NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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In the case of nursing education, it is helpful to determine whether or not learners are capable of doing certain actions. However, it should be focused, as well, that these two terms though often being analyzed within the same semantic domain, mean different in this case. In nursing education, evaluation is the assessment and review process of the NURS FPX 6111 Assessment 2 learner’s performance progress in a systematic and orderly manner to ensure that stated learning accomplishments meet the course objectives, knowledge, skills, and beliefs that the learner should embrace positively (Billings & Halstead, 2021). One useful element of this procedure is the application of the rubrics that provide such clear indications that the performance can be measured against. Education is a process of acquiring knowledge and attaining certain distinct capabilities which include; thinking, problem solving, decision making, the motor and perceptual skills, plus the acceptance of proper skills and beliefs.

NURS FPX 6111 Assessment 2  Steps in Assembling and Administering Tests

For a purpose of outlining the possibilities to assess specific learning outcomes tests is preferred, as the application of tests entails adherence of specific procedures in order to ensure efficiency, objectivity and fairness in assessment process. The first strategy entails determining the course learning outcomes that are to be covered by the test and ensuring that they are well anchored with the aforementioned course learning outcomes in addition to portraying the expected talents of the students. Next, test items are then developed with a view of aligning the already set learning outcomes by the use of forms such as multiple choices, short and essay questions, case concerns, and practical exercises depending on the type of learning objectives as postulated (Brookhart, 2020).

When working on the item development it is crucial to analyze the construction of the test items based on the learning outcomes criteria like clarity, relevance to the learning process, and correlation. General items should be related to what is taught in the class, should not be items that create prejudice or give a certain section of the learners an edge in the course. Moreover, more assessment must be made on the structure of the test according the numbers of items in the test items pool, distribution of the items, the cognitive demand, the accessibility and the time on taken and held by the learner to come up with a balanced and fair assessment of learning characteristics (K: Popham, 2019).

Click here to get NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

It is useful in a way that if the sample used is small within a group of students then the following may be realized; Such problems as misunderstanding of the instructions, inappropriateness of the items and format of the entire set and other related problems may easily be noticed. The results obtained from this pilot phase assist in grounding the corrective action required for the test and makes it ready for the targeted students in a fixed nucleus. supervision of the firms is important during the period of the tests to avoid any form of malpractice such as cheating and other form of inappropriate conducts and to ensure proper condition is afforded to every learner (Angelo & Cross, 2020).

Learning in the Three Domains of Learning

The assessment of learners in terms of relatively cognitive, psycho motor and affective dominances is one of the efficient strategies that could be utilized in a bid to attain the intended result of the nursing education. Nonetheless, it is possible to state that there are some deficiencies in the amount of knowledge, some unknowns, certain information which might be lacking, some questions unanswered and based on that, it is possible to define which aspects can be viewed as more or less uncertain and more or less suitably studied in order to supplement the assessment. NURS FPX 6111 Assessment 2 is the above classification of tests and within the cognitive domain, the most frequent tests are normally adapted for assessing Higher cognitive functions, which involve thinking, analysis, and recall.

If tests met, which are paper and pencil in nature like tests, quizzes etc, are used to measure the extent of learning that has occurred in the context of cognitive learning then one can proceed to ask if there is a dearth of good sources which can elicit out the amount of learning that the learners have captured without giving them those dry tests. Future research about new forms of assessment such as using scenarios that require the application of one or more forms of assessment, or situations reflecting patients’ status and symptoms, may enable the identification of the cognitive processes that go beyond pure memorization (Popham, 2019). As for the psychomotor domain, the assessments that are made have the purpose of analyzing motor skills as well. Specifically, clinical simulations and skill or knowledge checklists are well-documented as assessment indicators to determine the level of the psychomotor skills’ acquisition in the nursing curriculum.

Performance-Level Criteria