Ebook Evaluation and testing in nursing education (5/E): Part 2
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Ebook Evaluation and testing in nursing education (5/E): Part 2
ELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2ional methods that help them balance their academic, employment, family, and personal commitments (Jones & Wolf, 2010). Online education has rapidly developed as a potential solution to these demands. The growth rate of online student enrollment in all disciplines has far exceeded the growth rate of Ebook Evaluation and testing in nursing education (5/E): Part 2 traditional course student enrollment in United States higher education (Allen & Seaman, 2015). Over 5.2 million students enrolled in at least one coEbook Evaluation and testing in nursing education (5/E): Part 2
llege-level online course during the fall 2013 academic term, with the proportion of all students taking at least one online course at an all-time higELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2ter's degree programs and more than 400 RN-to-bachelor of science in nursing programs were offered at least partially online.For the purposes of this chapter, online courses arc those in which at least 80% of the course content is delivered online. Face-to-face courses are those in which 0% to 29% o Ebook Evaluation and testing in nursing education (5/E): Part 2f the content is delivered online; this category includes both traditional-and web-facilitated courses. Blended (sometimes called hybrid) courses haveEbook Evaluation and testing in nursing education (5/E): Part 2
between 30% and 80% of the course content delivered online (Allen & Seaman. 2015). Examples of various course management systems used for online courELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2ate their quality. Absent a widely accepted standard of evaluating these online offerings. u|t|hc institution assumes the responsibility for establishing a means to assess student outcomes. This assessment includes overall program outcomes, in addition to specific course outcomes, and a process for Ebook Evaluation and testing in nursing education (5/E): Part 2using the results for continuous program improvement' (American Association of Colleges of Nursing, 2007). This chapter discusses recommendations forEbook Evaluation and testing in nursing education (5/E): Part 2
assessment of learning in online courses, including testing and appraising course assignments. to determine if course goals and outcomes have been metELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2t Construction and AnalysisASSESSMENT OF LEARNING AT THE INDIVIDUAL LEARNER LEVELOnline assessment and evaluation principles do not differ substantially from the approaches used in the traditional classroom environment. As with traditional format courses, assessment of individual achievement in onli Ebook Evaluation and testing in nursing education (5/E): Part 2ne courses should involve multiple methods such as tests, written assignments, and contributions to online discussions. Technological advances in testEbook Evaluation and testing in nursing education (5/E): Part 2
ing and assessment have made it possible to administer tests on a computer and assess other products of student thinking even in traditional courses (ELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2al methods to assess the degree to which students have met expected learning targets or outcomes.Online TestingThe choice to use online testing inevitably raises concerns about academic dishonesty. How can the course instructor be confident that students who are enrolled in the course are the ones w Ebook Evaluation and testing in nursing education (5/E): Part 2ho are taking the tests? How can teachers prevent students from consulting unauthorized sources while taking tests or sharing information about testsEbook Evaluation and testing in nursing education (5/E): Part 2
with students who have not yet taken them? To deter cheating and promote academic integrity, faculty members should incorporate a multifaceted approacELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2 creating an atmosphere of academic integrity in the classroom by including a discussion of academic integrity expectations in the syllabus or student handbook (Conway-KlaasscnEbook Evaluation and testing in nursing education (5/E): Part 2
ly to occur (Brookhart & Nitko, 2015; Miller el al., 2013). Faculty members should develop and communicate clear policies and expectations about cheatELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2or sharing as academic dishonesty; they often believe it is just collaboration (Wideman, 2011).Another low technology option is administering a tightly timed examination (Kolitsky, 2008). This approach may deter students from looking up answers to test items for fear of running out of time to comple Ebook Evaluation and testing in nursing education (5/E): Part 2te the assessment. Other suggestions to minimize cheating on online examinations include randomizing the test items and response options: displaying oEbook Evaluation and testing in nursing education (5/E): Part 2
ne item at a time and not allowing students to review previous items and responses; creating and using different versions of the test for the same groELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2s of online courses must take into consideration before implementing them.Randomized Sequence of Test Items and Response OptionsAs discussed in Chapter 10, the sequence of test items may affect student performance and therefore assessment validity. Many testing experts recommend arranging itemsChapt Ebook Evaluation and testing in nursing education (5/E): Part 2er Eleven Testing and Evaluation in Online Courses and Programs 179of each format in order of difficulty, from easiest to most difficult, to minimizeEbook Evaluation and testing in nursing education (5/E): Part 2
test anxiety and allow students to respond quickly to the easy items and spend the majority of testing lime on the more difficult ones. Another recommELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2nitive map by which they can more easily retrieve stored information. A combination of these approaches—content sequencing with difficulty progression within each content area—may be the ideal design for a test (Brookhart & Nitko, 2015). Many testing experts also recommend varying the position of th Ebook Evaluation and testing in nursing education (5/E): Part 2e correct answer to multiple-choice and matching items in a random way to avoid a pattern that may help test-wise but uninformed students achieve highEbook Evaluation and testing in nursing education (5/E): Part 2
er scores than their knowledge warrants. A simple way to obtain sufficient variation of correct answer position is to arrange the responses in alphabeELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2st may affect the validity of interpretation of the resulting scores, and there is no known scientific evidence to recommend this practice as a way of preventing cheating on online tests.Displaying One Item at a Time and Not Allowing Students to Review Previous ItemsThis tactic is appropriate for th Ebook Evaluation and testing in nursing education (5/E): Part 2e computerized adaptive testing model in which each student's test is assembled interactively as the person is taking the test. Because the answer toEbook Evaluation and testing in nursing education (5/E): Part 2
one item (correct or incorrect) determines the selection of the next item, there is nothing to be gained by reviewing previous items. However, in teacELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2 information that would prompt them to change their responses. While helping students develop test-taking skills to perform at the level at which they are capable, teachers should encourage students to bypass difficult items and return to them later to use the available time wisely (Brookhart & Nitk Ebook Evaluation and testing in nursing education (5/E): Part 2o, 2015). Therefore, presenting only-one item at a time and not permitting students to return to previous items mayproduce test scores that do not accEbook Evaluation and testing in nursing education (5/E): Part 2
urately reflect students’ abilities.Creating and Using Different Forms of an Examination With the Same Group of StudentsAs discussed in Chapter 2. altELEVENTesting and Evaluation in Online Courses and ProgramsContemporary nursing students expect educational institutions to provide flexible instructi Ebook Evaluation and testing in nursing education (5/E): Part 2duce highly correlated results. Equivalent lest forms are widely used in standardized testing to assure test security, but alternate forms of teacher-constructed tests usually arc not subjected to the rigorous process of obtaining empirical data to document their equivalence. Therefore, alternate fo Ebook Evaluation and testing in nursing education (5/E): Part 2rms of a test for the same group of students may produce results that arc not comparable, leading to inaccurate interpretations of test scores.DevelopEbook Evaluation and testing in nursing education (5/E): Part 2
ing and Administering Open-Book TestsTests developed for use in traditional courses usually do not permit test-takers to consult references or other rGọi ngay
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