just a few exam items, guided by a systematic process of reviewing statistical results before you start editing, can drastically enhance the items’ quality, and eliminate the need to spend hours rewriting the entire exam. By using this item analysis method, your future assessments will be able to provide an accurate measurement of your students’ abilities to apply nursing content and solve clinical problems.
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Researcher KnowHow session 1 of 3 presented by Ruaraidh Hill PhD MSc FHEA Lecturer in evidence synthesis and Michelle Maden PhD MAFHEA Postdoc research associate in evidence synthesis at the University of Liverpool on 22nd November 2021.
More Than Assessment: Using computer-based testing software to deliver instru...ExamSoft
Presented by Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
Computer-based assessment software is traditionally used to assess student performance, not necessarily drive new learning. Why stop there? There is an untapped potential in how these programs are utilized to affect more than just student evaluation. Educators can work smart and not hard by using assessment software as a method of content delivery, while still taking advantage of the valuable exam delivery and data aggregation features. This presentation addresses the process of using computer-based assessment software as a way to deliver content while simultaneously assessing students and providing immediate feedback on their performance.
Creating Test Items Using NCLEX® Alternative Item TypesExamSoft
Presented by: Ainslie Nibert, Associate Dean and Associate Professor, at Texas Women's University College of Nursing
This webinar will help your create critically-thinking test items for this semester’s exams. Item types covered will include: Single-answer Multiple Choice; Select-all-that-Apply (Multiple Response); Fill-in-the-Blank; Hot Spot; Chart Type (Exhibit Item); Drag-and-Drop (Prioritized or Ordered Response); and items enhanced with Audio files and/or Graphic images. You’ll also obtain a quick refresher on how to use student response data from these new questions to guide future editing, so that you can receive a bonus benefit from your item writing efforts. By including the alternative item types in your teacher-made exams, you can be assured that your students will gain valuable experience (and less anxiety) with answering these types of items presented in all of the different formats that they will see on their licensure exams.
Psychometrics 201: Putting assessment data into actionExamSoft
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
At the conclusion of each exam, a wealth of student assessment data is immediately available to faculty. The short term value of this data is evident - evaluate individual question performance. However, that’s only the beginning. Assessment data provides opportunities for in-depth analysis on course, curricular, and instructional method performance. Furthermore, specific performance data can be distributed to students to drive their self-assessment and focused study plans. This presentation addresses the process of using assessment data to make tangible changes to improve instructional and student outcomes.
Programs Coming Together Using ExamSoft to assess interprofessional education...ExamSoft
Presented by: Carla D. Hernandez, Assessment Coordinator, and Anthony C. Marziliano, Associate Director of Assessment, and Marc E. Gillespie, Ph.D., Professor, Associate Dean for Graduate Education and Research, St. John's University College of Pharmacy & Health Sciences
Professional health science programs must now explicitly identify interprofessional education (IPE) activities that provide unique opportunities for student-to-student engagement. Offering IPE activities is essential to advance education in these fields. We actively identify IPE possibilities and a methodology to assess them using ExamSoft’s categorization system. Our faculty are content experts and are in the best position to categorize test-items with national exam blueprints, the essential hierarchical ontologies that drive programs. Blueprints contain goals, outcomes, knowledge domains, professional skills and attributes often required for proficiency in specific health care professions. Mapping between different program blueprints allows the College to identify parts of the curriculum that are shared between programs and are ideal targets for IPE efforts. We provide worked examples where we observed overlapping terms that serve as an impetus for faculty and administrators to capitalize, creating IPE opportunities. By the very nature of this activity, overlapping terms are associated with test items that can be used to establish a pre-IPE activity baseline, as well as, assess the IPE activity itself. Synergistic assessment of shared goals and outcomes (using ExamSoft categories) helps us prepare our students to be outstanding health care professionals in the 21st century.
5 Tips for Course Alignment: Improve student outcomes while mapping your curr...ExamSoft
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
Appropriately aligning your course from learning objectives through summative assessments is vital to creating an atmosphere that promotes student success. Additionally, constructing a course that communicates expectations to students while teaching and assessing at the appropriate academic level has several benefits beyond the classroom. The simple process of proactively mapping exam items to the proper measurable categories establishes an organizational structure to achieve these curricular and individual course goals. This presentation addresses the process of aligning all course components while mapping exam items as a method to improve student outcomes and map the curriculum for institutional success and accreditation requirements.
Last Minute Tips to Positively Impact Your Students This SemesterExamSoft
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
With the new semester quickly approaching, it can be difficult to make changes that positively impact teaching and learning. Fortunately, student assessment data from the previous iteration of your course can be used to make quick, yet impactful changes that will positively affect student outcomes. From appropriately aligning your teaching with assessments, to ensuring exams are optimally constructed, there’s still time to make small tweaks that will have big rewards – improved student outcomes. This presentation addresses how to work smart, not hard in using existing exam data to create meaningful improvements for the upcoming semester.
Using the NCLEX RN Blueprint as a Guide for Testing in a Nursing Baccalaureat...ExamSoft
Presented by: Dr. Sherri Ward, Clinical Instructor, University of Arkansas for Medical Sciences College of Nursing Baccalaureate Program
Using the NCLEX-RN exam blueprint as a guide for building tests throughout the curriculum allows students to be best prepared for this licensure exam. In order for the NCLEX-RN exam blueprint to be mimicked, assigning Client Needs and Bloom's categories is necessary. Longitudinal reports across curriculum that identifies a student's strengths and weaknesses in regards to the NCLEX-RN blueprint guide the student in their studies for the licensure exam and hopefully lead them to a passing score at first attempt.
Presented by: Aimee Badeaux, Program Director, Franciscan Missionaries of Our Lady University Nurse Anesthesia Program.
According to national nurse anesthesia program accreditation requirements, all nurse anesthesia students must participate in simulated clinical experiences, designed for competency attainment, competency assessment, or competency maintenance. This presentation will focus on the assessment and grading of final patient care simulation scenario via the use of Exam Soft rubrics, while showcasing software capabilities (ease of rubric creation, grading with multiple faculty members, release of rubric to student learner).
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Using ExamSoft to Evaluate NCLEX Test Plan SuccessExamSoft
Presented by: Teresa Darnall, Assistant Dean, Lees-McRae College, May School of Nursing and Health Sciences
Undergraduate nursing educators utilize a variety of tools to evaluate achievement of student competencies in the NCLEX Test Plan categories. In this webinar, Dr. Darnall will review the quality improvement method developed in her school of nursing to drive faculty accountability in testing the course content, evaluation of data from course examinations, and how to utilize this data in quality improvement activities.
Using ExamSoft Rubrics to Assess Student Medical Research ExamSoft
Presented by Shaheen Miller, Administrative Coordinator, UCF College of Medicine
At the UCF College of Medicine, we use ExamSoft Rubrics to assess first and second year medical students for our unique research program called FIRE (Focused Inquiry Research Experience). All students are required to complete a 2-year research project on a topic of their choice in the field of Medicine/Health. We use the ExamSoft Rubrics platform to assess students' papers in the first year and posters in the second year. Students receive formative (not graded) and summative (graded) feedback from peers, faculty, statistician, and librarian. This webinar will explore how to create and administer these assessments of student learning.
Psychometrics 101: Know What Your Assessment Data is Telling YouExamSoft
Presented by Eric Ermie, Vice President of Sales, ExamSoft Worldwide
Keep it? Throw it out? Content/teaching issue? Bad question? Too easy? Too hard? What the heck? More than likely you have asked some or all of these questions at one point or another when trying to understand the performance of questions on an assessment. With differing opinions on how to interpret the statistics provided, how do you know what all this data is trying to tell you? Join us for a webinar on the fundamentals of item analysis, how the data is derived, and the different ways they can be interpreted. This presentation will cover how to put data into a useful context that will allow you to draw your own conclusions on what it means, how you should apply them, and why you should ignore rules that others may use for their specific situation.
From Conception to Execution: Strategies for designing and implementing a com...ExamSoft
Presented by Kelly McCarthy, Assistant Director of Assessment, University of South Florida Morsani College of Medicine
Data-driven instruction is the mantra in today’s educational landscape. Programs must find ways to effectively assess, analyze, and act to improve curricular and instructional practices. Although the need for evaluation processes is well-documented, developing the systems by which to review and assess teaching and learning is challenging for most educational programs. In this webinar, we will discuss how a team of medical and biomedical faculty and staff developed an assessment monitoring system utilizing the category tool within ExamSoft. Presentation of critical outcomes will include: (1) the system design and implementation plan- including faculty recruitment and the roles and responsibilities of those involved with the project, (2) the development of targeted reporting - both for university leadership and students, and (3) how results from the project were used to improve discipline- and organ system-specific curriculum initiatives within the college. While the information in this presentation focuses on a medical education context, the material presented could be modified and used in a variety of educational disciplines.
What's in it for me-- said the student, faculty, and curriculumExamSoft
Presented by Ashley Castleberry, Director of Assessment and Assistant Professor, University of Arkansas for Medical Sciences College of Pharmacy
When investing in new technology, everyone asks: "What's in it for me?". This session will highlight the benefits of ExamSoft reporting and assessment capabilities from the student view as well as the faculty view. Additionally, comprehensive longitudinal data from courses and entire programs will be presented to demonstrate the value of advanced assessment methods using ExamSoft across a curriculum for accreditation purposes. Example student report cards and exam reports will be shared as well as some additional features that you might not know you have at your fingertips.
"What's in it for me?" said the Student, Faculty, and CurriculumExamSoft
Presented by Ashley Castleberry, Director of Assessment and Assistant Professor, University of Arkansas for Medical Sciences College of Pharmacy
When investing in new technology, everyone asks: "What's in it for me?". This session will highlight the benefits of ExamSoft reporting and assessment capabilities from the student view as well as the faculty view. Additionally, comprehensive longitudinal data from courses and entire programs will be presented to demonstrate the value of advanced assessment methods using ExamSoft across a curriculum for accreditation purposes. Example student report cards and exam reports will be shared as well as some additional features that you might not know you have at your fingertips.
Closing the Loop on Clinical Competency Based AssessmentsExamSoft
Presented by Karen Bobak, DC, EdD, Dean of Chiropractic, and Wendy Maneri, MS, DC, Associate Dean of Chiropractic Clinical Education and Health Centers, of New York Chiropractic College, discussed ways to effectively assessing student competency in a clinical setting is an essential element in professional healthcare education.
Effectively assessing student competency in a clinical setting is an essential element in professional healthcare education. Moreover, the use of assessment data to improve student learning is essential in order to meet program goals, professional standards, and provide quality patient care. Examples of strategies used to develop and implement a process of assessment / analysis / communication and change will be shared. Participants will be encouraged to develop a process framework while considering the challenges and opportunities that exist within their programs.
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.
Communication is Key! Using ExamSoft to Keep Everyone Involved In the Teachin...ExamSoft
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
ExamSoft has long been the go-to platform for educators looking for a secure testing environment and assessment reporting tool. But what about the need to increase communication among faculty, staff, administration, students, and even parents? With so many individuals (and moving parts) involved in the teaching and learning process, the ability to quickly and accurately communicate exam information is paramount to student success. ExamSoft can be used as a secure form of mass communication to get the necessary information to the appropriate people to support student learning as it as happening, not after it is too late. This presentation illustrates how to create an environment in ExamSoft that allows for the constant and instantaneous flow of student assessment performance data within an institution and at home. With this process, immediate positive reinforcement and/or remediation can be implemented to create a proactive learning atmosphere for students that will ultimately lead to improved outcomes.
Stop the cheating! best practices to minimize security risks on examsExamSoft
Presented by Dr. Aimee Strang, Assistant Dean for Curricular Assessment, Albany College of Pharmacy and Health Sciences
ExamSoft is known for being a secure testing platform for all types of educational programs or licensing bodies. However, regardless of the precautions taken, students are extremely creative and still find ways around the system. This presentation will focus on best exam creation and test building practices to minimize cheating. We will cover items related to item writing, exam posting, remote deletion, proctor checks, day-of set up and more.
Using ExamSoft Data for Item Revision and Faculty DevelopmentExamSoft
Recently, Dr. Misty Stutz and Dr. Kimberly Daugherty, from Sullivan College of Pharmacy, show how strong assessments begin with solid exam items. However, many faculty members struggle with writing questions, or even knowing if their questions are indeed valid. At Sullivan University College of Pharmacy, didactic examinations are created and delivered by utilizing an embedded-assessment software.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Crea%ng
tests
that
measure
cri%cal
thinking
in
nursing:
Test
item
wri%ng
that
is
both
art
and
science
Ainslie
t.
Nibert,
PHD,
RN,
FAAN
February
17,
2015
3. Resources
for
Developing
Cri2cal
Thinking
Test
Items
and
Alternate
Format
Items:
Na2onal
Council
Website
• www.nscbn.org
– NCLEX
Test
Plans
• 2013
RN
• 2014
PN
– Candidate
FAQ
– Alternate
item
formats
FAQ
– Exam
Development
FAQ
3
Source: https://www.ncsbn.org/2324.htm
4. Rela%onship
between
Tes%ng
&
the
Curriculum
4
Internal and External
Curriculum Evaluation
Outcome Predictors
6. 6
q Writing Critical Thinking Test Items
q Item Analysis Software & Blueprinting
q Test Item Banking & Exam Delivery
Internal Evaluation
Evaluation of course objectives (faculty designed or outsourced)
7. 7
Five Guidelines to Developing
Effective Critical Thinking Exams
q Assemble the “basics.”
q Write critical thinking test items.
q Pay attention to housekeeping duties.
q Develop a test blueprint.
q Scientifically analyze all exams.
11. 11
Bloom‘s Taxonomy: Benjamin Bloom, 1956
(revised)
Terminology changes "The graphic is a representation of the NEW verbage
associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to
Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy.
Note that the top two levels are essentially exchanged from the Old to the New
version." (Schultz, 2005) (Evaluation moved from the top to Evaluating in the second
from the top, Synthesis moved from second on top to the top as Creating.) Source:
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
27. 27
Cri%cal
Thinking
Test
Items
q Contain Rationale
q Written at the Application Level or Above
q Require Multilogical Thinking to Answer
q Ask for High Level of Discrimination
Source:
Morrison, Nibert, & Flick (2006)
29. 29
Written at the Application
Level and Above
q Prepare students for NCLEX®
q Promote thinking about clinical problems
q Cause teaching methods to become creative
30. 30
Require Multilogical Thinking to
Answer
Definition
Thinking that requires knowledge of more
than one fact to logically and systematically
apply concepts to a clinical problem
32. Cri%cally-‐thinking
Ques%ons
Which
interven2on
is
most
important?
Which
interven2on,
plan,
assessment
data
is/are
most
cri2cal
to
developing
a
plan
of
care?
Which
interven2on
should
be
done
first?
What
ac2on
should
the
nurse
take
first?
Which
interven2on,
plan,
nursing
ac2on
has
the
highest
priority?
What
response
is
best?
32
33. NCLEX® AlternaOve Test Item
Formats
• Mul2ple-‐response
items
• Fill-‐in-‐the-‐blank
items
• Hot
spot
• Chart/exhibit
format
• Ordered
Response
items
(Ranking)
• Audio
item
format
• Graphic
Op2ons
(graphics
imbedded
as
answer
op2ons)
• Any
item
formats,
including
standard
mul2ple-‐choice
items,
may
include
mul2media,
charts,
tables
or
graphic
images.
33
34. Latest NCLEX® Test Item Format
ConsideraOons
Units
of
Measure
• Interna2onal
Systems
of
Units
(SI)
• Metric
• Imperial
Measurement
Generic
vs.
Trade
Names
for
Medica2ons
• Generic
names
only
in
most
cases
• References
to
general
classifica2ons
of
medica2ons
34
36. 36
Item Writing
Rules
q Get rid of names
q Get rid of ‘multiple’ multiples
q Use non-sexist writing style
q Develop parsimonious writing style
Ø Cross out “of the following”
Ø Delete scenarios
q Write items independent of each other
37. 37
… and More Rules
q Use a question format when possible
q Make distracters plausible and
homogeneous
q Equal in length
q No opposites
38. 38
… and More Rules
q Eliminate “all of the above” and “none of the
above”
q Rewrite any “all except” questions
q Ensure that alternatives do not overlap
q Vary correct answer
39. 39
… and the MOST IMPORTANT Rule
Develop written testing policies
Ø A Role of the Testing Committee
Ø Guidelines: Writing style & Format
Ø Exam Administration Procedures
41. 41
Tes%ng
CommiNee
Responsibili%es
Recommenda2ons
typically
made
to
the
Curriculum
and
Student
Affairs
Commi]ees
to
coordinate
policy
crea2on
&
enforcement:
◦ Wri2ng
style
◦ Format
◦ Pilot
items
◦ Grades/scores
◦ Review
and
analysis
◦ Item
revision
◦ Track
students
◦ Accredita2on
prep
42. Standardized
Tes%ng:
Vigilance
with
Test
Security
1. Encourage
moral
behavior
(Academic
honesty
program
at
your
school
with
clear
language
placed
in
handbooks)
2. Discourage
chea2ng
a. Before
tes2ng
1. Minimize
access
to
exams
and
viewing
of
exam
content
2. Use
highest
levels
of
security
available
in
Blackboard
for
unit
tests
and
all
security
features
available
in
standardized
tes2ng
plaborm
-‐
protect
logins
&
access
codes;
ac2ve
dashboarding
3. Train
proctors
for
live
proctoring
ac2vi2es
b. During
tes2ng
1. Establish
secure
environment
2. No
devia2ons
to
test
procedures
or
breakdown
of
environmental
security
allowed.
Ex:
leaving
room
equates
to
the
test
being
over
for
that
student
regardless
of
reason
3. Vigilant
proctoring
3. Detect
chea2ng
with
Data
Forensics
and
take
ac2ons
as
needed
42
46. Have QuesOons? Need More Info?
Thanks
for
your
2me
&
a]en2on
today!
46
866-429-8889
47. References
American
Psychological
Associa2on.
(2004)
Code
of
Fair
Tes2ng
Prac2ces
in
Educa2on.
Washington,
DC:
Joint
Commi]ee
on
Tes2ng
Prac2ces.
h]p://www.apa.org/science/programs/tes2ng/fair-‐code.aspx
Morrison,
S.,
Nibert,
A.,
&
Flick,
J.
(2006).
Cri$cal
thinking
and
test
item
wri$ng
(2nd
ed.).
Houston,
TX:
Health
Educa2on
Systems,
Inc.
Morrison,
S.
(2004).
Improving
NCLEX-‐RN
pass
rates
through
internal
and
external
curriculum
evalua2on.
In
M.
Oermann
&
K.
Heinrich
(Eds.),
Annual
review
of
nursing
educa2on
(Vol.
3).
New
York:
Springer
Na2onal
Council
of
State
Boards
of
Nursing.
(2013)
2013
NCLEX-‐RN
test
plan.
Chicago,
IL:
Na2onal
Council
of
State
Boards
of
Nursing.
h]ps://www.ncsbn.org/3795.htm
Nibert,
A.
(2010)
Benchmarking
for
student
progression
throughout
a
nursing
program:
Implica$ons
for
students,
faculty,
and
administrators.
In
Capu2,
L.
(Ed.),
Teaching
nursing:
The
art
and
science,
2nd
ed.
(Vol.
3).
(pp.45-‐64).
Chicago:
College
of
DuPage
Press.
47
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