C921 Task 2: Assessment & Evaluation Strategies for Student Learning
Student Name
Western Governors University
C921 Assessment and Evaluation Strategies for Measuring Student Learning
Prof. Name
Date
C921 Task 2: Assessment & Evaluation Strategies for Student Learning
B1. How does each item in this assessment align with at least one Course Objective (CO) or Student Learning Outcome (SLO)?
Each assessment item is intentionally designed to evaluate student mastery of specific Course Objectives (COs) and Student Learning Outcomes (SLOs) related to community health nursing. The alignment ensures that assessment outcomes accurately reflect students’ knowledge, clinical reasoning, and application of theoretical concepts to real-world community health scenarios. The table below outlines the alignment of each question with its corresponding objective or outcome and explains how the item measures student learning.
| Question Number | Alignment to CO or SLO | Explanation of Alignment |
|---|---|---|
| 1 | Course Objective 1: Demonstrate the role of a community health nurse | This item assesses the student’s understanding of the community health nurse’s responsibility in educating patients about advance directives and end-of-life planning. |
| 2 | Course Objective 2: Analyze the impact of social determinants on community health | This question evaluates knowledge of patient rights in emergency care, with emphasis on legal protections such as the Emergency Medical Treatment and Labor Act (EMTALA). |
| 3 | Course Objective 1 | Students demonstrate comprehension of the distinct roles of nurses in home health versus hospice care, a core function of community-based nursing practice. |
| 4 | Course Objective 1 | This item examines students’ understanding of eligibility criteria for hospice care, reinforcing clinical decision-making responsibilities of community health nurses. |
| 5 | Course Objective 1 | The question further evaluates hospice eligibility while emphasizing the nurse’s role in educating patients and families during care transitions. |
| 6 | Student Learning Outcome 1: Identify vulnerable populations within the community | This item measures the student’s ability to recognize populations at increased risk due to social, economic, or health-related factors. |
| 7 | Course Objective 2 | Ethical and legal dimensions of EMTALA are assessed, reinforcing accountability and advocacy roles of nurses in community settings. |
| 8 | Student Learning Outcome 1 | This question focuses on defining and identifying vulnerability within diverse community populations. |
| 9 | Course Objective 2 | Students demonstrate awareness of how social determinants such as income, education, and housing influence health outcomes. |
| 10 | Student Learning Outcome 2: Describe vulnerable population needs | This item evaluates understanding of ethical responsibilities and protective strategies for meeting the needs of vulnerable populations. |
Collectively, these aligned items ensure that the assessment comprehensively measures foundational competencies required for effective community health nursing practice.
B2. How will assessment results, including constructive feedback, be communicated to students?
Assessment results will be made available through the institution’s secure student learning portal within one hour following completion of the assessment. Students will receive an automated email notification confirming grade availability and encouraging them to reach out to the instructor for clarification or academic support.
In addition to electronic feedback, the first 15 minutes of the subsequent face-to-face class session will be dedicated to reviewing assessment questions and rationales. This structured review allows students to clarify misconceptions, reinforce correct reasoning, and engage in reflective learning discussions.
Pass/Fail Criteria
A minimum score of 70% is required to successfully pass the assessment. This corresponds to correctly answering at least 7 out of 10 questions and aligns with institutional policy requiring a grade of C or higher for course progression and completion.
B3. What assessment theory, concept, or principle guided the design of this assessment?
The assessment is guided by Cognitive Learning Theory, which emphasizes the role of prior knowledge, experience, and active information processing in learning. According to this theory, learners construct meaning by integrating new information with existing cognitive frameworks, enabling deeper understanding and application (Billings & Halstead, 2020).
The assessment design promotes higher-order thinking by requiring students to analyze clinical scenarios, interpret legal and ethical principles, and apply theoretical knowledge to community health contexts. By incorporating real-world nursing experiences and reflective components, the assessment supports synthesis of theory and practice. This approach aligns with the goal of developing critical thinking and clinical judgment skills essential for professional nursing practice.
B4. What procedures will ensure test security for this assessment?
Test security is maintained through a combination of preventive, detection, and response strategies designed to protect assessment integrity.
Prevention measures include restricting access to the assessment until the scheduled class time through a secure testing platform. A unique access code is distributed at the start of the session, preventing unauthorized early entry. Although the test is open-book, the limited time allotment minimizes opportunities for extensive searching.
Detection strategies involve automated monitoring by the testing software. Any attempt to exit the secure testing environment triggers immediate alerts and locks the assessment.
Response protocols dictate that students found engaging in academic dishonesty will receive an automatic failure for the assessment and may be subject to further disciplinary action in accordance with institutional policies and administrative review.
B5. What potential barrier could arise in an online testing environment, and how does the assessment design address it?
A primary barrier in online testing environments is inconsistent internet connectivity, which can disrupt access to testing platforms and affect student performance. To mitigate this risk, students are provided with clear technical instructions and direct contact information for institutional IT support prior to the assessment.
Additionally, the instructor remains available during the testing period to address immediate concerns. The concise length of the assessment further reduces the likelihood that temporary connectivity disruptions will significantly impact completion.
B6. What analytical methods and statistics will be used to evaluate assessment results?
The assessment is analyzed using established psychometric methods to evaluate item quality and overall test effectiveness (McDonald, 2018). These methods support data-driven decision-making for instructional improvement.
Item difficulty is assessed using the p-value, which ranges from 0.00 to 1.00. Optimal difficulty levels fall between 0.30 and 0.70, indicating appropriate challenge without excessive difficulty or ease.
Item discrimination is measured using the Point Biserial Index (PBI), with values ranging from -1.00 to +1.00. Higher positive values indicate stronger differentiation between high- and low-performing students.
Test-level reliability is evaluated using the Kuder-Richardson Formula 20 (KR-20). Reliability coefficients above 0.70 indicate consistent measurement of student learning outcomes, particularly for assessments with dichotomous scoring formats.
B7. What factors might contribute to poor assessment outcomes such as low pass rates, low item discrimination, or low test reliability?
Several factors may negatively influence assessment performance. Low pass rates often result from poorly worded or ambiguous items that obscure intended meaning, even for well-prepared students (McDonald, 2018).
Low item discrimination occurs when questions are uniformly too easy or excessively difficult, preventing meaningful differentiation among performance levels.
Low test reliability may stem from misalignment between test items and course content, excessive test length, or disproportionate inclusion of extreme-difficulty questions. Addressing these factors is essential for maintaining assessment validity and fairness.
B8. What is the improvement plan based on assessment results?
A structured improvement plan is essential for maintaining high-quality assessments and supporting continuous improvement. Both short-term and long-term strategies are outlined below.
| Aspect | Short-Term Actions | Long-Term Actions |
|---|---|---|
| Item Discrimination | Revise or remove poorly performing items; provide bonus opportunities if needed | Implement systematic peer and departmental reviews using item analysis data |
| Test Reliability | Exclude inconsistent or flawed questions | Conduct regular alignment reviews with COs and SLOs |
| Item Difficulty | Adjust or eliminate questions that are too easy or too difficult | Apply ongoing pre-test analysis and refinement before administration |
Continuous peer review and analytic evaluation ensure that assessments remain rigorous, fair, and aligned with learning objectives.
B9. How can objective assessment results improve teaching strategies and student learning?
Objective analysis of assessment data enables the nurse educator to identify instructional strengths and gaps in student learning. Items demonstrating strong discrimination and appropriate difficulty are retained, while underperforming items are revised or removed.
Assessment results inform instructional adjustments, including pacing, content emphasis, and selection of teaching strategies. Consideration of diverse learning needs—such as language proficiency, learning styles, and access to technology—enhances inclusivity and equity.
Furthermore, assessment findings support the integration of formative assessments, interactive discussions, and experiential learning activities throughout the course. These data-driven refinements ultimately improve teaching effectiveness and promote student achievement of course objectives.
References
Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
McDonald, M. E. (2018). The nurse educator’s guide to assessing learning outcomes (4th ed.). Jones & Bartlett Learning.
Halstead, J. A. (2020). Teaching in nursing: A guide for faculty. Elsevier.