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| Acknowledgments | |
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| Preface | |
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| The Role of Assessment in Instruction | |
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| The Process of Assessment | |
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| Ethical Responsibility | |
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| Assessment and Self-Efficacy | |
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| Assessment Inadequacy | |
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| Assessment Competency Standards | |
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| The Need for a Systematic Approach to Assessment | |
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| Assessment Instruments | |
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| Summary | |
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| The Language of Assessment | |
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| Assessment | |
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| Measurement | |
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| Evaluation | |
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| Formative Evaluation | |
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| Summative Evaluation | |
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| Instructional Objectives | |
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| Learning Outcomes | |
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| Blueprint | |
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| Item Bank | |
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| Test | |
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| Interpreting Test Scores | |
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| Criterion-Referenced Tests | |
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| Norm-Referenced Tests | |
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| High-Stakes Tests | |
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| Grade | |
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| Test Bias | |
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| Reliability | |
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| Validity | |
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| Evidence Based on Test Content | |
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| Evidence Based on Response Processes | |
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| Evidence Based on Internal Structure | |
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| Evidence Based on Relation to Other Variables | |
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| Evidence Based on the Consequences of Testing | |
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| Face Validity | |
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| Basic Test Statistics | |
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| Summary | |
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| Developing Instructional Objectives | |
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| Role of Objectives | |
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| Focus of Instructional Objectives | |
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| Stating Instructional Objectives | |
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| Specific Objectives | |
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| General Objectives | |
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| Learning Outcomes | |
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| Mastery (Performance) Objectives | |
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| Developmental Objectives | |
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| Framework for Writing Objectives | |
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| Number of Objectives | |
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| Number of Learning Outcomes | |
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| Taxonomies | |
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| Using Instructional Objectives | |
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| Criteria for Effective Objectives | |
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| Complete | |
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| Appropriate | |
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| Sound | |
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| Feasible | |
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| Relevant | |
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| Open-Ended | |
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| Delineate Student Behavior | |
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| Shared with Students | |
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| Summary | |
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| Assessing Critical Thinking | |
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| Accreditation Outcomes | |
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| Establishing Evidence of Validity | |
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| Defining Critical Thinking in Nursing | |
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| Sample Definition of Critical Thinking in Nursing | |
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| Instructional Objectives and Learner Outcomes | |
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| Behaviors Associated with the Characteristics of Critical Thinking | |
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| Possesses an Analytical Attitude | |
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| Demonstrates Sensitivity to Context | |
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| Questions Assumptions | |
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| Bases Inquiry on Credible Sources | |
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| Considers a Variety of Solutions | |
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| Pursues Ongoing Evaluation | |
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| Tri-Level Critical Thinking Objective | |
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| Critical Thinking Assessment Plan | |
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| Multiple-Choice Exams and Critical Thinking | |
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| Summary | |
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| Implementing Systematic Test Development | |
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| Initiating Test Development | |
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| Scheduling a Semester's Exams | |
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| Identifying the Purpose of the Test | |
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| Determining the Length of the Test | |
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| Selecting What to Test | |
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| Selecting the Appropriate Assessment Format | |
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| Weighting the Content and Course Objectives | |
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| Developing a Test Blueprint | |
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| Reviewing the Blueprint | |
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| Preparing Students for a Test | |
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| Sharing the Blueprint with Students | |
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| Pop Quizzes | |
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| Determining How Difficult a Test Should Be | |
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| Summary | |
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| Selected-Response Format: Developing Multiple-Choice Items | |
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| Advantages of Multiple-Choice Items | |
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| Limitations of Multiple-Choice Items | |
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| Relevance of Multiple-Choice Items | |
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| Item Writing Logistics | |
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| Style Guide | |
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| Electronic Item Development | |
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| Multiple-Choice Format | |
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| Stem Formats | |
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| Question | |
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| Completion | |
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| Item Writing Guidelines | |
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| General Guidelines | |
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| Characteristics of Effective Stems | |
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| Qualities of Effective Options | |
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| Developing the Correct Answer | |
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| Designing Effective Distractors | |
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| Characteristics to Avoid | |
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| Alternate National Council Licensure Examination (NCLEX) Items | |
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| Fill in the Blank | |
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| Point and Click | |
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| Multiple Response | |
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| Chart/Exhibit | |
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| Drag and Drop | |
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| Item Rationale | |
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| Question Difficulty | |
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| Framing Questions in Terms of the Nursing Process | |
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| Item Shells | |
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| Peer Review | |
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| Summary | |
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| Writing Critical Thinking Multiple-Choice Items | |
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| Characteristics of Critical Thinking Items | |
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| Sequential Reasoning | |
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| Language | |
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| Best Answer Format | |
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| Novel Problems | |
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| Applying Learning Outcomes | |
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| Critical Thinking and the Nursing Process | |
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| Summary | |
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| Selected-Response Format: Developing True-False and Matching Items | |
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| The True-False Item Format | |
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| Advantages of the True-False Item Format | |
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| Disadvantages of the True-False Item Format | |
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| Guidelines for Developing True-False Items | |
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| Characteristics of Effective True-False Items | |
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| Flaws to Avoid With True-False Items | |
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| Forms for True-False Item Writing | |
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| Types of True-False Items | |
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| Matching Exercise | |
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| Advantages of the Matching Exercise | |
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| Disadvantages of the Matching Exercise | |
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| Guidelines for Developing Matching Exercises | |
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| Summary | |
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| Constructed-Response Format: Developing Short-Answer and Essay Items | |
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| Short-Answer Item Format | |
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| Advantages of the Short-Answer Item Format | |
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| Disadvantages of the Short-Answer Item Format | |
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| Guidelines for Developing Short-Answer Items | |
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| Characteristics of Effective Short-Answer Items | |
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| Essay Question Format | |
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| Forms of Essay Questions | |
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| Advantages of the Essay Question | |
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| Disadvantages of the Essay Question | |
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| Guidelines for Developing Essay Items | |
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| Suggestions for Scoring Essay Items | |
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| Developing Essay Items to Assess Critical Thinking | |
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| Scoring Rubrics | |
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| Holistic Scoring Rubrics | |
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| Analytic Scoring Rubric | |
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| Developing Scoring Rubrics | |
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| Summary | |
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| Assembling, Administering, and Scoring a Test | |
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| Assembling a Test | |
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| Arranging Items | |
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| Editing and Proofreading | |
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| Formatting | |
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| Providing Directions | |
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| Reproducing | |
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| Maintaining Security | |
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| Administering a Test | |
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| Computer Test Administration | |
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| Physical Environment | |
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| Psychological Environment | |
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| Academic Dishonesty | |
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| Scoring a Test | |
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| Scoring a Classroom Exam | |
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| Statistical Analysis | |
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| Student Review | |
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| Summary | |
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| Preparing Students for the Licensure Exam: The Importance of NCLEX | |
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| The NCLEX Application Process | |
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| Development of the NCLEX | |
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| The NCLEX Practice Analyses | |
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| The NCLEX Test Plan | |
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| NCLEX Item Development | |
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| Characteristics of NCLEX Items | |
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| Cognitive Levels | |
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| Critical Thinking Ability | |
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| Alternate Formats | |
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| Characteristics of the NCLEX | |
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| CAT Format | |
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| Passing Standard | |
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| Logits | |
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| Examination Length | |
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| Preparing Nursing Students for the NCLEX | |
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| Curriculum Focus | |
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| NCLEX Test Plan Consideration | |
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| Classroom Test Development | |
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| Cross-Referencing the NCLEX Test Plans | |
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| Cross-Referencing for Integrated Processes | |
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| Standardized Examinations | |
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| Progression Policies | |
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| NCLEX Predictor Exit Exams | |
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| Facilitating Student Success | |
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| NCLEX Prep Courses | |
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| Summary | |
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| Establishing Evidence of Reliability and Validity | |
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| Reliability | |
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| Measures of Reliability | |
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| Factors Affecting the Reliability Coefficients of Classroom Exams | |
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| Homogeneity of the Test Content | |
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| Measurement Error | |
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| Validity | |
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| Content Validity Index | |
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| Interpretation of the Validity Coefficient | |
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| Summary | |
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| Interpreting Test Results | |
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| Overall Test Data Analysis | |
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| Measures of Central Tendency | |
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| Measures of Variability | |
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| Reliability Coefficient | |
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| Standard Error of Measurement | |
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| Mean p Value | |
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| Mean Biserial | |
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| Score Distribution | |
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| Histogram | |
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| Individual Item Analysis | |
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| Assigning Test Scores | |
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| Flawed Items | |
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| Returning Scores to Students | |
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| Summary | |
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| Laboratory and Clinical Evaluation | |
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| Relevance of Objectives | |
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| Elements of the Clinical/Laboratory Experience | |
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| Identification of Clinical Action Elements | |
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| Identifying Objectives and Outcomes | |
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| Assessing Learning Needs | |
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| Planning Clinical Learning Experiences | |
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| Instructing and Evaluating | |
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| The Professional Role | |
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| Designing and Using a Performance Tool | |
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| Using a Taxonomy | |
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| Assessment of Mastery Learning | |
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| Assessment of Developmental Learning | |
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| Portfolio Assessment | |
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| Implementing a Clinical Evaluation Tool | |
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| Summary | |
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| Assigning Grades | |
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| Grading Principles | |
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| Philosophy of Grading | |
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| What Meaning Should Each Grade Symbol Carry? | |
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| What Should Failure Mean? | |
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| What Elements of Performance Should Be Incorporated in a Grade? | |
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| How Should the Grades in a Class Be Distributed? | |
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| What Components Should Go Into a Final Grade? | |
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| How Should the Components of the Grade Be Combined? | |
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| What Method Should Be Used to Assign Grades? | |
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| Should Borderline Cases Be Reviewed? | |
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| What Other Factors Should Influence the Grading Policy? | |
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| Developing a Grading Plan | |
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| Weighting Components of a Grade | |
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| Pass/Fail Grading | |
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| Adjusting Grades | |
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| Scaling Grades | |
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| Giving Extra Credit | |
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| Dropping the Lowest Grade | |
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| Summary | |
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| Instituting Item Banking and Test Development Software | |
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| Establishing an Item Bank | |
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| Editing Items | |
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| Selecting a Test Development Software Program | |
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| Hardware Requirements | |
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| Item Banking Facility | |
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| Item Importing and Exporting | |
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| Word Processing | |
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| Item Classification | |
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| Supplemental Fields | |
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| Test Assembly | |
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| Scoring and Reporting | |
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| Storage of Item Date History | |
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| Grade Book Facility | |
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| Cost | |
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| Implementing Test Development Software | |
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| Appointing Test Bank Administrators | |
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| Establishing Procedures | |
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| Incorporating Textbook Item Banks | |
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| Summary | |
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| References | |
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| Appendices | |
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| Basic Test Statistics | |
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| Basic Style Guide | |
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| References | |
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| Targeting Cognitive Levels for Multiple-Choice Item Writing | |
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| Sample Item Stems for Phases of the Nursing Process | |
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| Assessment | |
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| Analysis | |
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| Planning | |
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| Implementation | |
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| Evaluation | |
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| Steps for Implementing a Systematic Assessment Plan | |
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| Relationship of Critical Thinking Characteristics to the Nursing Process | |
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| Index | |