nr523 assignment - Week 5: Developing a Test Blueprint-Based Exam 2019 jan

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nr523 assignment - Week 5: Developing a Test Blueprint-Based Exam 2019 jan

Question # 00713810 Posted By: spqr Updated on: 01/07/2019 12:46 PM Due on: 01/11/2019

Subject Sociology Topic Classical Sociology Tutorials:

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Week 5: Developing a Test Blueprint-Based Exam

Purpose:

This assignment is designed to provide the MSN student the opportunity to apply Bloom’s Revised Taxonomy to the development of a test blueprint as well as the construction of test items. Using the provided information about a course, the MSN student will developed a test blueprint that reflects Bloom’s Revised Taxonomy at a minimum of 4 different cognitive levels including the higher level. From this test blueprint, the MSN student will then develop multiple choice and alternative formatted test items.

Course Outcomes:

This assignment enables the student to meet the following course outcomes:

CO1: Employ evidence-based assessment and evaluation strategies that are appropriate for culturally diverse learners. (POs 1, 3, 5)

CO2: Demonstrate care, professional and ethical values with application of assessment and evaluation processed to enhance scholarship, teaching, and learning outcomes. (POs 2, 4)

CO3: Apply measurement theory to the research process, construction and use of evidence-based educational evaluation instruments. (POs 4, 5)

Due Date: Sunday 11:59 PM MT at the end of Week Five

Total Points Possible: 225 points

Requirements

Description of the Assignment

For this assignment, the MSN student will used the following course titled “Comfort Care of Adults” and the identified course outcomes.

Course Description: Comfort Care of Adults

Emphasis is on delivery of comfort care to adult clients experiencing acute alterations in health. Students will assess client needs, plan appropriate interventions based on evidence, implement interventions according to accepted standards of nursing care and evaluate effectiveness of care though an evidenced based nursing framework.

Course Objectives:

Incorporates knowledge from the biological and behavioral sciences, and the liberal arts to plan for care of clients.
Applies knowledge of lifespan development, culture, and economic status to provide holistic care to clients with specific alterations in health.
Utilizes the nursing process as a framework for decision making in caring for adult clients in acute care settings.
Demonstrates competence in calculating medication dosages.
Prioritize evidence based practices for incorporation in the plan of care of clients with alterations in health.

Based on the above information, develop a test blueprint for one possible module in the above course. Modules could be on a specific disease or process (i.e. respiratory diseases, post-op patients, etc.) or on medication administration. You could also focus on an age group (i.e. commonly occurring health alterations of elderly).

Criteria for Content

Development of test blueprint: In this section, the MSN student will develop a test blueprint for one module in the “Comfort Care of Adults” course. Please use the Test Blueprint Template located in Course Resources. The required sections are noted to be:
- Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template)
- Allot points for each content area for the appropriate verb (i.e. column heading)
- Total points for each row and column

Development of multiple choice items: In this section, the MSN student will develop multiple choice test items consistent with the cognitive levels of the developed test blueprint. The require sections are noted to be:
- Ten multiple choice items are consistent with the test blueprint cognitive level
- Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy
- Identify the Course Outcome and content area that the test item refers to
- Wording of the STEM is consistent with the identified cognitive level and item writing best practices
- Wording of options/distractors are consistent with item writing best practices

Development of alternative items: In this section, the MSN student will develop alternative test items consistent with the cognitive levels of the developed test blueprint. The required elements for this section are noted to be:
- Five (5) alternative test items are constructed
- At least two different types of alternative test items are presented
- Each alternative item is identified as to its item type
- Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy
- Identify the Course Outcome and content area that the test item refers to
- Wording of the alternative item is consistent with best practices for item writing

Preparing the Assignment

Criteria for Format and Special Instructions

When allotting points for each content area to the verb (i.e. column heading), decide which course outcome verb is most important for the content area and then assignment more points. For example if you think that Course Outcome verb #2 is more important than Course Outcome verb #1, you would allot more points to Course Outcome verb #2. Please note: you do NOT have to allot points to each cell.
The examination that the MSN student is preparing is a 75 point test. You will be writing 15 test items so each item it worth 5 points.
The assignment requires the use of the Test Blueprint Template located in Course Resources.
Fifteen test items must be developed by the MSN student. The items must consistent with the cognitive level noted in the test blueprint.
Of the fifteen items, 10 (ten) must be multiple choice questions each with a stem and 4 (four) options/distractors. The remaining 5 (five) items must be alternative test items (i.e. true/false, fill-in-blank, etc.). Within the 5 (five) alternative test items, 2 (two) different types of alternative items must be demonstrated.
A reference list is not needed unless a citation is provided, which is not expected.
Title page, running head, body of paper, and reference page (if needed) must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy. A Similarity Index of 24% or less must be obtained; this is the benchmark for CCN graduate nursing students. Any other level of similarity index requires the student to revise the assignment before the due date and time. To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by faculty. If a TurnItin™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.

Directions and Assignment Criteria

Assignment Criteria	Points	%	Description
Development of test blueprint	40	18	Required content for this section includes: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column
Development of multiple choice items	100	44	Required content for this section includes: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices Wording of options/distractors are consistent with item writing best practices
Development of alternative items	75	33	Required content for this section includes: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing
APA Format (6th edition)	10	4	Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. One deduction for each type of APA style error
Writing Mechanics	10	4	Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.
Total	225	100 %

Grading Rubric

Assignment Criteria	Exceptional (100%) Outstanding or highest level of performance	Exceeds (88%) Very good or high level of performance	Meets (80%) Competent or satisfactory level of performance	Needs Improvement (38%) Poor or failing level of performance	Developing (0) Unsatisfactory level of performance
Content Possible Points = 205 Points
Development of test blueprint	40 Points	35 Points	32 Points	15 Points	0 Points
Development of test blueprint	Presentation of information was exceptional and included all of the following elements: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column	Presentation of information was good, but was only partially demonstrated in places; all elements were present: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column	Presentation of information was minimally demonstrated in the all of the following elements: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column	Presentation of information in one of the following elements fails to meet expectations: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column	Presentation of information is unsatisfactory in two or more of the following elements: Identification of 5 content areas to be placed in the Test Blueprint Template (See Course Resources for the template) Allot points for each content area for the appropriate verb (i.e. column heading) Total points for each row and column
Development of multiple choice items	100 Points	88 Points	80 Points	38 Points	0 Points
Development of multiple choice items	Presentation of information was exceptional and included all of the following elements: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices Wording of options/distractors are consistent with item writing best practices	Presentation of information was good, but was only partially demonstrated in places; all elements were present: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices Wording of options/distractors are consistent with item writing best practices	Presentation of information was minimally demonstrated in the all of the following elements: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices Wording of options/distractors are consistent with item writing best practices	Presentation of information in one, two or three of the following elements fails to meet expectations: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices Wording of options/distractors are consistent with item writing best practices	Presentation of information is unsatisfactory in four or more of the following elements: Ten multiple choice items are consistent with the test blueprint cognitive level Identify the cognitive level of the multiple choice item using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the STEM is consistent with the identified cognitive level and item writing best practices 88 Wording of options/distractors are consistent with item writing best practices
Development of alternative items	75 Points	66 Points	60 Points	29 Points	0 Points
Development of alternative items	Presentation of information was exceptional and included all of the following elements: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing	Presentation of information was good, but was only partially demonstrated in places; all elements were present: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing	Presentation of information was minimally demonstrated in the all of the following elements: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing	Presentation of information in one, two, or three of the following elements fails to meet expectations: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing	Presentation of information is unsatisfactory in four or more of the following elements: Five (5) alternative test items are constructed At least two different types of alternative test items are presented Each alternative item is identified as to its item type Each alternative item is identified for its cognitive level using Bloom’s Revised Taxonomy Identify the Course Outcome and content area that the test item refers to Wording of the alternative item is consistent with best practices for item writing
Content Subtotal ________of 205 points
Format Possible Points = 20 Points
APA Style	10 Points	9 Points	8 Points	4 Points	0 Points
APA Style	APA guidelines, as per the 6th edition of the manual, are demonstrated for the title page, running head, body of paper (including margins, headings, font etc.), and reference page (if needed) One deduction for each type of APA format error 0 to 1 APA error was present	APA guidelines, as per the 6th edition of the manual, are demonstrated for the title page, running head, body of paper (including margins, headings, font etc.), and reference page (if needed) One deduction for each type of APA format error 2 - 3 APA errors were present	APA guidelines, as per the 6th edition of the manual, are demonstrated for the title page, running head, body of paper (including margins, headings, font etc.), and reference page (if needed) One deduction for each type of APA format error 4 – 5 APA errors were are present	APA guidelines, as per the 6th edition of the manual, are demonstrated for the title page, running head, body of paper (including margins, headings, font etc.), and reference page (if needed) One deduction for each type of APA format error 6 – 7 APA errors were present	APA guidelines, as per the 6th edition of the manual, are demonstrated for the title page, running head, body of paper (including margins, headings, font etc.), and reference page (if needed) One deduction for each type of APA format error 8 or greater APA errors were present
Writing Mechanics	10 Points	9 Points	8 Points	4 Points	0 Points
Writing Mechanics	1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual	3 – 4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual	5 – 6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual	7 – 8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual	9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual

Format Subtotal	_____of 20 points
Total Points	_____of 225 points

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score 4 · Accepted Answer · 01/07/2019 12:47 PM

Solution: nr523 assignment - Week 5: Developing a Test Blueprint-Based Exam 2019 jan

Tutorial # 00714268 Posted By: spqr Posted on: 01/07/2019 12:47 PM

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nr523 assignment - Week 5: Developing a Test Blueprint-Based Exam 2019 jan

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