Course I
(Health Asses
3/18/2013
1
Susan Sanders, DNP, RN, NEA-BC
Vice President, Kaplan Nursing
Test Construction &
Item-Writing
Objectives
1. Examine a test blueprint construction
2. Describe best practices for writing multiple choice
questions
3. Compare lower and higher level questions
4. Analyze test questions and edit to create higher level
questions
Exams
• Should require that students think
• Questions should be a mix of low and high order
• Short-answer essay questions test the ability of
students to analyze information and draw
conclusions.
• Take-home essay question written specifically to
enhance critical thinking. Questions that go beyond
the lecture material forcing the use of lecture notes
and book to answer a complicated question.
Education Instruction
• Planning
• Teaching
• Assessment
Brookhart, S.M . & Nitko, A.J. (2008)
3/18/2013
2
Covey’s Time Management grid
Urgent Not Urgent
Important Urgent & Important Not Urgent but
Important
Not Important Urgent but Not
Important
Not Urgent & Not
Important
Effective Assessment – 5 principles
• Identify the learning targets (obj/competencies)
• Match assessment technique to learning targets
• Meet the students’ needs
• Use multiple assessment techniques
• Remember assessment limitations when interpreting
results
Brookhart & Nitko (2008)
2 Methods for Measurement
• Norm Referenced – compares student’s scores with
others
• Criterion Referenced – compares student’s scores
with preset criterion
Tests
• Use to assess student’s knowledge and skills prior to
instruction
• Determine student’s grades
• Selecting students for admission
• Curriculum and program evaluation (accreditation)
3/18/2013
3
Underlying Concepts
PURPOSE OF A TEST
Provide information about an individual’s achievement
of a course objective or mastery of an area of nursing
content
Evaluation – 2 major roles
• Formative
Obj and competencies met?
Is further learning needed?
• Summative
End of course
Quality of students’ achievement
Test Plan
• What – defined by objectives and course content
• How – directed by the test plan or blueprint
•
NCLEX-RN® Examination
Test Plan for the National Council Licensure
Examination for Registered Nurses
Effective April 2019
ii
Mission Statement
The National Council of State Boards of Nursing (NCSBN®) provides education, service and research through collaborative leadership to promote
evidenced-based regulatory excellence for patient safety and public protection.
Copyright ©2018 National Council of State Boards of Nursing, Inc. (NCSBN®)
All rights reserved. NCSBN®, NCLEX®, NCLEX-RN®, NCLEX-PN®, NNAAP®, MACE®, Nursys® and TERCAP® are registered trademarks of NCSBN and
this document may not be used, reproduced or disseminated to any third party without written permission from NCSBN.
Permission is granted to boards of nursing to use or reproduce all or parts of this document for licensure related purposes only. Nonprofit
education programs have permission to use or reproduce all or parts of this document for educational purposes only. Use or reproduction of
this document for commercial or for-profit use is strictly prohibited. Any authorized reproduction of this document shall display the notice:
“Copyright by the National Council of State Boards of Nursing, Inc. All rights reserved.” Or, if a portion of the document is reproduced or
incorporated in other materials, such written materials shall include the following credit: “Portions copyrighted by the National Council of State
Boards of Nursing, Inc. All rights reserved.”
Address inquiries in writing to NCSBN Permissions, 111 E. Wacker Drive, Suite 2900, Chicago, IL 60601-4277. Suggested Citation: National
Council of State Boards of Nursing. (2018). 2019 NCLEX-RN® Test Plan. Chicago: Author.
National Council of
State Boards of Nursing
2019 NCLEX-RN® Test Plan
Effective Date
April 2019
iii
Table of Contents
I. Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. 2019 NCLEX-RN® Test Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Classification of Cognitive Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Test Plan Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
� Cli
Introduction to Course Blueprinting
In Three Easy Steps
Bobbi Martin MSN, RN, CNE
Course Objectives:
- Review how Bloom’s taxonomy is used to guide and level instructional and learning outcomes
- Identify three steps to blueprinting course material
- Demonstrate the ability to construct an exam informed by your course blueprint
Course Blueprints:
- Ensure that the exam serves its intended purpose by representatively sampling the intended learning outcomes and instructional content
- The exam blueprint is a measure of content validity
- Does the exam fairly test
- The content the faculty view as important?
- The intended learning outcomes or objectives?
Steps to Blueprinting Course Material
- Define the specific learning outcomes (course, unit/chapter) to be measured
- Develop a content outline using the amount of time spent teaching the material as an indicator for weighting
- Select appropriate number and level of questions for exam
Bloom’s Taxonomy
- Guide for developing and leveling general instructional and specific learning outcomes (Bloom, 1956)
- Knowledge—define, identify, list
- Comprehension—describe, explain, summarize
- Application—apply, demonstrate, use
- Analysis—compare, contrast, differentiate
- Synthesis—construct, develop, formulate
- Evaluation –critique, evaluate, judge
Pharmacology Example
- Identify physical, developmental, psychosocial, religious, and cultural factors that impact drug therapy.
- Describe the mechanism of action, therapeutic uses, side effects, and adverse reactions for each major drug class
- Demonstrate the ability to accurately calculate drug dosages.
- Examine recent research findings and developments related to drug therapy
Bloom’s Taxonomy
- A mixture of cognitive levels should be evaluated at each stage of instruction placing increasing weight on higher level skills as instruction progresses. For example:
- A foundations course will have a higher percentage of knowledge/comprehension questions (Identify, describe)
- An advance med/surg course will have a higher percentage of application/analysis questions (Compare, demonstrate)
| Semester |
Know/
Comp |
Application |
Analysis |
Course I
(Health Asses
![]() COURSE NUR 680: Week 4 Written Assignment Page 1
`
Written Assignment (Assessment methods and using tests)
Assignment Overview: This week’s written assignment will focus on creating test questions.
Deliverables and Due Dates: Upload your paper by Sunday night at 11:59 pm Mountain Time.
Assignment Details: Assume you are presenting a 1-2 hour class/lecture on a topic of your choice to be given to a group of nurses or senior level nursing students. The topic must be related to nursing care. In an opening paragraph, provide a description of the content to be covered. Write 3 learning objectives reflecting Blooms taxonomy at the “applying” level or above based on what you want the students to know/be able to do at the end of the class session (number them 1-3). Select your verbs carefully. Be sure you are writing application oriented questions or above.
Write 3 multiple-choice questions, 2 multiple answer/select questions, and one short essay question that measure these objectives. Number them 1-6. These should be questions that you write yourself, not questions you find somewhere. Use your textbooks and/or other sources to learn best practices for test writing. Highlight the answers (you do not have to answer the essay question).
Consider the following as you write your test questions because you will be plugging this information into your test blueprint.
Bloom’s Taxonomy Levels (do not use the “remembering” or “understanding” levels).
· Applying
· Analyzing
· Evaluating
· Creating
|
NCLEX Categories
· Safe, Effective Care Environment
· Management of Care
· Safety and Infection Control
· Health Promotion & Maintenance
· Psychological Integrity
· Physiological Integrity
· Basic Care & Comfort
· Pharmacological & Parental Therapies
· Reduction of Risk Potential
· Physiological Adaptation
|
|
Stage of the Nursing Process
· Assessment
· Diagnosis
· Planning
· Implementation
· Evaluation
|
QSEN Competencies
1. Patient centered care
2. Teamwork and collaboration
3. Evidenced based practice
4. Quality improvement
5. Safety
6. Informatics
|
Complete the test blueprint (see next page) and include it in your paper. When finished, provide a paragraph or two analyzing your questions. For example, do the questions reflect Blooms taxonomy, NCLEX categories, stages of the nursing process, and QSEN competencies? Is anything missing?
Write a concluding paragraph about your test writing experience.
Grading: The assignment com
3/18/2013
1
Susan Sanders, DNP, RN, NEA-BC
Vice President, Kaplan Nursing
Test Construction &
Item-Writing
Objectives
1. Examine a test blueprint construction
2. Describe best practices for writing multiple choice
questions
3. Compare lower and higher level questions
4. Analyze test questions and edit to create higher level
questions
Exams
• Should require that students think
• Questions should be a mix of low and high order
• Short-answer essay questions test the ability of
students to analyze information and draw
conclusions.
• Take-home essay question written specifically to
enhance critical thinking. Questions that go beyond
the lecture material forcing the use of lecture notes
and book to answer a complicated question.
Education Instruction
• Planning
• Teaching
• Assessment
Brookhart, S.M . & Nitko, A.J. (2008)
3/18/2013
2
Covey’s Time Management grid
Urgent Not Urgent
Important Urgent & Important Not Urgent but
Important
Not Important Urgent but Not
Important
Not Urgent & Not
Important
Effective Assessment – 5 principles
• Identify the learning targets (obj/competencies)
• Match assessment technique to learning targets
• Meet the students’ needs
• Use multiple assessment techniques
• Remember assessment limitations when interpreting
results
Brookhart & Nitko (2008)
2 Methods for Measurement
• Norm Referenced – compares student’s scores with
others
• Criterion Referenced – compares student’s scores
with preset criterion
Tests
• Use to assess student’s knowledge and skills prior to
instruction
• Determine student’s grades
• Selecting students for admission
• Curriculum and program evaluation (accreditation)
3/18/2013
3
Underlying Concepts
PURPOSE OF A TEST
Provide information about an individual’s achievement
of a course objective or mastery of an area of nursing
content
Evaluation – 2 major roles
• Formative
Obj and competencies met?
Is further learning needed?
• Summative
End of course
Quality of students’ achievement
Test Plan
• What – defined by objectives and course content
• How – directed by the test plan or blueprint
•
Test Blueprinting: getting started!
Purpose of the presentation – This presentation is specifically designed to help faculty enhance their ability to create, edit, and revise test blueprints. The participants will learn evidence-based strategies for this process.
Objectives
Create a test blueprint that is consistent with the integrative processes NCLEX-RN® Detailed Test Plan and that requires critical thinking of students.
Identify common test item errors found in multiple-choice questions.
Write test items that demonstrate use of recommended guidelines for creation of multiple-choice questions.
Analyze test results using statistical data, especially reliability, difficulty and discrimination indexes.
Discuss ways to provide test feedback to students that promote their learning.
Purpose of Blueprinting/Planning
Develop purposeful, balanced tests that meet the objectives of the course and program
Provide information for curricular change
Student success!
Avoid writing inappropriate questions and having to manipulate the test after administration
Tests are reflective of the lectures and course objectives
Planning ahead allows time for necessary peer review
Advantages of Blueprinting/Planning
Avoid the common challenges made by students
“That test didn’t cover anything you lectured on”
“You asked 10 questions about something that you didn’t even cover in class”
“That question didn’t make sense”
“There were two right answers”
“ Those questions were so confusing”
“That test was unfair”
Advantages of Blueprinting/Planning
THE BIG PICTURE:
the program blueprint/plan
We have to know where we are going in order to figure out how to get there!
An overview of the progression of level of difficulty across the curriculum
Determined by the Program (faculty)
Needs to be progressive and reflective of NCLEX blueprint
Should culminate with most questions being application/analysis level questions
The overall goal: Content
| Major NCLEX Categories |
Client Needs |
NCLEX Target |
| Safe/Effective Environment |
Management of Care |
17-23% |
| Safe/Effective Environment |
Safety & Infect Control |
9-15% |
| Health Promotion & Maintenance |
Health Promotion & Maintenance |
6-12% |
| Psychosocial Integrity |
Psychosocial Integrity |
6-12% |
| Physiological Integrity |
Basic Care/Comfort |
6-12% |
Physiologica
SUMMER 2016
FACULTY DEVELOPMENT
Learning Objectives
- Understanding and Interpreting Item Analysis
- Discuss Test Item Construction
- Review Test Blueprinting
- Utilize the ParScore Application
- Open Discussion Forum
-
Understanding Item Analysis
Using Data to Drive Decisions
Bobbi Martin MSN, RN, CNE
Learning Objectives
- Identify key data from a standard item analysis report
- Describe the meaning of a Kudel-Richardson (KR-20) reliability coefficient
- Apply p-value data to determine item difficulty and make data driven decisions regarding test questions.
- Use point biserial scores to make data driven decisions regarding test item discrimination
- Evaluate whether or not a test item needs revision
-
Purpose of Item Analysis Reports
- Find flaws in the test so you can adjust the mark before returning to students
- Identify questions that were too difficult, too easy, had two correct answers etc. that you may want to consider eliminating from the exam
- Scientifically make decisions about items on a test instead of getting defensive, making decisions on a random basis, or arguing with students
Item Analysis
- Test Reliability
- Item difficulty (too easy, too hard?)
- Also known as p-value
- Item discrimination
- Does the test question discriminate between those students who really knew the material and those who did not?
- Effectiveness of alternatives in multiple-choice tests
Standard Item Analysis Report
Looking at the Item Analysis Report… What does it all mean?
- Test Reliability
- Kuder-Richardson Formula
- ParSCORE calculates this for us
- Reliability refers to the consistency of test scores
- If a student took an exam today, would the same or similar score be obtained if he/she took the same exam again one week later?
- Example: KR20=0.82 indicates the exam is highly reliable in that high scoring students scored high consistently and low scoring student scored low consistently
KR20…What’s acceptable?
- Most authors describe an acceptable reliability coefficient for teacher-made tests as 0.70 or higher
- Schools with very discriminate admission criteria can use a coefficient that is 0.60
Item Analysis
P-Value
- Item difficulty
- Percentage of correct
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