Benchmark – Summative Assessment Paper

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-648E	NUR-648E-O500	Benchmark – Summative Assessment	150.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Criteria	100.0%
NCLEX Style Questions (C6.2)	20.0%	NCLEX style questions are not present.	NCLEX style questions are present but incomplete.	NCLEX style questions are present.	NCLEX style questions are well developed.	NCLEX style questions are thoroughly developed.
Bloom Level for NCLEX Style Questions	20.0%	Bloom level is not present for each question.	Bloom level is not present for most questions.	Bloom level is present for each question.	Bloom level for each question is mostly appropriate.	Bloom level for each question is appropriate.
Rationale for Bloom Level of NCLEX Style Questions	20.0%	Rationale for Bloom level is not present for each question.	Rationale for Bloom level is not present for most questions.	Rationale for Bloom level is present for each question.	Rationale for Bloom level for each question is well developed.	Rationale for Bloom level for each question is thoroughly developed.
Test Blueprint	15.0%	Test blueprint is not present.	Test blueprint is present but lacks detail or is incomplete.	NA	NA	Test blueprint is present.
Rationale for Bloom Level of Test Blueprint Questions	20.0%	Rationale for Bloom level of questions in the text blueprint is not present.	Rationale for Bloom level of questions in the text blueprint is present but lacks detail or is incomplete.	Rationale for Bloom level of questions in the text blueprint is present.	Rationale for Bloom level of questions in the text blueprint is well developed.	Rationale for Bloom level of questions in the text blueprint is thoroughly developed.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
Total Weightage	100%

Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.

The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy assigned appropriately to where your course fits in the curriculum.

Complete the “Test Blueprint” template to guide your distribution of 100 questions across all Bloom’s levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the “Test Blueprint” template to complete the following:

1. Create five NCLEX-style questions based on your QSEN competency.

2. Identify the Bloom’s level and rationale for including each of the five NCLEX-style questions.

3. Complete the “Test Blueprint” template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom’s level and how many of the 100 questions would be select-all-that-apply).

4. Provide a rationale that explains why you assigned questions to each of the Bloom’s levels within the test blueprint.

Incorporate the “Test Blueprint” template, five NCLEX-style questions, and associated narratives into one Word document. Benchmark – Summative Assessment Paper

APA style is not required, but solid academic writing is expected.

 

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing Education

6.2: Assess and evaluate learning using a variety of strategies.

 

Pediatric Nursing

Four objectives

1. The objective of this course is for student nurse to be able to communicate with pediatric patients and families to create a safe environment and to provide patient teaching effectively (Yen & Leasure, 2019).

2. Pediatric nursing students are subjected to learning about specific diseases that target their population of focus, which may be neonates, infants, children, and teenagers.

3. This course is where pediatric nurse students are subjected to real-life training and expected to apply their knowledge and training in the field in the guidance of an experienced staff.

4. There are issues of ethical principles that the nurses need to understand, including the aspect of autonomy and integrity.

Competency III of the National League for Nursing (NLN) Nurse Educator Competencies discusses the use of assessment and evaluation strategies. Assessment and evaluation strategies should be used by nurse educators to determine student learning in the classroom, laboratory, and clinical setting. This competency can be used to inform decisions in curriculum development by providing guidance on subject matter that is not grasped by the student.

Halstead, J. A. (2019). NLN core competencies for nurse educators: A decade of influence. Philadelphia, PA: Wolters Kluwer.

The NLN Nurse Educator Competency I selected was Competency III which discusses the use of assessment and evaluation strategies. I chose the pediatric nursing course that students are subjected to learning about specific diseases that target their population of focus, which may be neonates, infants, children, and teenagers (Hunt, 2015).

Bloom identified six levels which include: knowledge, understanding (from simple recall or recognition of facts), application, analysis, synthesis (complex and abstract mental levels), and evaluation which is the higher-order in the cognitive domain.

A sample NCLEX questions

Bloom’s Taxonomy- knowledge/understanding

Which of the following is an urgent concern for a child in acute renal failure with a potassium level of 8 mEq/L?

 

1. cardiac arrhythmias

2. cerebral edema

3. intracranial hemorrhage

4. seizures

Answer: A (This question will help to assess knowledge and understanding of the renal system).

Bloom’s Taxonomy- analysis

What is the most effective way to prevent the spread of infections in hospitals?

 

1. vaccination

2. use of gloves

3. use of mask

4. proper handwashing

Answer: D (The students are able to apply the information in the clinical area what they have learned in the classroom)

Bloom’s Taxonomy- Evaluation

How would you assess a patient with a central venous catheter for any signs of infection?

Select all that apply.

 

A. vital signs every four hours and notify the provider if temperature greater than 99.5-degree Fahrenheit

B. assess the insertion site every four hours for redness or irritation

C. prevent multiple peripheral IV insertion

D. the dressing should be changed every 7 days and PRN

Answer: A, B, D This will test the learner’s ability to do assessment and evaluation

Test Blueprint

Directions:

The first chart is an example of the test blueprint to help you determine the number of questions that should be applied to each level of Bloom’s depending on the semester your course is in (e.g., first semester, second semester, third semester, or fourth or final semester).

Once you have determined which semester your course fits in, you will use the second chart and assign the number of questions for each Bloom’s level for each of your objectives. For example, you may have 25 questions for your first objective, and they might break down to five knowledge level, 10 analysis level, and 10 application level questions based on which semester your course is in. Benchmark – Summative Assessment Paper

Test Blueprint Guide for Example

COURSE: _________________________ TEST: _______________

 

COGNITIVE LEVEL	First Semester	Second Semester	Third Semester	Fourth Semester
Knowledge	40%	25%	15%	0%
Comprehension	35%	40%	25%	0%
Application	20%	30%	30%	15%
Analysis	5%	5%	30%	25%
Synthesis	0%	0%	0%	30%
Evaluation	0%	0%	0%	30%

 

 

 

 

 

 

 

 

 

 

 

 

Test Blueprint Template

COURSE: _________________________ TEST: _______________

 

COGNITIVE LEVEL	Objective 1	Objective 2	Objective 3	Objective 4
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

 

 

 

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