Benchmark – Summative Assessment
Assessment Description
Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and the course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy assigned appropriately to where your course fits in the curriculum.
Complete the “Test Blueprint” template to guide your distribution of 100 questions across all Bloom’s levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the “Test Blueprint” template to complete the following:
Create five NCLEX-style questions based on your QSEN competency.
Identify Bloom’s level and rationale for including each of the five NCLEX-style questions.
Complete the “Test Blueprint” template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom’s level and how many of the 100 questions would be select-all-that-apply).
Provide a rationale that explains why you assigned questions to each of Bloom’s levels within the test blueprint.
Incorporate the “Test Blueprint” template, five NCLEX-style questions, and associated narratives into one Word document.
Place your order today!
Solution
NCLEX-style Questions and Rationale
- To encourage community participation, what should a nurse do? Select all that apply.
- Invite people from civic organizations.
- Refer to the doctor for prescriptions.
- Offer incentives to uncooperative community members
- Encourage sponsorship to programs.
- Solicit available media and leverage social media
- Listen when people relate their problems.
- Create urgency
Rationale: Considering Bloom’s Taxonomy, this question belongs to the knowledge level. The knowledge level tests learner’s ability to recall content learned in class or learning activities (Jvaeed, 2018). The teacher chose to assess the learner’s ability to memorize and remember facts or details covered in the concept. The question is among the several questions attached to the first objective of the course outline.
- Critical thinking is integral in advocating public health-related issues. Summarize how a nurse would employ critical thinking abilities to community perspective concerning advocacy, policymaking, program expansion, resource application, and evaluation of people, families, and community groups.
Rationale: This question belongs to the comprehension level of Bloom’s taxonomy. The teacher chose to include the question to test learners’ ability to describe the content they interacted within their own words.
- How would you utilize population concentration and epidemiologic statistics to create and direct involvements in nursing care management provided to communities?
Rationale: This question belongs to the higher-order application level of Bloom’s Taxonomy. The teacher included it to encourage learners to apply or transfer knowledge gained during learning experiences to their own lives as nurses. The question is ideal in testing how they can transfer learning to contexts different from the classroom, where they learned.
- What is the relationship between enabling the approval of actions and principles of communities and attaining or preserving optimal levels of wellness?
Rationale: This question belongs to the higher-order analysis level of Bloom’s Taxonomy. The Rationale for including the question in the examination is to test the learner’s ability to break materials into parts and describe the relationship among the parts. The question encourages learners to subdivide information and put it together to provide a clear relationship.
- Assess the need to incorporate evidence-based strategies for illness prevention and health promotion. How would you promote scientific knowledge and client values in offering nursing care to communities?
Rationale: The teacher assigns the synthesis level of Bloom’s taxonomy to this question. Questions testing for learner’s ability to synthesize encourage them to create a new method or product (Lewallen and Van Horn, 2019). The teacher included the question to encourage learners to use a combination of ideas from different sources they interacted with to develop a new whole.
Test Blueprint
COURSE: NURS 310: COMMUNITY HEALTH NURSING TEST:
| COGNITIVE LEVEL | Objective 1 | Objective 2 | Objective 3 | Objective 4 | Objective 5 |
| Knowledge | 2 | 4 | 4 | 8 | 7 |
| Comprehension | 2 | 4 | 6 | 3 | 4 |
| Application | 4 | 6 | 3 | 4 | 3 |
| Analysis | 2 | 8 | 3 | 2 | 1 |
| Synthesis | 0 | 4 | 2 | 2 | 2 |
| Evaluation | 0 | 4 | 2 | 1 | 3 |
Rationale for Assigning Questions to Each of the Bloom’s Levels within the Test Blueprint
The total number of questions for this test is 100. The questions covered the objective addressed in the classroom regarding the community health-nursing course. All objectives covered in the classroom were significant to the learner; hence, the teacher tested them. To determine the number of questions or test items, the teacher considered the time allocated to each objective during the teaching-learning activities. The teacher assigned the following numbers of test items to the objectives
Objective 1 – ten questions
Objective 2 – thirty questions
Objective 3 – twenty questions
Objective 4 – twenty questions
Objective 5 – twenty questions
Out of the ten questions, 75 questions will be select-all-that-apply.
Considering the test blueprint, the teacher had ten questions for the first objective and broke them down into two-knowledge level, two-comprehension level, two analysis level, and four application-level questions. The author created the test blueprint to ensure that the test coverage has been satisfactory taught in the classroom through assignments. Bloom identified the hierarchy of learning objects, ranging from lower knowledge and comprehension skills to higher evaluation and synthesis skills of thinking (Glasgow et al., 2019). The categories are knowledge, comprehension, application, analysis, synthesis and evaluation (from lower to the highest).
The Rationale for assigning questions to each level of Bloom’s taxonomy is to encourage learners to build thought from the lower levels of cognitive skills to think within the higher-order levels. During the classroom, the teacher will teach learners lower thinking skills and challenge them to make them critically. For some objectives, the teacher decided to test for knowledge recall and learner’s comprehension of the content. For some content areas, the teacher challenged the learners to analyze and provide the relationship between items. According to Scully (2017), the number of items assigned to each objective depended on the teacher’s amount of importance attached to it.
The choice for test items and their number also depended on instructional objectives in the classroom. When preparing the test blueprint, the teacher determined the duration of time for each content area and identified the percentage allocation of the test items in each objective covered. The teacher wrote down the amount of time spent on a particular objective. According to Oermann and Gaberson (2016), the longer the time spent teaching a particular content area, the more question one should be devoted to that area.
References
Glasgow, M. E. S., Dreher, H. M., & Schreiber, J. (2019). Standardized testing in nursing education: Preparing students for NCLEX-RN® and practice. Journal of Professional Nursing, 35(6), 440-446.
Javaeed, A. (2018). Assessment of higher ordered thinking in medical education: multiple choice questions and modified essay questions. MedEdPublish, 7(2), 60.
Lewallen, L. P., & Van Horn, E. R. (2019). The state of the science on clinical evaluation in nursing education. Nursing education perspectives, 40(1), 4-10.
Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education. Springer Publishing Company.
Scully, D. (2017). Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research, and Evaluation, 22(1)