Assessment and Evaluation Strategies for Measuring Student Learning (C921)

Correct Answer

B. Promoting community health

Explanation

The course 'Role of the BSN Nurse in Promoting Community' focuses on the ways in which Bachelor of Science in Nursing (BSN) professionals contribute to public and community health. It emphasizes preventive care, health promotion, and disease prevention strategies to improve community well-being. Nurses play a critical role in educating communities, advocating for health equity, and implementing programs that address public health concerns.

Why other options are wrong

A. Pharmaceutical management

While nurses are involved in medication administration and patient education about pharmaceuticals, this course is not centered on managing pharmaceuticals. Pharmaceutical management is a specialized field that focuses on drug therapy, supply chain management, and medication policy, which is not the primary emphasis of this course.

C. Emergency response protocols

Emergency response training is essential for nurses, but this course is not specifically designed to teach emergency medical procedures. Instead, it focuses on broader community health promotion strategies, including preventive care and health education.

D. Advanced surgical techniques

This course does not focus on surgical procedures or techniques. Advanced surgical training is typically covered in specialized medical and surgical nursing courses rather than a course on community health nursing. The role of a BSN nurse in the community is centered on health education, outreach, and preventive care rather than surgical interventions.

Correct Answer

B. Neighborhood and built environment with broken sidewalks

Explanation

Broken sidewalks in the neighborhood and built environment are an environmental hazard that can negatively affect social determinants of health (SDOH). Poor infrastructure, such as broken sidewalks, creates barriers to mobility and can lead to accidents, particularly for older adults and those with disabilities. This can limit access to essential services and reduce overall quality of life, exacerbating health disparities.

Why other options are wrong

A. Public transport with low emissions

This is a positive example of an environmental factor that benefits SDOH. Public transport with low emissions contributes to cleaner air and promotes easier access to transportation, improving health outcomes. It does not represent a hazard but rather a solution.

C. Access to parks with clean air

Access to parks with clean air is a positive environmental factor, not a hazard. It improves SDOH by providing spaces for physical activity and mental relaxation, which can contribute to better overall health.

D. Community gardens with healthy soil

Community gardens with healthy soil provide positive benefits to SDOH by promoting nutrition and social well-being. They are not environmental hazards but rather contribute to health by improving access to healthy food and creating community engagement.

Correct Answer

B. Make an appointment during office hours to review the test

Explanation

If students do not pass the test, it is important for them to understand where they went wrong. Scheduling a meeting with the instructor during office hours allows students to review their mistakes, understand the correct answers, and discuss strategies for improvement. This approach provides valuable feedback and guidance for future learning.

Why other options are wrong

A. Retake the test immediately without review.

Retaking the test immediately without reviewing the material does not address the underlying issues that caused the student to fail the test. It is important to review the test to understand mistakes and improve knowledge before attempting another attempt.

C. Submit a written appeal to the instructor.

Submitting an appeal should only be considered if there is a valid reason to dispute the test results. It is more productive for the student to first review the test and understand where they went wrong.

D. Wait until the next class to discuss their results.

Waiting until the next class may delay the student's ability to learn from their mistakes and improve. Immediate feedback is crucial for reinforcing learning and addressing gaps in knowledge.

Correct Answer

A. Two course objectives for the chosen module.

Explanation

The assessment blueprint should focus on aligning assessments with course objectives. Including the specific objectives for the chosen module ensures that assessments measure whether students have met those goals. By identifying the objectives, educators can design assessments that are directly tied to the desired learning outcomes for that module.

Why other options are wrong

B. A summary of the course syllabus.

A summary of the syllabus is not a key component of the assessment blueprint. The blueprint is more focused on course objectives and assessment alignment.

C. A list of all course materials.

While course materials are important for student learning, they do not need to be included in the assessment blueprint, which is concerned with objectives and assessment design.

D. The names of all instructors involved.

The names of instructors are irrelevant to the structure of the assessment blueprint. The blueprint's purpose is to align assessments with the learning objectives, not to list faculty details.

Correct Answer

C. It minimizes the need to cheat for correct answers

Explanation

Grading based on participation rather than correctness helps minimize cheating because students are evaluated on their engagement and effort rather than just the accuracy of their answers. This approach reduces the pressure to provide perfect answers and shifts the focus to the process of learning. When students know that their participation is valued over getting every answer correct, they are less likely to resort to dishonest methods to complete the assessment. This creates a more authentic learning environment where the emphasis is on improvement and involvement rather than just outcomes.

Why other options are wrong

A. It ensures all students receive high grades

While participation grading may lead to higher grades for consistent engagement, it does not necessarily guarantee that all students will receive high grades. It is still possible for students to receive low grades if their participation is insufficient or subpar.

B. It focuses solely on the number of attempts made

Participation grading is not about the number of attempts made but about the quality and consistency of the student's engagement with the material. It values effort and involvement rather than simply the number of times a student attempts an assessment.

D. It allows for more lenient grading standards

Participation grading does not necessarily imply lenient grading standards. Instead, it focuses on assessing students based on their involvement and effort, which can still be rigorous. The grading criteria are simply different from traditional assessments based solely on correctness.

Correct Answer

D. The ability of an item to differentiate between high and low performers

Explanation

Item discrimination refers to the ability of an assessment item to distinguish between students who have mastered the content and those who have not. A well-discriminating item will show a clear difference in performance between higher-scoring and lower-scoring students, ensuring that it accurately measures the intended knowledge or skill. This is an important aspect of test validity because it confirms the effectiveness of the item in assessing student understanding.

Why other options are wrong

A. The total number of items in the assessment

The total number of items in an assessment does not directly impact the item discrimination. The number of items reflects the length of the test, but does not address the quality or ability of individual items to differentiate between high and low performers.

B. The time taken to complete each item

The time taken to complete each item may reflect the complexity of the item, but it does not relate to item discrimination. Item discrimination focuses on the effectiveness of an item in distinguishing between different levels of student performance, not on how long it takes to complete.

C. The average score of all test-takers

The average score of test-takers provides an overall view of student performance, but it does not directly reflect the effectiveness of individual items in distinguishing between high and low performers. Item discrimination focuses specifically on the performance variations between students on individual items.

Correct Answer

B. A rubric with four performance levels

Explanation

A well-structured performance assessment rubric typically includes four performance levels to ensure a clear and detailed evaluation of student work. These levels allow for differentiation between varying degrees of mastery, helping educators provide more precise feedback. Four levels also offer a balance between too few categories (which may oversimplify grading) and too many (which may make evaluation overly complex).

Why other options are wrong

A. A rubric with three performance levels

A three-level rubric may not provide enough differentiation in student performance. It often lacks a middle range that allows for more nuanced feedback, which can be crucial for identifying areas for improvement.

C. No rubric is required

A performance assessment typically requires a rubric to provide consistency and fairness in grading. Without a rubric, evaluations may be subjective, leading to inconsistencies in assessing student work.

D. A rubric with two performance levels

A two-level rubric is too simplistic and does not allow for meaningful differentiation. It often reduces assessment to a pass/fail system, which does not give students adequate feedback on their performance or areas for improvement.

Correct Answer

D. Transportation availability

Explanation

Transportation availability is a social determinant of health because it affects individuals' ability to access essential services, such as healthcare, education, and employment. Limited transportation options can create barriers to these services, contributing to health disparities. Social determinants of health are the conditions in which people are born, grow, live, work, and age, influencing overall health outcomes.

Why other options are wrong

A. Seasonal allergies

Seasonal allergies are a medical condition but not a social determinant of health. They may affect an individual's health, but they are not influenced by social, economic, or environmental factors.

B. Individual behaviors

While individual behaviors (e.g., diet, exercise) impact health, they are not classified as social determinants of health. Social determinants refer to external factors like socioeconomic status and access to services.

C. Access to social media

Access to social media can influence health behaviors but is not typically considered a social determinant of health. Social determinants focus more on material and social conditions that impact health, such as access to housing, education, and transportation.

Correct Answer

A. The precision of scores and consistency of item difficulty

Explanation

Item reliability refers to the consistency of an assessment in measuring what it is supposed to measure. A reliable item consistently produces similar results under similar conditions. It ensures that the items on the test are stable and can produce accurate, repeatable results across different test-takers. Reliable assessments are vital to ensuring that the results are meaningful and not due to random variations.

Why other options are wrong

B. The number of questions on the test.

The number of questions on the test does not directly affect item reliability. While more questions may make a test more comprehensive, item reliability specifically concerns the consistency and accuracy of each individual question.

C. The average score of all students.

The average score of students reflects the general performance of the test-takers but does not indicate the reliability of the individual items on the test. Item reliability focuses on how consistent and precise each test question is in measuring knowledge.

D. The time taken by students to complete the test.

The time taken by students to complete the test is not related to item reliability. Item reliability is concerned with how consistently the test items perform, not with how long students take to finish the test.