YNM1 — YNM1 TASK 1: DEVELOPING FORMATIVE ASSESSMENTS ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING — C921 PRFA — YNM1 Preparation Task Overview Submissions Evaluation Report COMPETENCIE
YNM1 — YNM1 TASK 1: DEVELOPING FORMATIVE ASSESSMENTS
ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING — C921 PRFA — YNM1
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7056.1.1 : Validate Measurement of Student Learning
The learner validates the theories, concepts, and principles used to assess, evaluate, and measure student learning in various educational settings.
7056.1.2 : Propose Assessment Strategies and Implementation Plans
The learner proposes assessment strategies and implementation plans based on the principles of effective assessment design.
7056.1.3 : Develop Assessments
The learner develops performance-based and objective assessments useful for measuring the knowledge and skills applicable to real-world scenarios.
INTRODUCTION
The work of a nurse educator does not end after teaching materials have been designed, developed, and delivered to students. In any learning environment, it is necessary to evaluate the impact of those teaching materials on student learning. Assessment is the process of gathering data in order to evaluate and make decisions regarding student learning.
There are many approaches to measuring student acquisition of knowledge, skills, attitudes, and behaviors. A successful nurse educator will rely on the full breadth of evidence-based assessment theories and strategies to design an assessment implementation plan that is most appropriate for their setting. After designing an assessment tool, nurse educators must construct it using best practices to support reliability, validity, and fairness. Once designed and implemented, data gathered by the assessment must be analyzed using rigorous methods to evaluate student performance. Finally, the results of this analysis must be used to continually improve both the assessment tool and the teaching materials.
Note: You must submit and pass C920 before submitting tasks in C921.
SCENARIO
You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population.
The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created two of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.
In this task, you will choose one of the modules you created in C920 and develop a formative assessment intended to measure student progress and identify potential areas for improvement as the student progresses through the module.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
The completed template (sections A) should be submitted as a separate attachment from the narrative paper (sections B); both submitted at the same time.
A. Design and develop a formative assessment for your chosen module using the attached “Formative Assessment Template” by doing the following:
1. Develop student-facing instructions, including the following:
• duration of the assessment
• how to complete the assessment
• what resources may be used
2. Develop a formative assessment activity that includes items aligned with each course objective and student learning outcome in the module.
3. Design an assessment blueprint by doing the following:
a. Identify the type of assessment.
b. Briefly describe the purpose of the assessment.
c. Identify the module title, two course objectives, and two student learning outcomes (developed in C920) for the chosen module.
d. Identify the Bloom’s taxonomy domain (cognitive, psychomotor, affective) and level of each course objective and student learning outcome.
e. Show the alignment of each formative assessment item with at least one course objective or student learning outcome in the module (use the table in the attached “Formative Assessment Template”).
Note: All course objectives and student learning outcomes must align with at least one prompt/assessment item.
B. Describe the elements of your assessment by doing the following:
Note: A formal narrative paper will be submitted that includes parts B1 through B4.
1. Describe how each item in this assessment activity aligns with at least one course objective or student learning outcome in the module as presented in A3e.
2. Describe the immediate feedback that will be given on the assessment to guide the student in developing areas for remediated learning.
3. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.
4. Describe a potential barrier to implementing this assessment in the online environment and how your assessment design choices will minimize its impact.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:ASSESSMENT INSTRUCTIONS
NOT EVIDENT
Assessment instructions are not provided.
A2:FORMATIVE ASSESSMENT
NOT EVIDENT
A formative assessment is not provided.
A3A:TYPE OF ASSESSMENT
NOT EVIDENT
The type of assessment is not provided.
A3B:PURPOSE OF ASSESSMENT
NOT EVIDENT
A description of the purpose of the assessment is not provided.
APPROACHING
COMPETENCE
Assessment instructions do not include each of the given ele ments or fail to provide suffi cient information for the aver age reader to complete the as sessment without further clarification.
APPROACHING
COMPETENCE
The formative assessment is missing prompts, items, answer keys, or other information nec essary to administer the assessment.
APPROACHING
COMPETENCE
The submission does not accu rately identify the type of assessment.
APPROACHING
COMPETENCE
The submission does not accu rately describe the purpose of the assessment.
COMPETENT
Assessment instructions include each of the given elements and provide enough information for the average reader to complete the assessment without further clarification.
COMPETENT
The formative assessment in cludes all prompts, items, answer keys, and any other information needed to administer the assessment.
COMPETENT
The submission accurately iden tifies the type of assessment.
COMPETENT
The submission accurately de scribes the purpose of the assessment.
A3C:THE MODULE TITLE, COURSE, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
NOT EVIDENT
The module title, course objec tives, and student learning out comes are not provided.
A3D:DOMAIN AND LEVEL
NOT EVIDENT
Domain and levels are not
provided.
A3E:ASSESSMENT ALIGNMENT
NOT EVIDENT
The alignment is not provided.
B1:ALIGNMENT
NOT EVIDENT
A description of alignment is not provided.
APPROACHING
COMPETENCE
The submission does not iden tify the module title, 2 course objectives, or 2 student learning outcomes for the chosen module.
APPROACHING
COMPETENCE
The submission identifies do mains or levels that are inconsis tent with Bloom’s taxonomy or do not align to the course objec tives and learning outcomes of the given module.
APPROACHING
COMPETENCE
The submission does not show alignment of 1 or more items with 1 or more course objectives or student learning outcomes. Or 1 or more course objectives or student learning outcomes are not aligned to at least 1 item.
APPROACHING
COMPETENCE
The submission does not logi cally describe how 1 or more items in the assessment activity align with a course objective or student learning outcome.
COMPETENT
The submission identifies the module title, 2 course objectives, and 2 student learning outcomes for the chosen module.
COMPETENT
The submission identifies do mains and levels that are consis tent with Bloom’s taxonomy and align to the course objectives and learning outcomes of the given module.
COMPETENT
The submission shows alignment of each item with at least 1 course objective or student learning outcome. All course ob jectives and student learning out comes are aligned to at least 1 item.
COMPETENT
The submission logically de scribes how each item in the as sessment activity aligns with a course objective or student learning outcome.
B2:FEEDBACK
NOT EVIDENT
A description of the feedback is not provided.
APPROACHING
COMPETENCE
The feedback does not provide students with a clear under standing of their current state of learning, or the feedback does not explain why a given re sponse is correct or incorrect. Or the feedback does not help students understand what they should focus on based on their performance.
COMPETENT
The feedback provides students with a clear understanding of their current state of learning and explains why a given re sponse is correct or incorrect. The feedback helps students un derstand what they should focus on based on their performance.
B3:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE
NOT EVIDENT
A description of an assessment theory, concept, or principle that guided design choices is not
provided.
B4:POTENTIAL IMPLEMENTATION BARRIERS
NOT EVIDENT
A description of a potential im plementation barrier is not
provided.
C:SOURCES
APPROACHING
COMPETENCE
The description is inaccurate or does not describe the theory, concept, or principle in context of the specific assessment de sign choices.
APPROACHING
COMPETENCE
The description inaccurately presents how the online envi ronment could hinder imple
mentation of the assessment or does not make a reasonable case for why specific design choices will aid in implementing the as sessment in the online
environment.
COMPETENT
The description accurately sum marizes an assessment theory, concept, or principle in the con text of specific design choices for this assessment.
COMPETENT
The description accurately presents how the online environ ment could hinder implementa tion of the assessment and makes a reasonable case for why spe cific design choices will aid in im plementing the assessment in the online environment.
NOT EVIDENT APPROACHING COMPETENCE
COMPETENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.
SUPPORTING DOCUMENTS Formative Assessment Template_0724.docx