NURS FPX 6111 Assessment 2 Assembling and Administering

Designing the tests for specific learning targets requires a clear and deliberate process to meet the course goals and assess the student’s performance somewhat. This paper outlines the following steps that can help educators develop appropriate assessments based on learning objectives.

Define Learning Outcomes

Enumerate the particular learning outcomes being assessed in the given task. These should directly relate to the course goals and are not limited to the cognitive, psychomotor, and affective domains (Conn et al., 2020).

Select Appropriate Assessment Methods

Self-assessment and peer assessments should be used only when the learning outcomes involve skills. Written exams or quizzes can be used to assess the cognitive level of learning. On the other hand, practical demonstrations may have focused on the psychomotor domain, and efficacy might have been gauged using reflective essays or case studies (Conn et al., 2020).

Develop Criteria and Rubric

Develop and state the assessment criteria and rubric that defines the expectations for each of the learning outcomes to be achieved. These tools offer a clear and specific approach to assessment, thus enhancing credibility and reliability (RADHA, 2023).

Create Test Items

This is by developing test items that reflect the learning outcomes that have been identified. Many types of questions may be used when setting cognitive objectives: multiple-choice, short-answer, and essay questions. For psychomotor skills, develop activities that are related to real-life activities (RADHA, 2023).

Administer the Test

NURS FPX 6111 Assessment 2 , Organize the assessment at specific intervals so the evaluation can occur as planned. Provide precise guidelines and create a comfortable atmosphere so learners are not stressed and can easily concentrate on learning. Thus, the following should be considered when administering the assessment: learners’ characteristics, diverse learning styles, and needs (Kubiszny & Borich, 2024).

Collect and Analyze Data

Then, the student’s assessment results will be gathered and analyzed systematically. This involves assigning a score to each item based on the rubrics and identifying student work trends (RADHA, 2023).

Provide Timely and Constructive Feedback

Organize the delivery of the assessment results promptly and ensure that the students receive feedback to help them know where they stand in areas they need to improve. Feedback should be precise and point out the degree of effectiveness of the learning goals (Kubiszyn & Borich, 2024).

Reflect and Revise

Consider how proper the assessment process has been. It will be essential to gather student feedback, assess the overall performance trends, and determine the strengths and weaknesses of the existing assessment methods and the learning achievements (Kubiszyn & Borich, 2024).  Thus, the outlined steps are essential guidelines for maintaining the proper structure and relevance of the assessment process in measuring specific learning outcomes in holistic nursing practice. This approach benefits the student’s success and enhances the nursing education program.

NURS FPX 6111 Assessment 2 Knowledge Gaps

The information supplied did not include the particular test formats and the practical facets of the course that will be used in evaluating the student’s psychomotor skills. Also, there is a lack of information on the criteria and rubric used to assess effective learning outcomes, as suggested by Kubiszyn and Borich (2024). There is also a lack of details on how pilot testing was done and the way and means used in data analysis to improve the assessment process. These gaps can be filled to provide deeper insights into the assessment method and its support for learning objectives.

Assesses Three Domains of Learning

Cognitive Domain

To evaluate learning in the cognitive area, it is necessary to measure the capacity of learners to acquire, understand, and use knowledge, reason, and solve problems. Some of the most conventional forms of checking are written tests or quizzes, which can help determine the extent of learners’ achievement of cognitive learning outcomes (Wei et al., 2021). NURS FPX 6111 Assessment 2 include examinations where the students are expected to answer multiple choice questions, short answers, or essays, where the students are expected to memorize facts, analyze concepts, and apply their understanding of course content (Wei et al., 2021). Holistic nursing may be assessed via a written test where the learner is provided with real-life scenarios and then asked to apply the rules and concepts of holistic nursing to solve a problem or make a decision concerning a patient (Wei et al., 2021). These assessments lean towards enhancing the student’s cognitive abilities and the complexity of the course content.

Psychomotor Domain

In the psychomotor domain, the assessment of learning is the evaluation of the motor competency of an individual. Practical demonstrations or skills checklists are common assessment methods through which the achievement of psychomotor learning outcomes can be assessed (Clerkin et al., 2022). NURS FPX 6111 Assessment 2 have specific activities that the students must perform in front of their supervisors; for instance, taking the history of a patient, examining the patient physically, or giving a drug. In the course “Holistic Nursing Practice: For instance, as per the guidelines provided in “Integrating Care Across the Lifespan,” students may be assessed on their ability to use different assessment tools and techniques while in the clinical or laboratory setting (Clerkin et al., 2022). Therefore, through the observation of the learner and providing feedback, the educators can easily determine the level of competence of the learners on the psychomotor skills and the aspect that require more practice.

Affective Domain

On the other hand, affective learning is the aspect of learning that evaluates a learner’s attitudes, perceptions, beliefs, and feelings toward a learning experience. ​​Examples of tools for the affective learning goal include self-evaluations, reflective writing tasks, or other cases (Gaikwad et al., 2023). These assessments involve students reflecting on their experience and perceptions of holistic nursing thereby assisting them in the process of identifying their own and colleagues’ learning and development.

Knowledge Gaps

Some more information has to be given on the Appropriate Tools and Methods for Assessing Learning Outcomes in the Affective Domain of the Course. However, there is a need for elaboration regarding the ways and means of assessing the students’ performance. Additional recommendations on creating criteria and rubrics for establishing practical learning objectives can also improve assessment.

Grading Expectations Communicated to Learners

It is crucial to share the grading policy with the learners to ensure they meet the course’s expected standards. Grading expectations should be conveyed in various modes and through different media to enhance comprehension. First, the course syllabus should provide general grading expectations, which is the primary guide for learners (Prato & Bankert, 2021). The syllabus should contain clear information concerning the grading procedure, including the assessment distribution, grading system, and concrete guidelines for each assignment or assessment (Prato & Bankert, 2021). This written document is intended to serve as a roadmap for learners and prepare them for what they will encounter throughout the course. Apart from the syllabus, in-person communication during class sessions or orientation meetings is vital to remind learners of grading and any issues that may arise. It is agreed that educators should seize the moment to explain the grading criteria verbally to the learners, including the reasons behind the assessment methods and the expected performance (Hampton et al., 2023). It is possible to use visual aids that include slides or handouts to explain the grading expectations transparently. Providing visual aids for grading rubrics or samples of expected work helps learners comprehend the criteria they need to achieve (Hampton et al., 2023). These tools are used together with words to explain to the learners about grading expectations and rules to enhance their understanding.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

In addition, group discussions, peer review, and other interactive sessions can help learners better understand what is expected of them regarding grading. Discussions with the students on the assessment criteria and asking them to critique others’ work help the learning process (Howell, 2021). It also guarantees that the expectations of the grading system are well understood and assimilated by the students. Last but not the least, the educators should be willing to clear any doubt the learners may have concerning the grades. Giving learners a chance to discuss with the instructor during one-on-one consultations or virtual office hours enables them to seek clarification and get feedback on their performances (Howell, 2021). This way, learners can comprehend what areas or aspects the teacher expects them to achieve to get particular grades in the course.

Criteria Used to Help Clarify that Communication

To ensure that learners understand grading expectations in the course, several guidelines can be used to ensure that communication is done effectively. First, it is essential to define grading criteria clearly. Stating the expectations for each assignment or assessment, including the assessment criteria and the weightage assigned to the different criteria, helps the learners understand what is expected of them and how they will be assessed (Remington, 2023). Another critical concern is the clarity of the grading system because students should know their performance. It helps the learners to know the grading criteria well and what is expected of them if they are to earn specific grades when examples of great work are provided for their reference. Also, it is essential to communicate consistently and how it is delivered. Grading expectations should be clearly defined in all course-related materials, including the syllabus, assignment descriptions, and verbal instructions, to minimize the likelihood of learners’ misunderstanding (Remington, 2023). Finally, the issue of accessibility to resources for clarification also dramatically influences the communication process. Thus, students can use virtual office hours, course forums, or e-mail to get clarification on the grading and confidently proceed through the course.

Processes Used for Determining the Validity and Reliability

NURS FPX 6111 Assessment 2 designing assessments for the holistic nursing practice course, one must pay attention to the validity and reliability of the designed assessments to accurately measure the student’s achievement level. The following is how to implement this strategy: Using the MCQs for the cognitive evaluation (Clemett & Raleigh, 2021). MCQs can be validated in content validity, where subject matter experts scrutinize the questions to check whether they fit the course objectives and cover the intended domain of the student’s learning. Furthermore, other statistical methods are used to assess the validity of MCQs, including item analysis, such as item discrimination and difficulty indices. Practical demonstrations or skills checklists can be used to assess psychomotor skills. Such assessments ought to be expensive, and their credibility may be evaluated by subjecting them to expert review to confirm their relevance to the course and that the procedures followed are standard (Clemett & Raleigh, 2021). It can be done by having different raters evaluate students’ performance and then comparing their results to compute their degree of agreement (Lyness et al., 2 21). Last but not least, regarding practical assessments, such as reflective essays, the validity can be confirmed by comparing the results with other assessment methods, for example, self-assessment or peer assessment (Lyness et al., 2021).

Strengths and Weaknesses of the Processes

This is because these assessments allow the students to prove their ability to carry out specific tasks or procedures similar to real-life situations (Alobaidi, 2020). Nevertheless, psychomotor assessments have their drawbacks as well. They may consume much time, physical space, and tools to manage and coordinate. The use of reflective essays for affective assessment is practical and offers the following advantages in assessing the learners’ attitudes, values, and beliefs (Alobaidi, 2020). These assessments foster healthy self-reflection and enable the learner to see patterns in their learning. Nevertheless, reflective essays have their drawbacks. On the self-reflective method, one may argue that affective outcomes require more objectivity and standardization as the interpretation of the content and or responses differ from one rater to the other (Alobaidi, 2020). In general, each has its advantages and disadvantages and depends on the learning goals, context, and resources available in the course to choose the most suitable methods for assessment.

Conclusion

In conclusion NURS FPX 6111 Assessment 2, it is critical to mention that the assessment is a core aspect of determining the students’ performance in the course. Through defining clear procedures, educators help learners set goals to facilitate their success in achieving the intended learning objectives. However, there is a continuous need to enhance and test the assessment methods to obtain the most accurate results. Thus, educators and learners can engage in regular assessment to improve the evaluation process. In summary, this assessment assists in attaining course goals and fostering competent, sensitive nurses.

References

Alobaidi, A. H. (2020). Assessment of the psychomotor domain: Medical education. International Journal of Medical Sciences, 3(2), 105–141. https://isnra.net/index.php/ijms/article/view/337 An, S., & Zhang, S. (2023). Effects of ability grouping on students’ collaborative problem-solving patterns: Evidence from lag sequence analysis and epistemic network analysis. Thinking Skills and Creativity, 51, https://doi.org/10.1016/j.tsc.2023.101453 Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgment and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, p. 102, https://doi.org/10.1016/j.nedt.2021.104885 Clerkin, R., Patton, D., Moore, Z., Nugent, L., Avsar, P., & O’Connor, T. (2022). What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Education Today, 111,https://doi.org/10.1016/j.nedt.2022.105280 Conn, C. A., Bohan, K. J., Pieper, S. L., & Musumeci, M. (2020). Validity inquiry process: Practical guidance for examining performance assessments and constructing validity arguments. Studies in Educational Evaluation, 65, https://doi.org/10.1016/j.stueduc.2020.100843