C921 Summative Performance Assessment_ Section B Narrative

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YNM1 Task 3 Summative Assessment_ Section B

WGU University

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• C921 Summative Performance Assessment – Section B: Narrative – Elements of the Assessment

Alignment of Prompts with Objectives and Learning Outcomes

The summative performance assessment intended to be used in the module called Promoting Population Health in Underserved Communities includes five prompts based on performance that directly reflect the course objectives and student learning outcomes that have been created within the scope of the course C920. All prompts include quantifiable verbs of Bloom’s Taxonomy and ask the learners to use the theoretical knowledge in real-life situations in the world of public health nursing.

Prompt 1 focuses on data from the community health survey and provides evidence-based interventions. This is consistent with Course Objective 1, which is related to the analysis of the role of community-based interventions, and Student Learning Outcome 2, aimed at demonstrating the role of social determinants of health. It supports the “Bloom level” of analysis.

 For prompt 2, the students must design a plan of care that is culturally competent. It aligns with the Student Learning Outcome 1 and Course Objective 1 – synthesis and development of patient-centred interventions, thus reflecting the Create level of the Bloom taxonomy. Prompt 3 is about designing a policy proposal on the mobile health clinic initiative, as required by Course Objective 2 and Student Learning Outcome 2.

The level of thinking addressed is Apply. Prompt 4 looks at the effectiveness of a public health campaign. It corresponds to Course Objective 2 and is in the form of the level of assessing, i.e., Evaluate. Prompt 5 considers how health disparities can be reduced by the community health nurse. It conforms to Student Outcome Learning 1, and concentrates on the level of Evaluate.

Communication of Assessment Results and Criteria

Students will be able to access the results of the assessment via the LMS, and it will be given as feedback on a prompt-by-prompt basis, aligned with the rubrics. Feedback will be positive and focus on areas of development and strengths. The feedback will be provided within 72 hours after the submission. To pass, students should earn a rating of at least Proficient in answering three of the five prompts and cannot earn a developing rating in more than two of them.

Assessment Theory or Principle

The assessment design idea is inspired by Authentic Assessment Theory, which promotes the real-life practice-based assessment. As far as nursing education is concerned, it is essential to give authentic assessments due to the replication of tasks that are met by performers in practice, and it could promote deep learning and critical thinking.

Test Security Procedures

Prevention

In order to avoid academic dishonesty, it is made clear to the students of the existence of institutional integrity policies at the beginning of the assessment process. Worded during instructions in such a manner that this is an individual task and teamwork is not allowed (Verhoef & Coetser, 2021). Evaluation must be time-limited and should be completed in one session to reduce the possibility of outside pressures. The exam is available on the LMS, and the following course materials are permissible: Permissible Course Materials.

Detection

Plagiarism detection tools such as Turnitin are used automatically on student work to identify plagiarism and/or copied work. Manual review is conducted by the faculty to determine the tone, logic, and style of writing in accordance with the performance of students in the past. A sudden change of language or collision in level of analysis may be used to alert to a potential occurrence of academic dishonesty and warrant further investigation.

Response

If any possible violation is suspected, then formally the institution takes up the issue for review as per its institutional procedures. Students are notified of the interest in the submission and offered a chance to give a justification or clarify their submission (McDonald et al., 2025). The study found that the final consequences for violations range from reprimands to retake opportunities to academic penalty (warning or discipline) based on the severity and intent behind breaking the violation.

 Potential Barrier to Implementation

One of the potential issues with this assessment and its implementation in an online environment is access to technology, and more so among students who are in underserved communities. It may be difficult for learners with limited or unpredictable access to the Internet to reliably complete the time-limited, resource-limited test. To address this issue, the following assessment design can be used to offer flexibility in the assessment process and allow local resources to be used if saved (Othman, 2020): 90 minutes for the assessment. By providing clear guidance and familiarizing students with their expectations through practice of the assessment, the likelihood of technical interference will be minimized.

Analysis of Summative Assessment Results

The results of summative assessment will be examined in quantitative and qualitative ways. The performance rates with rubric scores of each student’s response to each prompt will be analyzed qualitatively to see the changes in performance rates. It will include the areas of strength and the areas of weakness that need to be reinforced in the instructions (Monrat et al., 2022). Qualitative analysis of the responses will give information regarding deep thinking and reasoning, as well as the processes involved in open-ended responses. Results will be stored in a safe LMS and will be analyzed bi-weekly to gain insight into improvements in the course.

Importance of Authenticity in Performance Assessment

Assessment of authenticity is important when evaluating nursing students on their ability to integrate theory into real-life clinical scenarios. Authentic assessments require students to engage in problem solving and decision making the same way they would in authentic practice. This performance evaluation mirrors what community health nurses are called on to perform in practice (Koretsky et al., 2021).

The prompts addressing the formulation of culturally competent care plans and the formulation of plans for policy advocacy will demand from students strategic, culturally adaptive thinking, and integration of the knowledge they have gained. Tasks that are drawn from real-life experiences result in a better understanding of how to effectively implement principles of public health and the use of health-related interventions.

Using Performance-Based Results to Improve Teaching and Learning

Results from performance-based assessment are an essential part of improving teaching and learning. They assist the educators in detecting knowledge deficiencies, altering the educational approach, and making sure that the objectives and outcomes are aligned. Students are given clear feedback that can be acted upon through the rubric, allowing development of self-awareness and self-improvement. This information can be used to make changes in the curriculum and report stations that have problems and need reinforcement. Moreover, outcomes encourage critical thinking and reflection, which is a crucial aspect in the study of nursing (Wong & Headrick, 2020). Trends can be utilized by the faculty to aid in ongoing quality improvement efforts and by the students to cultivate a deeper understanding and knowledge of real-life practice. They are evaluations that help foster trends that lead to intentional, data-driven improvements in student outcomes and effective practice.

An Application of the ADDIE Model

The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) was adopted in the development of this assessment. During the analysis phase, the targeted learner groups and the goal of the courses, as well as low learner achievement rates, prompted the need to target the underserved groups (Wahira et al., 2023). The C920 goals and results were aligned with authentic tasks for relevance and rigor in the design phase.

The development phase consisted of creating prompts with the help of Bloom’s Taxonomy to fit the needed levels of thinking. The following implementation considerations were given: easy student directions, assessment timeframes, and LMS incorporation. The assessment will be conducted through monitoring of student performance, collecting feedback, and analyzing the data to continuously enhance the assessment and teaching process.

References

Koretsky, M. D., McColley, C. J., Gugel, J. L., & Ekstedt, T. W. (2021). Journal of Engineering Education, 111(1), 185–213. https://doi.org/10.1002/jee.20436

McDonald, N., Aditya Johri, Ali, A., & Collier, A. H. (2025). Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. Computers in Human Behavior Artificial Humans, 3(6), 100121–100121. https://doi.org/10.1016/j.chbah.2025.100121

Othman, R. (2020).  Accounting Research Journal, ahead-of-print(ahead-of-print). https://doi.org/10.1108/arj-09-2020-0283

Verhoef, A. H., & Coetser, Y. M. (2021). Transformation in Higher Education, 6(1). https://doi.org/10.4102/the.v6i0.132

Analysis of the needs for developing the competence of elementary school supervisors through Analysis Design Development Implementation Evaluation (ADDIE) model – Test Repository. Unm.ac.id, 4(4). http://eprints.unm.ac.id/35601/1/Article%20Scopus%20Q2.pdf

Wong, B. M., & Headrick, L. A. (2020). Application of continuous quality improvement to medical education. Medical Education, 55(1), 72–81. https://doi.org/10.1111/medu.14351