Module Components

• Overview
• Assignments

Topics

• Assessing Learning Outcomes
• Testing
• Competency Assessment
• Learning Contracts
• Portfolios
• Conclusion

Nurs 791 - Instructional Strategies and Assessment

Module 8: Assessing Learning

Testing

A knee-jerk response to how to assess learning outcomes is typically – “give a test” which is most frequently used. Is a test always a good answer?

Consider the many types of domains of learning objectives, such as cognitive, affective, and/or psychomotor objectives. Consider that a test is a one shot deal, rather than allowing for an accumulation of information about a learner over a period of time such as during a course or program. Yes, several tests administered over a period of time could assist with accumulating data over time.

Assessments can be formative or summative. A quiz administered at one point during a learning experience, such as a module or course, is a formative assessment as it occurs while the learning is in progress. Alternatively, tests administered at the conclusion of a learning experience, such as the “final” exam, or licensure examination at the end of a health professional program, are referred to as summative.

As you will see as you continue through this section of the course, there are many types of tests. For example, some are considered to be “objective” in that the test is constructed to provide highly structured responses that the learner selects from those presented by test items; in these the correct answer has been pre-determined so that scoring is readily accomplished. Such tests could include true-false, multiple-choice, matching, sentence completion or other forced-choice responses.

Other tests are considered to be more “subjective” in that the responses are not presented to the learner, but written in and could include short answer and essay types. While the exact content of the essay types is not precisely pre-determined, there is an objective plan for scoring that includes elements of the response that must be present to be “correct” or to attain a particular score.

Another way to consider different types of tests is by the route of administration. Many tests are “paper-and-pencil”; others are administered by computer. Some are administered via an interview format either in-person or via telephone. Others are observational and require capturing of the responses by someone actually observing either in-person or using an apparatus such as a microscope or video camera.

As you learn more about tests in this course, be aware that in both your learner and teacher roles, there are standards and guidelines in testing about which one must be aware. In the back of the Oermann and Gaberson text, you will find the following helpful information: 1) the Code of Fair Testing Practice in Education; 2) the National League for Nursing Fair Testing Guidelines for Nursing Education; 3) Code of Professional Responsibilities in Educational Measurement; and 4) Standards for Teacher Competence in educational Assessment of Students.

As you review these documents, you will want to consider the implications for you as a teacher. You will likely become increasingly aware of how important it is that some knowledge of tests, their development, use, and interpretation be a part of your preparation for a teaching role.