C921 Formative Assessment Task 1 – Section B: Narrative Description of the Formative Assessment

Student name

YNM1 Task 1 Formative Assessment

WGU University

Professor Name

Submission Date

Alignment of Assessment Items to Objectives and Outcomes

100% of the tasks of this formative activity align to course objectives and/or student learning outcomes. One of these is the activity in which students are asked to examine information related to their community and its connection to Course Objective 1: Analyze the impact of community health issues on population health. Must be able to examine health data and determine important issues in the community.

To do so, students have to assess real-life situations and choose the steps in each scenario. The following question will be used to stimulate options on how, as part of Course Objective 2, nurses can help promote wellness and reduce illness in various populations. Creating a concept map can help students to structure prevention strategies, which are backed by research. Students should use the information from the case scenario to identify and rate health issues as their answer to the assessment item for Student Learning Outcome #1: Find and analyze health issues using health data.

If comparing two situations using different approaches, have students show that they would be able to use a variety of techniques in different nursing situations. Each item facilitates the application of knowledge by enabling students to practice their knowledge by using it in real-life nursing situations.

Immediate Feedback

Formative assessment feedback shall be given ASAP, but no later than within 48 hours of delivering or submitting the assessment. Feedback will be delivered in simple language, highlighting good work done and identifying what needs to be done better, against the learning outcomes. Marking will be done using a marking matrix (Morris et al., 2021), and this will highlight each item and the associated linkage to what you should be doing.

For instance, when a student does a good job on asthma but forgets to bring up thinking about the community, the teacher can say: “You did a good job with the asthma one, but you didn’t take it to the level of thinking in terms of community.” Be sure to refer to upstream nursing models in your book. Any significant areas in community health that were not identified by the student will be highlighted, and the learner will be encouraged to study the sources of data. Students will be encouraged to research course materials that give examples of effective and non-traditional responses if they suggest strategies that are not common or effective with regard to public health.

Assessment Theory and Principles

Assessments are developed using the Constructivist Learning Theory, which focuses on learning through doing, problem solving, and putting learning into practice in real-life situations. Case-based learning is a practical teaching method to bridge the gap between classroom learning and real case decision-making in scenarios where students have to make decisions (Liu et al., 2025). This assessment has been designed using Bloom’s Taxonomy to help students think in a higher order (analyze, apply, create). Cumulative acquisition of skills, such as memory, comprehension, etc., is not evaluated but is an underlying cognitive ability.

Implementation Barriers and Mitigation

There is a need to overcome the hurdles to implement this assessment online at least the students have not yet faced such tasks in their classes. Some students are unable to analyze situations and synthesize a couple of ideas. The LMS will deliver short videos with demonstrations for solving the problem, templates to download, and a step-by-step guide to practice the scenario.

Trainees will be provided with sample scenarios and a Step-by-Step example to help them to prepare for the actual assessment. Ensuring academic honesty in a self-governed online learning environment is another challenge (Anthonysamy & Singh, 2024). This is intended to minimize plagiarism as the student must write their own answer and use their own ideas. The evaluation is open-book and is based on students’ individual and creative thinking, and minimizes plagiarism. Explicit directions and allotted deadlines help to ensure that students do not get carried away in the process and that results are fair.

References

Anthonysamy, L., & Singh, P. (2024). Investigating the interplay of academic dishonesty, open-book exam perception, preference, and student outcomes from the self-efficacy theory perspective. Journal of Academic Ethics, 9(8). https://doi.org/10.1007/s10805-024-09554-3

Liu, Y., He, L., Huang, M., Lu, Y., & Xiao, H. (2025). Nurse Education in Practice, 82(5), 104236. https://doi.org/10.1016/j.nepr.2024.104236

Morris, R., Perry, T., & Wardle, L. (2021). Review of Education, 9(3). https://doi.org/10.1002/rev3.3292