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
YNM1 — YNM1 TASK 3: DEVELOPING A SUMMATIVE PERFORMANCE ASSESSMENT
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.
7056.1.4 : Evaluate Assessment Effectiveness
The learner evaluates the effectiveness of performance and objective assessments by analyzing student achievement and learning outcomes data.
7056.1.5 : Recommend Nurse Educator Action
The learner recommends nurse educator actions based on student performance measures at the course level.
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 summative performance assessment intended to measure student learning after they have completed the module. This summative assessment must be a performance-based assessment to measure students’ ability to apply skills or knowledge by creating a product or completing a process.
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 summative performance assessment for your chosen module using the attached “Summative Performance 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. Design and develop an authentic summative performance assessment aligned to each course objective and student learning outcome in the module and include the following criteria:
• total of 5 prompts (excluding Sources and Professional Communication)
• one measurable verb per prompt
• scenario or background information
• relevance to the role of a community health nurse
• a rubric that corresponds to the prompts with a total ofthree performance levels • must be an individual assessment (not a group project)
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 prompt with at least one course objective or student learning outcome in the module (use the table in the attached “Summative Performance 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 C.
1. Describe how each prompt in this assessment aligns with at least one course objective or student learning outcome in the module as presented in A3e.
2. Describe how assessment results, including constructive feedback, will be communicated to students for this assessment and how it was determined.
a. Describe the pass or fail criteria for this assessment.
3. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.
4. Describe the procedures that will ensure test security for this assessment, including the following:
• prevention
• detection
• response
5. Describe a potential barrier to implementing this assessment (not related to test security) in the online environment and how your assessment design choices will minimize its impact.
6. Describe how you will analyze your summative performance assessment results.
7. Discuss the importance of authenticity in designing a performance assessment.
a. Explain how your performance assessment represents an authentic activity relevant to community health nursing.
8. Discuss how the results of a performance-based assessment can be used to improve teaching strategies and student learning.
C. Describe how the applicable phases of the ADDIE instructional design model influenced the design and development of the module assessment.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. 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:SUMMATIVE PERFORMANCE ASSESSMENT
NOT EVIDENT
A summative performance as sessment 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
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 summative performance as sessment includes each of the
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.
The summative performance as sessment is missing 1 or more of the given criteria.
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.
given criteria.
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.
APPROACHING
COMPETENCE
The submission does not include the module title, 2 course objec tives, or 2 student learning out comes for the chosen module.
APPROACHING
COMPETENCE
The submission includes 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.
COMPETENT
The submission includes the module title, 2 course objectives, and 2 student learning outcomes for the chosen module.
COMPETENT
The submission includes domains and levels that are consistent with Bloom’s taxonomy and align to the course objectives and learning outcomes of the given module.
A3E:ASSESSMENT ALIGNMENT
NOT EVIDENT
The alignment is not provided.
B1:ALIGNMENT
NOT EVIDENT
A description of alignment is not provided.
B2:ASSESSMENT RESULTS
NOT EVIDENT
A description of how assess ment results will be communi cated to students is not
provided.
B2A:PASS OR FAIL CRITERIA
NOT EVIDENT
A description of pass or fail cri teria is not provided.
APPROACHING
COMPETENCE
The submission does not show alignment of 1 or more prompts 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 prompt.
APPROACHING
COMPETENCE
The submission does not logi cally describe how 1 or more prompts in the assessment ac tivity align with a course objec tive or student learning
outcome.
APPROACHING
COMPETENCE
The description does not logi cally articulate how assessment results, including constructive feedback, will be communicated to students for the assessment.
APPROACHING
COMPETENCE
The description does not articu late reasonable pass or fail crite ria for this assessment, or the
COMPETENT
The submission shows alignment of each prompt 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 prompt.
COMPETENT
The submission logically de scribes how each prompt in the assessment activity aligns with a course objective or a student learning outcome.
COMPETENT
The description logically articu lates how assessment results, in cluding constructive feedback, will be communicated to stu dents for the assessment.
COMPETENT
The description articulates rea sonable pass or fail criteria for this assessment. The pass or fail criteria are determined using a logical approach.
description of how it was deter
mined is illogical.
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:TEST SECURITY PROCEDURES
NOT EVIDENT
A description of test security procedures is not provided.
B5:POTENTIAL IMPLEMENTATION BARRIERS
NOT EVIDENT
A description of a potential im plementation barrier is not
provided.
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 of procedures does not include specific mea sures that will be taken to pre
vent, detect, and respond to test security breaches, or the mea sures are not rigorous, reason able, or appropriate for the assessment.
APPROACHING
COMPETENCE
The description inaccurately presents ways the online envi ronment hinders implementa tion of the assessment or does not make a reasonable case for why specific design choices will aid in implementing the assess ment in the online environment. Or the barrier described is re lated to test security.
COMPETENT
The description accurately sum marizes an assessment theory, concept, or principle in the con text of specific design choices for the assessment.
COMPETENT
The description of procedures in cludes specific measures that will be taken to prevent, detect, and respond to test security breaches for the assessment. The mea sures are rigorous, reasonable, and appropriate for the
assessment.
COMPETENT
The description accurately presents ways the online envi ronment could hinder implemen tation of the assessment and makes a reasonable case for why specific design choices will aid in implementing the assessment in the online environment and the barrier described is not related to test security.
B6:ANALYTICAL METHODS
NOT EVIDENT
A description of how summative performance assessment results will be analyzed is not provided.
B7:IMPORTANCE OF AUTHENTICITY
NOT EVIDENT
A discussion of the importance of authenticity is not provided.
B7A:EXPLANATION OF AUTHENTICITY
NOT EVIDENT
An explanation of how the per formance assessment repre sents an authentic activity is not provided.
B8:USING ASSESSMENT RESULTS
NOT EVIDENT
An explanation of how assess ment results can be used to im prove student learning is not provided.
APPROACHING
COMPETENCE
The description does not logi cally describe how summative performance assessment results will be analyzed or the analysis methods described are not ap propriate for a summative per formance assessment.
APPROACHING
COMPETENCE
The discussion does not logically describe the importance of au thenticity in performance assessments.
APPROACHING
COMPETENCE
The explanation does not logi cally represent an authentic ac tivity, or the activity repre sented is not relevant to com munity health nursing.
APPROACHING
COMPETENCE
The discussion does not ade quately describe the feedback process between assessment re sults and teaching strategies to improve student learning. The discussion is illogical or
inaccurate.
COMPETENT
The description logically de scribes how summative perfor mance assessment results will be analyzed and the analysis meth ods described are appropriate for a summative performance assessment.
COMPETENT
The discussion conveys a logical understanding of the importance of authenticity in performance assessments.
COMPETENT
The explanation logically repre sents an authentic activity, and the activity represented is rele vant to community health
nursing.
COMPETENT
The discussion conveys a clear understanding of how results of the assessment process can im prove teaching strategies and student learning. The discussion is logical and accurate.
C:ADDIE MODEL AND COURSE ASSESSMENTS
NOT EVIDENT
A description of how the
ADDIE instructionaldesign mod el influenced the design and de velopment of the module assess ment is not provided.
D:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
E: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.
APPROACHING
COMPETENCE
The description of how the ap plicable ADDIE instructional de sign model phases influenced the design and development of the module assessment does not convey an accurate understand ing of the ADDIE model. Or the phases mentioned are not appli cable to the design or develop ment of the module assessment.
APPROACHING
COMPETENCE
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.
COMPETENT
The description of how
the applicable ADDIE
instructional design model phases influenced the design and development of the module assessment conveys an accurate understanding of the ADDIE model.
COMPETENT
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
Summative Performance Assessment Template_0724.docx
