by Jawhrah Alqahtani, Emily Burritt, Christina Otswald & Stephanie Randazzo
Norm-Referenced Tests (NRTs)
Standardized tests that are used to rank and compare students’ performance in relation to other students that have taken the same test (Billings & Halstead, 2012). NRTs are based on a measurement of content according to a table of specifications that have been predetermined (Billings & Halstead, 2012). Also, these tests clarify whether students performed better or worse than average student, which is measured by comparing scores against the performance results of statistically selected group of students who have already taken the test (Billings, & Halstead, 2012). NRTs can be used for grading purposes and the results of these tests are shown in percentages or a grade equivalent score (Billings & Halstead, 2012). Examples of an NRT are: Scholastic Aptitude Test (SAT), Test of Essential Academic Skills (TEAS), American College Test (ACT).
Criterion-Referenced Test (CRTs)
CRTs are used to measure students’ performance compared to learning standards or set criteria and determine if student has met a certain skills (Billings & Halstead, 2012). CRTs are descriptions of what learners are expected to learn or be able to perform at a certain level of their educational experience (Billings & Halstead, 2012). Also, these tests are used to assess students’ performance and understanding before or after education session (Billings, & Halstead, 2012).This is type of test is useful to measure a student’s mastery of certain skills or subject matter (Billings & Halstead, 2012). CRTS are frequently used to ensure the level of safety in nursing education safety such as calculation drug dosage (Billings & Halstead, 2012). The grades of these tests are usually expressed as percentage. Examples of these tests are: National Council Licensure Examination (NCLEX) and final written exam.
Check out this link: MEASUREMENT AND EVALUATION: CRITERION- VERSUS NORM-REFERENCED TESTING. http://www.edpsycinteractive.org/topics/measeval/crnmref.html
Check out this link: MEASUREMENT AND EVALUATION: CRITERION- VERSUS NORM-REFERENCED TESTING. http://www.edpsycinteractive.org/topics/measeval/crnmref.html
Links:
1. Link: Texas Tech University Teaching, Learning, & Professional Development/How Do I Create Tests for my Students? http://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/createtests.php
This website provides detailed information on How to Identify Course Goals, Determine Test Structure and Design, Advantages and Disadvantages of Commonly Used Types of Achievement Test Items, Test Composition, Test length, and Validity & reliability. It provides guidelines and tips for test construction and grading that help educators to write effective test questions and select appropriate method for evaluations. It offers teaching consultations and detailed feedback for faculty members, instructors and teaching assistants to improve the quality of their teaching. It also includes link to other online resources such as Writing Test Questions, Learning and Teaching Assessment, and, Assessment: Rubrics, Validity & Reliability.
2. Link: Purdue University Center for Instructional Excellence/Test Construction & Grading.
http://www.purdue.edu/cie/teachingtips/construction_grading/index.html
This website provides tips, guidelines, and resources for test construction and grading. It also provides information on how to write test questions and align the tests with the learning outcomes that help educators to create test questions based on the predetermined learning objectives of the course .It includes links to other educator resources and Words of Wisdom for the educators.
This website provides detailed information on How to Identify Course Goals, Determine Test Structure and Design, Advantages and Disadvantages of Commonly Used Types of Achievement Test Items, Test Composition, Test length, and Validity & reliability. It provides guidelines and tips for test construction and grading that help educators to write effective test questions and select appropriate method for evaluations. It offers teaching consultations and detailed feedback for faculty members, instructors and teaching assistants to improve the quality of their teaching. It also includes link to other online resources such as Writing Test Questions, Learning and Teaching Assessment, and, Assessment: Rubrics, Validity & Reliability.
2. Link: Purdue University Center for Instructional Excellence/Test Construction & Grading.
http://www.purdue.edu/cie/teachingtips/construction_grading/index.html
This website provides tips, guidelines, and resources for test construction and grading. It also provides information on how to write test questions and align the tests with the learning outcomes that help educators to create test questions based on the predetermined learning objectives of the course .It includes links to other educator resources and Words of Wisdom for the educators.
NCLEX stands for National Counsel Licensure Examination and is regulated by the National Counsel of State Boards of Nursing. The NCLEX is the licensing exam that all nurses must pass in order to be registered with their state Office of Professions. This allows the individual to practice as a nurse. It is a computerized adaptive test (CAT) that can range from 75 to 265 questions (NCSBN, 2015). Fifteen questions are pretest questions and are not graded as part of the exam (NCSBN, 2015). These are used to gauge the difficulty level of test questions (NCSBN, 2015). The CAT’s purpose is to gauge the ability of the individual at the entry-level (NCSBN, 2015). It re-evaluates the individual’s ability after every question is answered in order to provide appropriate questions for the individual, not candidates as a whole (NCSBN, 2015). There is a 6-hour time limit for the individual sitting for licensure to complete the examination (NCSBN, 2015). The tutorial, sample questions, breaks, and the examination must all be completed within this 6-hour time limit (NCSBN, 2015).
The test is written for entry-level nurses and is reviewed every 3 years for application (NCSBN, 2015). The test questions are written using Bloom’s taxonomy and are written at varying cognitive levels, particularly the higher levels (NCSBN, 2015). Job related knowledge and skills for safe entry-level practice are categorized into test questions (NCSBN, 2015). The examination is broken up into four main categories based on client needs (NCSBN, 2015). These are then divided into subcategories (NCSBN, 2015). The categories are safe and effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity (NCSBN, 2015). The subcategories are management of care, safety and infection control, basic care and comfort, pharmacological and parenteral therapies, reduction of risk potential, and physiological adaptation (NCSBN, 2015). Test questions are mostly in multiple-choice format; however there may be test items that include multiple response, fill-in-the-blank, order response, and hot spot (NCSBN, 2015). Graphics, videos, sounds, tables, and charts may also be present (NCSBN, 2015).
The test is written for entry-level nurses and is reviewed every 3 years for application (NCSBN, 2015). The test questions are written using Bloom’s taxonomy and are written at varying cognitive levels, particularly the higher levels (NCSBN, 2015). Job related knowledge and skills for safe entry-level practice are categorized into test questions (NCSBN, 2015). The examination is broken up into four main categories based on client needs (NCSBN, 2015). These are then divided into subcategories (NCSBN, 2015). The categories are safe and effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity (NCSBN, 2015). The subcategories are management of care, safety and infection control, basic care and comfort, pharmacological and parenteral therapies, reduction of risk potential, and physiological adaptation (NCSBN, 2015). Test questions are mostly in multiple-choice format; however there may be test items that include multiple response, fill-in-the-blank, order response, and hot spot (NCSBN, 2015). Graphics, videos, sounds, tables, and charts may also be present (NCSBN, 2015).
Article 1: Improved Class Preparation and Learning Through Immediate Feedback in Group Testing for Undergraduate Nursing Students
Upon searching for literature on the topic of testing in pre-licensure nursing programs many recent and relevant articles on the topic of collaborative group testing resulted. In light of this, it was chosen to summarize an article on this topic. The article discusses a collaborative testing technique where students were assigned groups for testing. The process for the test taking begins with each student taking the test individually, and then when all are finished going over the answers as a group. The students would then have a ‘master’ scratch off test where they would select the answer chosen as a group and would immediately get feedback if the answer was right or wrong once the form was scratched off. If the form revealed that the scratched answer was wrong, students would have to opportunity to collaborate again and attempt to chose the right answer for less awarded points. Comparison to classes taking tests in the traditional style revealed higher test scores with the group testing. Upon surveying the students to see how they felt about the group test is was found that students felt as though they came more prepared as they did not want to be a burden on the group and also learned much more from discussing the answer out loud and critically thinking as a group. Students felt that the immediate feedback allowed them to learn more as they did not have to try to remember what was on the test and look up the correct answer later, they were able to do this right away in collaboration with their peers. Suggestions for further research include if this style of testing impacts NCLEX scores and long-term retention was indeed improved.
Upon searching for literature on the topic of testing in pre-licensure nursing programs many recent and relevant articles on the topic of collaborative group testing resulted. In light of this, it was chosen to summarize an article on this topic. The article discusses a collaborative testing technique where students were assigned groups for testing. The process for the test taking begins with each student taking the test individually, and then when all are finished going over the answers as a group. The students would then have a ‘master’ scratch off test where they would select the answer chosen as a group and would immediately get feedback if the answer was right or wrong once the form was scratched off. If the form revealed that the scratched answer was wrong, students would have to opportunity to collaborate again and attempt to chose the right answer for less awarded points. Comparison to classes taking tests in the traditional style revealed higher test scores with the group testing. Upon surveying the students to see how they felt about the group test is was found that students felt as though they came more prepared as they did not want to be a burden on the group and also learned much more from discussing the answer out loud and critically thinking as a group. Students felt that the immediate feedback allowed them to learn more as they did not have to try to remember what was on the test and look up the correct answer later, they were able to do this right away in collaboration with their peers. Suggestions for further research include if this style of testing impacts NCLEX scores and long-term retention was indeed improved.
Article 2: Improved NCLEX Preparation and Laying the Groundwork for NCLEX Success
The outcome desired by any student entering a pre-licensure nursing program is to become a nurse. To this end, each student must pass their resident state boards for nursing known as the National Council Licensure Exam (NCLEX). Students that put the hours, energy, and capital into nursing school want to be successful. Students that put the time, money, and effort into education and do not pass the NCLEX do not become nurses. Unsuccessful attempts at passing the NCLEX may lead the student to have feelings of decreased self-worth and find themselves with less than anticipated income as he or she will not qualify for nursing job opportunities. The ultimate outcome desired by faculty educating pre-licensure nursing students is successful completion of the NCLEX so that students become licensed nurses. Faculty within a nursing program and college are co-stakeholders for the success of their students on the NCLEX. The nursing program ranking and reputation; including a component of accreditation process for the nursing program, depend upon the rate at which students pass the NCLEX. Passing the NCLEX is stressful for students and the overall pass rate is stressful for faculty as well.
Tests or exams are employed by nursing faculty throughout the nursing curriculum as a measure of how well students are learning the required material in order to progress throughout the program. Tests serve as both formative and summative feedback so that faculty can narrow their focus or change teaching strategies if they detect that students may need remediation, and students can zero in on what they need to learn as well. One article discusses a test method used by some schools of nursing called “predictor” tests (Cox-Davenport, R. & Phelan, J., 2015). These tests are given at the end of the nursing program as the sole measure to determine if students should be allowed to sit for the NCLEX (Cox-Davenport, R., & Phelan, J.2015). In order to increase the coveted board pass rate, these nursing programs would withhold the names of students that completed the entire program if they did not score well on the predictor test (Cox-Davenport, R., & Phelan, J.2015).The consequence of low scores on the predictor tests is delayed release of student names until an additional semester of NCLEX preparation is completed (Cox-Davenport, R., & Phelan, J., 2015). This method could be thought unethical as not releasing all students to sit for the exam skews the board pass rate and gives a false rating of their program. From the student’s point of view, these predictor test could be believed punitive and facilitate high test-taking anxiety because their lives are seriously affected if they do not score well (Cox-Davenport, R., & Phelan, J., 2015).
Cox-Davenport & Phelan posit that it is more complicated than one predictor test when deciding what nursing students should sit for the NCLEX, and active engagement in study methods leads to better outcomes (2015). This duo decided to change the paradigm of predictor tests and set out to find a more positive and formative student –centered approach to achieving and determining NCLEX readiness (Cox-Davenport, R., & Phelan, J., 2015). A method called Adaptive Quizzing Systems (AQS) was implemented instead; to help students to pinpoint their own learning needs and inform faculty as well. AQS is a self-study tool that gives immediate individual feedback and allows the learner to zero-in on content-based areas where they need to focus efforts. The AQS interactive testing computer program covers a wide range of nursing concepts and actual practice scenarios. The AQS allows faculty to assign subject areas based on current course content. Both students and faculty benefit from the feedback this active study method provides. The authors found that the students used the tool more than assigned and outcomes, including the NCLEX pass rate; improved (Cox-Davenport, R., & Phelan, J., 2015).
The outcome desired by any student entering a pre-licensure nursing program is to become a nurse. To this end, each student must pass their resident state boards for nursing known as the National Council Licensure Exam (NCLEX). Students that put the hours, energy, and capital into nursing school want to be successful. Students that put the time, money, and effort into education and do not pass the NCLEX do not become nurses. Unsuccessful attempts at passing the NCLEX may lead the student to have feelings of decreased self-worth and find themselves with less than anticipated income as he or she will not qualify for nursing job opportunities. The ultimate outcome desired by faculty educating pre-licensure nursing students is successful completion of the NCLEX so that students become licensed nurses. Faculty within a nursing program and college are co-stakeholders for the success of their students on the NCLEX. The nursing program ranking and reputation; including a component of accreditation process for the nursing program, depend upon the rate at which students pass the NCLEX. Passing the NCLEX is stressful for students and the overall pass rate is stressful for faculty as well.
Tests or exams are employed by nursing faculty throughout the nursing curriculum as a measure of how well students are learning the required material in order to progress throughout the program. Tests serve as both formative and summative feedback so that faculty can narrow their focus or change teaching strategies if they detect that students may need remediation, and students can zero in on what they need to learn as well. One article discusses a test method used by some schools of nursing called “predictor” tests (Cox-Davenport, R. & Phelan, J., 2015). These tests are given at the end of the nursing program as the sole measure to determine if students should be allowed to sit for the NCLEX (Cox-Davenport, R., & Phelan, J.2015). In order to increase the coveted board pass rate, these nursing programs would withhold the names of students that completed the entire program if they did not score well on the predictor test (Cox-Davenport, R., & Phelan, J.2015).The consequence of low scores on the predictor tests is delayed release of student names until an additional semester of NCLEX preparation is completed (Cox-Davenport, R., & Phelan, J., 2015). This method could be thought unethical as not releasing all students to sit for the exam skews the board pass rate and gives a false rating of their program. From the student’s point of view, these predictor test could be believed punitive and facilitate high test-taking anxiety because their lives are seriously affected if they do not score well (Cox-Davenport, R., & Phelan, J., 2015).
Cox-Davenport & Phelan posit that it is more complicated than one predictor test when deciding what nursing students should sit for the NCLEX, and active engagement in study methods leads to better outcomes (2015). This duo decided to change the paradigm of predictor tests and set out to find a more positive and formative student –centered approach to achieving and determining NCLEX readiness (Cox-Davenport, R., & Phelan, J., 2015). A method called Adaptive Quizzing Systems (AQS) was implemented instead; to help students to pinpoint their own learning needs and inform faculty as well. AQS is a self-study tool that gives immediate individual feedback and allows the learner to zero-in on content-based areas where they need to focus efforts. The AQS interactive testing computer program covers a wide range of nursing concepts and actual practice scenarios. The AQS allows faculty to assign subject areas based on current course content. Both students and faculty benefit from the feedback this active study method provides. The authors found that the students used the tool more than assigned and outcomes, including the NCLEX pass rate; improved (Cox-Davenport, R., & Phelan, J., 2015).