This article provides a sample solution essay on the nursing topic: Assessment and Evaluation Strategies – Critical Thinking
Permalink: https://msnstudy.com/assessment-and-evaluation-strategies-critical-thinking
premiumacademicaffiates.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us.
Write a 500-1000 word paper (adhering to APA format) on each the following topics, using at least 5 references synthesized into your discussion.
-
Imagine that you gave a test that 1/3 of the class failed it. Would you \”throw out\” any questions to improve grades? Why or why not? What process might you use to determine how to score this test?
-
Develop a rubric to grade an oral presentation. Be sure to have at least 3 criteria, with A, B, C, D, and F as possible grades……
Solution
Assessment and Evaluation Strategies – Critical Thinking
Introduction
Classroom assessment forms an essential component of the tools that the teacher uses to determine what students are learning. By definition, assessment describes the systemic and continuous processes; the instructor uses to measure, document, and evaluate a range of aspects concerning teaching and learning. These aspects include but are not limited to the effectiveness of teaching methods, learning processes and identify the students learning needs as a way of facilitating learning (Baron, 2017). Through various assessment and evaluation measures, the faculty understands ways in which to promote the students’ learning. At the same time, it increases the instructor’s capacity to assist their learners in becoming self- directed learners who are also useful. The use of varied assessment and evaluation strategies empowers the teacher and their learners to enhance the quality of teaching (Gonen, Sharon & Lev-Ari, 2016). With the ever-changing roles and scope of nurses in the modern healthcare continuum, it is imperative to foster and equip student nurses with sufficient critical thinking competencies. Effectively assessing and evaluating the nursing students pivots the learning process to ensure that nursing students are competent and well equipped for practice. Consequently, it is imperative to explore the assessment and evaluation of thinking strategies.
What the instructor should do if a third of the class failed a Test
The best course of action is not to throw out some questions to improve grades. Instead, this is the moment when the teacher should reflect on the teaching and learning process as a seamless process of the integrated whole. Competent and experienced educators know that mass failure in a test is indicative of several issues, all emanating from the teaching and learning process with their resultant analyses helping grade improvement in the future. The insightful questions should follow the lines of many students who failed the test- was this test valid? If the teacher determines it was accurate, indeed, then it points out that a significant portion of the learners is yet to master the topic. As such, progressing with the topi9c conveys the message that either the test or the concepts did not matter. However, the core message the leaners should receive is that all activities during class time matter as do the ideas. Therefore, the teacher must resolve to re-tech the lesson and devise new ways to approach the teaching and learning experience.
Process the Teacher Might Use to Determine How to Score the Failed Test
To determine the scoring criteria of the failed test, the teacher analyzes the assessment itself along the lines of format, vocabulary, required background knowledge, and lastly, instructions alignment. In case the learners found the format bit challenging, the best option would be to teach them how to take other tests in that format instead of resolving never to use the setup again. If vocabulary turns out to be the issue, then the learners require more exposure so that they can infer the contextual meaning of words they encounter for the first time (Mukumbang & Alindekane, 2017). If the teacher establishes that there was background information the learners needed but ostensibly did not have, the key lies in ensuring the learners master the topics from a multidimensional approach in the future. Last but not least is that if the problem is aligning the assessment with instructions, the teacher should, in the future, ensure the assessment test aligns with both the standards and intrusions given. Mostly analyzing the assessment data like the most missed questions, the content missed the most, and student cluster who struggled most will give the teacher the best course of action to take. The instructor may decide to reteach the content but differently, spiral the contents through homework and daily reviews, and discussing with the learners the assessment to get their feedback.
As you continue, premiumacademicaffiates.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Assessment and Evaluation Strategies – Critical Thinking)
Rubric to Grade an Oral Presentation
|
Aspect |
4- Admirable |
3-Good |
2-Fair |
1- Needs To Improve |
0- Poor |
|
|
|
Delivery |
Rarely consults notes. Holds eye contact Fluctuates voice to emphasize points. |
Regularly consults the notes. Maintains eye contact. The speech reflects voice variation and inflection. |
Reads mostly from the notes Has minimal eye contact Speaks in an uneven voice with minimal inflections |
Reads entirely from the report resulting in no eye contact Speaks in low monotonous voice Lack of voice variation disengages the audience. |
Even when reading from the reports words are mispronounced. Has no eye contact Audience cannot follow what the speaker is saying. |
|
|
Organization of content |
Demonstrates full masterly of the topic by answering all questions. Offers a clear purpose and subject. Cites apt examples, facts and statistics. |
Addresses all questions without elaborating. Has some clear purpose and subject. Gives some examples facts and statistics. |
Is uncomfortable with information and answers only rudimentary questions. Tries to define purpose and subject, gives weak examples, facts and data that inadequately supports the conclusions. |
Lacks grasp on the information. Unable to answer most of the questions on about the subject. Weakly defines the purpose and subject. Gives inconclusive statements. |
The presentation is irreverent to the questions asked. No purpose or subject is discernable. If present there’s disconnect between the examples the subject and conclusions |
|
|
Awareness of the target audience |
Demonstrates strong passion about the topic throughout the lesson. Increases the audience understanding and knowledge on the topic. |
Some enthusiasm is present. Increases the audience understanding and knowledge on most of the points. |
Demonstrates little or mixed feelings about the subject. Increases the audience awareness and understanding of some points only. |
Shows no in the topic presented. Does not increase the audience understanding of the topic. |
Is completely detached form the presentation? Besides failure to increase the audience understanding there is no presentation. The information is at its worst misleading. |
As you continue, premiumacademicaffiates.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Assessment and Evaluation Strategies – Critical Thinking)
The 21st century witnessed the integration of technological resources and new methodological approaches. To overcome the students’ fear of making oral presentations, Van Ginkel et al. (2017) outline some oral presentation assessment rubrics. In this paper, a 5 point Likert type scales with three sample grading criteria. The grading criteria cover oral presentation delivery, content & organization, and Audience awareness. The scores possible grades are A, B, C, D, and F, where A (4) points mean excellent, B (3) – okay, C (2) – fair D (1) – needs improvement, F (0) –fail.
Why Nursing Students Must Learn the Correct APA Style
According to Nicoll et al. (2019), learning correct APA citation style is paramount for nursing students because this is the way the upcoming and established scholars to disseminate nursing knowledge using scholarly dialogue. Proper citation helps the nursing student to avoid unintentional plagiarism and offer a quick reference for fellow scholars to cross-reference one’s assertions and conclusions if the findings of others support them. One way of preventing plagiarism is paraphrasing while still giving credit to the source by citing the original author.
Design of a Clinical Evaluation Tool for the Nurse Educator to Use to Evaluate a Nursing Student
Nursing education comprises a combination of theoretical and practical training processes. As a practice-based profession, learning in nursing happens in a clinical setting with qualified ad competent nurse educators. There is a need for a nurse educator to have an objective, reliable, and valid clinical assessment and evaluation tools. Despite these needs, studies indicate the many nurse educators encounter the challenge of designing clinical evaluation tools for their students (Khosravie et al., 2013). As a result, in this section, the nurse educator develops one such tool. The clinical evaluation tool should evaluate the nurse student in six primary areas, namely professional responsibility and accountability, knowledge-based practice, and ethical practice. The fifth and sixth areas of evaluation are service to the public and self-regulation, respectively. Each of the six areas has a list of the performance indicators. The clinical evaluation tool that follows only includes two of the six evaluation areas.
A Nurse Educator’s Clinical Evaluation Tool for their Nursing Student
Background details
Student Name… Student Number… Clinical Site…
Preceptor Name… Clinical End Date …. Total practicum hours…
Pediatrics (Yes or No) Wrote the ATI Comprehensive Predictor (Yes or No)
|
Area of evaluation(1-6) |
Performance indicators |
Mid-term evaluation score (3-meets requirements 2-Further development required 1- Does not meet the requirements
|
Final Evaluation Pass or Fail |
|
1. Professional responsibility and accountability |
a. Sticks to the facility and agency guidelines. |
|
|
|
|
b. Always prepares to provide safe and appropriate patient care |
|
|
|
|
c. Uses conflict resolution skills |
|
|
|
1. Knowledge-based practice |
a. Demonstrates the utilization of both general and specialized knowledge |
|
|
|
|
b. Recognizes issues related to social and cultural diversity |
|
|
|
|
c. Effectively communicates with patients, their families, staff and hospital administration |
|
|
Critical Element General Comments at the end of the midterm evaluation and final term evaluation
|
At Mid-term, the student consistently and with minimal supervision can prioritize and offer care to 50-75% of the Preceptor’s Normal workload Preceptors midterm comments
Area of knowledge
Area of Development |
At final, the student can independently ad consistently prioritize care for 75%-100% of the Preceptor’s normal workload. Preceptor’s Final term comments
Area of Strength
Area of weakness Final Grade Pass Fail |
|
Student Signature Preceptor signature Faculty Advisor signature Course leader signature Date |
Student Signature Preceptor signature Faculty Advisor signature Course leader signature Date |
As you continue, premiumacademicaffiates.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Assessment and Evaluation Strategies – Critical Thinking)
Conclusion
In conclusion, this paper has established the importance of assessment and evaluation strategies. The paper has also determined a likely coursed of action in a case scenario where a third of the class failed a teacher- administered test before developing a possible rubric to evaluate and grade an oral presentation. The paper has also delved into the reasons why nursing students should learn proper APA citations in their scholarly work, and lastly, presented a clinical evaluation tool format the nurse educator can use to evaluate the nursing student.
References
Baron, K. A. (2017). Changing to concept-based curricula: The process for nurse educators. The open nursing journal, 11, 277.
Gonen, A., Sharon, D., & Lev-Ari, L. (2016). Integrating Information Technology’s competencies into academic nursing education–An action study. Cogent Education, 3(1), 1193109.
Khosravi, S., Pazargadi, M., Ashktorab, T., & Majd, H. A. (2013). A valid and reliable tool to assess nursing students’ clinical performance. International Journal of Advanced Nursing Studies, 2(1), 36.
Mukumbang, F. C., & Alindekane, L. M. (2017). Student nurse‐educators’ construction of teacher identity from a self‐evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108-115.
Nicoll, L. H., Oermann, M. H., Chinn, P. L., Conklin, J. L., Amarasekara, S., & McCarty, M. (2018). The guidance provided to authors on citing and formatting references in nursing journals. Journal for nurses in professional development, 34(2), 54.
Van Ginkel, S., Laurentzen, R., Mulder, M., Mononen, A., Kyttä, J., & Kortelainen, M. J. (2017). Assessing oral presentation performance. Journal of Applied Research in Higher Education.
Question – Assessment and Evaluation Strategies – Critical Thinking
Write a 500-1000 word paper (adhering to APA format) on each the following topics, using at least 5 references synthesized into your discussion.
- Imagine that you gave a test that 1/3 of the class failed it. Would you \”throw out\” any questions to improve grades? Why or why not? What process might you use to determine how to score this test?
- Develop a rubric to grade an oral presentation. Be sure to have at least 3 criteria, with A, B, C, D, and F as possible grades.
- Is it important for nursing students to learn correct APA style? Defend your response.
- Design a clinical evaluation tool for the nurse educator to use to evaluate a nursing student.
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Boston: Jones & Bartlett.
Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders.
Utley, R. (2012). Theory and research for academic nurse educators: Application to practice. Boston: Jones & Bartlett.
Read More:
https://msnstudy.com/staff-education-plan-to-address-a-professional-nursing-issue/
https://msnstudy.com/teaching-and-learning-in-a-healthcare-environment/
A Page will cost you $12, however, this varies with your deadline.
We have a team of expert nursing writers ready to help with your nursing assignments. They will save you time, and improve your grades.
Whatever your goals are, expect plagiarism-free works, on-time delivery, and 24/7 support from us.
Here is your 15% off to get started.
Simply:
- Place your order (Place Order)
- Click on Enter Promo Code after adding your instructions
- Insert your code – Get20
All the Best,
Cathy, CS
