Assessment and Evaluation Strategies for Measuring Student Learning – C921

Developing Course Assessments

Section A: Formative Assessment Blueprint
Criteria	Task
TASK A
A1.  Assessment overview (type, purpose, and expected outcomes of the assessment)	Type: The first module of the community health nursing course will focus on the concepts of community health practice. A formative assessment in the form of a quiz will be given to the students to assess their understanding of the topic. The formative assessment quiz will assess the student’s understanding of the concepts of health, the health-illness continuum, and the roles of community health nurses. Struggling to meet your deadline? Get your assignment on Assessment and Evaluation Strategies for Measuring Student Learning – C921 done by certified MDs and PhDs in the USA. ORDER NOW! Meet my deadline Purpose: The primary goal of the formative assessment is to collect detailed information that can be used to improve student’s learning. In this assessment, the purpose is to assess the student’s understanding of community health nursing, and the roles of the nurse in the community. This assessment will ensure the students have a strong foundation of community health nursing to influence subsequent learning in the course. Expected Outcomes: Upon completion of the assessment, the students will be expected to demonstrate an understanding of health and wellness. The students should also be able to outline several roles of nurses in the community. Lastly, the concept of primary healthcare including the levels of disease prevention in the community should be well understood.
A2. Module title (C920 material)	Concepts of Community Health Practice
Course objectives (C920 material)	Upon completion of this course, the student should be able to: 1)    Describe the historical perspectives of community health. 2)    Identify the roles of community health nurses. 3)    Describe the nursing process in relation to health provision in the community.
Student learning outcomes (C920 material)	Upon completion of the module, the student should be able to: 1)    Discuss unique roles of nurses in providing preventive, promotive and curative care in the community. 2)    Describe the concept of primary health care.
A2a. Assessment Activity Alignment (i.e. align your selected assessment activity with course objective and student learning outcomes)	The assessment activity outlined in this course will utilize a five-minute paper to test the understanding of the content by students. In the first part, the students will explain the relationship between health and wellness which forms part of the foundations of community health nursing. Secondly, the students will highlight a few roles of community health nurses, which will cover course objectives 2, 3, and the first student learning outcome. Lastly, the students will identify the levels of disease prevention to demonstrate understanding of primary health care.
A3. Cognitive level to be measured by the formative assessment	The course objectives in this module use the verbs ‘Describe’ and ‘Identify’ that are part of the understanding cognitive level in the Bloom’s taxonomy. The understanding domain deals with facts and ideas demonstrated by organizing, comparing, translating, and interpreting information (Newton et al., 2020). Measuring this cognitive level will inform the instructor of the student’s understanding of the foundation to community health nursing.
A4.  Item Types (i.e. multiple-choice items, fill in the blanks, etc.)	A five-minute quiz will be used to assess the student’s understanding of the foundations of community health nursing practice.
A5.  Number of Items (on formative assessment)	The formative assessment will consist of three questions that will assess the understanding and application of community health concepts in nursing practice.

 

Section B: Formative Assessment Instructions (Student Facing)

B1. Assessment Instructions

In the previous lecture, we introduced ourselves to community health nursing and discussed the health-illness continuum alongside the historical perspectives of the course. Today we have discussed the role of nurses in promoting community health and the concept of primary healthcare. This quiz aims at evaluating your understanding of the introductory part of community health nursing before we proceed to other course modules. Please clear your desk of all materials before taking the quiz. You will have exactly five minutes to answer the three questions provided. The test will be graded and the results provided in the next class.

B2. Formative Assessment Activity

Week 1 Quiz

1. In about two sentences, describe the concepts of health and wellness as used in community health.
2. State two unique roles of community health nurses.
3. Identify the three levels of disease prevention in the community.

Answer Key

Question 1: Health refers to the state of physical, mental and social well-being, but not merely the absence of a disease. On the other hand, wellness is a life style aimed at achieving health (physical, emotional, intellectual, spiritual and environmental well-being.

Question 2: A. Primary role of a community health nurse is to provide treatment to members of the community.

1. Community health nurses offer education to populations about maintaining their health to decrease occurrence of diseases.

Question 3: 1. Primary prevention

2. Secondary prevention
3. Tertiary prevention

B2a. Feedback and Goal Setting Language

To respond appropriately to the student’s performance, the results will be provided in the next lecture followed by a brief overview of the test. Starting with positive feedback on the student’s performance will act as a motivation to students regarding the CHN course. If there will be a question that will be performed poorly by the majority of the students, a recap on the area will be necessary to improve their understanding of what was being tested. To ensure students understand their performance, I will use the formative feedback mechanism that allows improvement in teaching and student learning. I will take the first 10 minutes of the lecture to identify areas that were poorly performed and give the correct answers to the students. To grade the student’s level of performance, those who will answer two or more questions correctly will have passed the test while those who will score below two will have failed the test. Based on the student’s performance, I will encourage them to ensure they correctly answer at least 75% of the questions in their subsequent tests.

The second approach will involve discussion of the poorly performed areas and setting of goals for future experiences. For example, the following response will be given to a student who fails to correctly answer question 2. “I see that you correctly answered question 1 and question 3. That is very impressive for building the foundation of the course. However, I see that you struggled with question 2 that requires identification of the unique roles of community health nurses. What might be the reason?” After the student identifies the reason for failure, I will discuss the correct way to answer the question. I will emphasize the use of the word ‘unique’ in the question to enable the student to understand that while CHNs can have many roles in the community, some roles are more crucial. The same approach will be used to address difficulties in answering questions 1 and 3 to prepare students for future learning.

The last part will involve prompting the students to set goals that will help in future learning and answering questions. For example, I will ask the students how often they study and what literature they consult for a better understanding of the course. After learning the students’ responses, I will encourage them to study daily and visit the library to read more literature on the topics discussed. Regarding answering questions, I will ask the student how they manage their time and how many times they read the questions before answering them. I will encourage the students to read each question at least twice during an exam while underlining the keywords. Another aspect that can prompt goal setting is emphasizing the learning styles of the students. Asking this question will prompt students to utilize both visual and reading/writing styles for better mastery of content.

Section C: Formative Assessment Implementation and Evaluation Plan

C1. Assessment Administration Procedures

The module assessment quiz will be administered at the end of week one by the instructor and it will take exactly five minutes. The resources for the exercise will include an answer booklet provided by the instructor and a pen for writing. No external resources will be consulted during the five minutes.

C2. Communication of Assessment Results

The results of the assessment will be communicated at the beginning of week two during the first lesson. Fifteen minutes will be set aside to give feedback and address any areas that might be challenging to the students.

C2a. Pass/fail criteria

Formative assessments are used to gauge the student’s understanding of the content. This assessment will grade the student’s performance but there will be no pass or fail. Any weaknesses identified will be used to improve learning in the other course modules.

C3. Analytical Methods

Analytical methods will not be applicable in this assessment because only a few areas will be assessed. However, the instructor will identify the question that will be poorly performed and capitalize on improving the student’s understanding in that area.

C3a. Assessment Improvement

The short-term plan to improve the assessment results will involve the discussion of the questions in class. If necessary, the instructor will address poorly performed areas individually to improve more understanding of the course. The long-term plan for improvement will include the provision of additional resources for study and incorporating new teaching and learning strategies.

C4. Test Security Procedures

The formative assessment will not incorporate strict security measures because the results will not count on the student’s overall performance at the end of the course. However, students will be required to answer the questions without discussion or consultation of external materials.

Section A: Summative Performance Assessment Blueprint
Criteria	Task
TASK A
A1.  Assessment overview (type, purpose, and expected outcomes of the assessment)	Type: A summative performance assessment method will be used in this course module. To assess the student’s understanding, a case study that will count to the overall student performance at the end of the course will be used. Purpose: The summative assessment will summarize what the students learned about communicable diseases in the community. The assessment will determine if the students understood disease management in the community and feedback will be provided to improve on future learning. Expected Outcomes: Upon completion of the assessment, students should be able to apply what was learned in class to perform a comprehensive community assessment and plan for managing diseases in the community.
A2. Module title (C920 material)	Introduction to Communicable Diseases
Course objectives (C920 material)	Upon completion of this course, the student should be able to: 1) Discuss the mode of transmission and the pattern of common communicable diseases. 2) Describe the principles of communicable diseases. 3) Explain the role of the nurse and other groups in the society in communicable disease control.
Student learning outcomes (C920 material)	Upon completion of the module, the student should be able to: 1) Perform community needs assessment and propose solutions to solving the problems in the community. 2) Manage different communicable diseases in the community using preventive, promotive, rehabilitative and curative approaches
A2a. Assessment Activity Alignment (i.e. align your selected assessment activity with course objective and student learning outcomes)	The assessment activity in this module focuses on communicable disease and its management in the community. The assessment aligns with the course objectives where students will describe the transmission of cholera and the role of the nurses in communicable disease management. The students will apply the principles of communicable disease management to plan for community management of cholera outbreaks. Additionally, the assessment activity provides an opportunity for students to propose solutions to communicable disease management including utilization of available community resources.
A3. Cognitive level to be measured by the performance assessment	The action verbs used in the formulation of the course objectives include ‘describe’, ‘discuss’, and ‘explain’. These verbs fall under Bloom’s Taxonomy cognitive level of understanding/comprehension. The understanding domain deals with the use of facts and ideas to inform care or practice (Newton et al., 2020). This assessment will analyze the student’s understanding of communicable diseases and the application of learned knowledge to manage communicable diseases in the community.
A4.  Item Types (i.e. multiple-choice items, fill in the blanks, etc.)	The assessment type to be utilized in this module will involve a case study on communicable diseases presented to the students. A grading rubric will be presented to provide detailed information on what and how the questions should be answered.
A5.  Number of Items (on performance assessment)	The assessment will contain five questions that will be answered using a minimum of three scholarly sources.

Section B: Summative Performance Assessment Title (Student Facing)

B1. Assessment Instructions

Communicable diseases are among the major causes of illness worldwide. Among the course objectives in this module is to discuss the transmission and management of communicable diseases in the community. To begin, review the course materials on transmission and management of common communicable diseases in the community. For this assignment, students will access a case study on cholera outbreak accessible through the link posted online in the course module outline. The students will analyze the case study and answer the questions provided. The response should be 3 to 4 pages long excluding the title and the reference pages. Consult the grading rubric provided as an attachment for detailed information on what is required. The assignment should be submitted by Sunday midnight end of week four. Late assignments will not be accepted. A minimum of three scholarly sources should be used to support your discussion.

B3. Summative Performance Assessment Activity

Reflect on the case study provided using the available link from the course outline. Consult your instructor for more details if required before commencing the assignment. Based on the case study,  provide a narrative paper, 3 to 4 pages long, answering the questions below. Support your answers using scholarly evidence.

1. Describe cholera disease based on the following:
   1. Transmission of the disease
   2. Host factors that increase the likelihood of infection
2. Discuss the pathophysiology of cholera disease.
3. Describe the immediate and subsequent management of the patient.
   1. What is the role of the nurse in cholera disease prevention?
   2. Outline any preventive measures of the disease in the community.
4. Explain any collaborative practices in the community to prevent communicable diseases.
5. What support systems are available in your community for emergency management of common communicable diseases? Support your answer with evidence.

B3a. Summative Performance Assessment Rubric

Note: The submission must include in-text citations and references for content that is quoted, paraphrased or summarized. APA style application should be consistent.

Criteria	Not Evident 0	Approaching Competence 1	Competent 2
1. Description of Disease	A description of the disease is not provided.	The provided description demonstrates a limited understanding of the disease or lacks one of the required components.	The provided analysis demonstrates a comprehensive understanding of the disease and includes the two components. A scholarly source is used to support the description.
2. Pathophysiology of Disease	A discussion is not provided.	The discussion illogically explains the pathophysiology of the disease or lacks support from a scholarly source.	The discussion logically explains the pathophysiology of the disease and provides support from a scholarly source.
3. Management of Disease	A description of disease management is not provided.	The description demonstrates a limited understanding of how the disease is managed. One of the two required areas of discussion is missing or the discussion is not supported by a scholarly source.	The description demonstrates a comprehensive understanding of how the disease is managed. All the two required components are sufficiently discussed. The discussion is well-supported by a scholarly source.
4. Collaborative Practices	The submission does not identify any collaborative practices.	The submission  insufficiently identifies collaborative practices in the community.	The submission sufficiently identifies collaborative practices in the community to manage the disease.
5.  Community Support Systems	A discussion of community support systems is not provided.	The discussion outlines available community support systems but lacks evidence.	The explanation logically identifies community support systems. The discussion is supported by evidence.

Section C: Summative Performance Assessment Implementation and Evaluation Plan

Assessment and Evaluation Strategies for Measuring Student Learning – C921

C1. Assessment Administration Procedures

The summative assessment will be given to the students by the instructor at the end of the course module. The students will be required to submit the task for grading by the end of week four. To complete the assessment, the students will require the course textbook and additional three scholarly sources from the past five years. The assignment will be submitted online.

C2. Communication of Assessment Results

The results for the summative assessment will be communicated by the end of week six. The student’s grades will be posted on the student portal upon completion of the course.

C2a. Pass/fail criteria

The pass or fail criteria will be based on marks scored using the grading rubric. Each student must score nine or more points off the rubric in order to pass the assessment. Those who will not meet the approaching competencies will be given an opportunity to correct and re-submit their work within a communicated timeline.

C3.  Analytical Methods

Analytical methods of assessment will not be used in this task because the students will either pass or fail the test. The students will be given enough time to research and consult scholarly sources for the best approach to the given questions.

C3a. Assessment Improvement

This assessment will ensure students utilize available resources to properly manage communicable diseases in the community. To improve the performance on a short-term basis, those students that fail the assessment will be given time to research and consult the instructor. The long-term plan for improving the summative assessment will involve using other item types and assessment methods to engage the students. The use of group discussions can be one of the best approaches for the long-term improvement of student understanding.

C4. Test Security Procedures

The security measures for this test will include the submission of an originality report to ascertain individuality in taking the test. According to the faculty guidelines, no more than 30% of the student’s content should match any other source even if properly cited. To respond to test security breaches, students found cheating will appear in front of the disciplinary committee to explain the cause of the identified problem. Further action including repeating the course or even discontinuation will be taken for those found to have deliberately breached security measures. Other measures to respond to security concerns will include warning the student and repeating the assessment while observing the required rules.

Assessment and Evaluation Strategies for Measuring Student Learning – C921

Section A: Summative Objective Assessment Blueprint
Criteria	Task
TASK A
A1.  Assessment overview (type, purpose, and expected outcomes of the assessment)	Type: The type of assessment to be utilized in this module will be a summative objective assessment. The students will be presented with a test focusing on specific areas of the module to determine their understanding of the content. Purpose: The purpose of the summative objective assessment is to measure the student’s learning and understanding upon completion of the module. The assessment will test the student’s ability to understand and master content using multiple-choice questions. Expected Outcomes: The expected outcome is that the students will demonstrate understanding of the module by scoring high on the test.
A2. Module title (C920 material)	Vulnerable and Special Population Health
Course objectives (C920 material)	Upon completion of this course, the student should be able to: 1) Identify vulnerable groups in the community 2) Discuss the needs of special groups in the community 3) Explain collaborative approaches to the management of vulnerable groups in the community.
Student learning outcomes (C920 material)	Upon completion of the module, the student should be able to: 1) Identify resources for special population management in the community 2) Collaborate with professionals to reach out to special groups in the community.
A2a. Assessment Activity Alignment (i.e. align your selected assessment activity with course objective and student learning outcomes)	The multiple-choice questions address the areas of vulnerability among communities and the various groups that require special care. Among the groups addressed include the homeless, elderly, refugees, and children. Some of the questions address the needs of vulnerable communities and the resources available to solve the problem of vulnerability.
A3. Cognitive level to be measured by the objective assessment	The action verbs used in the course objectives include ‘identify’, ‘discuss’, and ‘explain’. These verbs correspond to the cognitive level of understanding/comprehension in the Bloom’s taxonomy classification.
A4.  Item Types (i.e. multiple-choice items, fill in the blanks, etc.)	The assessment will contain multiple-choice questions covering the topic of vulnerable and special population health in the community.
A5.  Number of Items (on formative assessment)	Eight multiple-choice questions and two true/false questions will be used to assess the students’ mastery of content. The total number of items will be ten.

 Summative Objective Assessment Title (Student Facing Assessment Material)

B1. Assessment Instructions

The summative objective assessment will be based on the areas covered under vulnerable and special populations in the community. The students will be expected to clear their desks before the examination begins. Only one correct answer should be circled in the multiple-choice section. For the two other questions, indicate true or false regarding the statements provided. Twenty-five minutes will be available until the completion of the test.

B4. Summative Objective Assessment

Vulnerable and Special Populations Assessment Test.

1. Regarding vulnerable communities, what does the web of causation model imply?
   1. One disease causes the other in vulnerable populations
   2. Variables interact resulting in a higher probability of illness
   3. Immunizations are required because vulnerable populations spread disease
   4. The greater the poverty, the more likely communities are to have diseases
2. The characteristics of vulnerable populations include
   1. Have a single risk factor but experience worse health outcomes than the general population
   2. Have worse outcomes with better access to health care than the general population
   3. Have multiple risk factors but equal health outcomes to the general population
   4. Have worse health outcomes and increased sensitivity to risk factors than the general population
3. The following are vulnerable populations EXCEPT?
   1. Racial and ethnic minorities, underinsured populations
   2. Children from low-income communities, individuals with chronic conditions
   3. The homeless individuals, the elderly, isolated women
   4. Refugees, homeless, community health workers
4. Which among the following is a strategy to address vulnerability among isolated women and households headed by women?
   1. Activities to enable them to earn extra money
   2. Mutual support groups among women
   3. Educational and recreational facilities for children
   4. Provisions to enhance personal security
   5. All the above
5. Resilience in vulnerable and special groups refers to:
   1. Resistance of certain groups to risk factors
   2. Actions are undertaken on behalf of other groups
   3. Increased sensitivity of the very young and the very old to risk factors
   4. Increased susceptibility to cumulative risk factors among vulnerable groups
6. The fastest-growing segment of the homeless population is which of the following?
   1. Substance and alcohol abusers
   2. Refugees
   3. Chronically mentally ill
   4. Homeless families
7. Financial eligibility for assistance services under a particular federal program is determined by?
   1. Income levels and family size
   2. Poverty guidelines
   3. Employment status of the head of household
   4. Family size and minority group status
8. The main factors contributing to vulnerability include the following EXCEPT?
   1. Poverty
   2. Cultural beliefs
   3. Gender
   4. Wars
9. In the social real, special populations include immigrants, refugees, the homeless, and those living in abusive families, True or False?
10. Persons who are members of vulnerable groups are not resilient, True or False?

B4a. Summative Objective Assessment Answer Key

1. B
2. D
3. D
4. E
5. A
6. D
7. A
8. D
9. True
10. False

 

 

Section C: Summative Objective Assessment Implementation and Evaluation Plan

C1. Assessment Administration Procedures

The test will be administered by the instructor in class at the end of week eight. An answer booklet will be given to the students to tackle the questions and only 25 minutes will be available for completion of the test.

C2. Communication of Assessment Results

The results will be given to the students during the last lesson where a discussion will be made on questions that had difficulty to answer.

C2a. Pass/fail criteria

Students must accumulate a score of at least 70% to pass the test. Individuals that will score less than 7 out of the 10 questions will automatically fail the test. The grading system for the test s as follows:

90-100 – A

80-89 – B

70-79 – C

0-69 – F

C3. Analytical Methods

The item difficulty index and the mean score will be used to analyze the performance of the students. The student’s mean score will help to understand the average score of the students to demonstrate understanding of the content. Depending on the students who passed or failed the test, the item difficulty index will be used to determine the percentage of students who answered each question correctly. The item difficulty index ranges from 0 to 1.00 where high scores indicate the ease of answering the questions.

The first approach to determine reliability of the question will involve the use of test-retest method. I will give the quiz in two different points to see if the students will produce similar results. To ensure accurate measurement of reliability, I will include the questions in the overall course examination done at the end of week eight. Determination of actual validity will be done using the content validity index to rate the relevance of the selected items on a pre-determined measurement instrument. The second approach will involve measuring item discrimination by subtracting the number of successes by the low-scoring group from number of successes by the high-scoring group and dividing the difference by the size of the group. Using the discrimination index, values above 0.4 will be regarded as high while 0.2 and below will be termed as low.

C3a. Assessment Improvement

The mean score and the item difficulty index will guide the instructor in improving the performance of the students. The short-term strategy to improve performance will involve discussion of the questions in class and clarification of difficult items. The long-term strategy to improve performance will include the provision of additional learning resources to students.

C4. Test Security Procedures

The first security strategy will involve proper sitting arrangements for the students to promote independence. A one-meter distance between students will be encouraged to minimize cheating. Students will be notified of the disciplinary measures available for cheating in examinations to promote honesty. The instructor will be available to invigilate the examination until the completion of the 25 minutes. To respond to test security breaches, any student found cheating during the exam will be stopped from continuing with the test. The student’s test will be disqualified and a zero score given to the overall test. Additionally, the student will appear in front of a disciplinary committee that will decide the next steps. Other measures to respond to minor security issues will include warning the students and switching partners to prevent siting next to close friends.

D1: Assessment Theory

Theories of learning describe the concepts and approaches used to facilitate learning in today’s complex teaching-learning environments. The choice of the formative and summative assessments presented in this course was guided by the constructivist learning theory. Constructivism is a theory based on observation and scientific studies guiding how people learn. The theory suggests that learners construct knowledge rather than just passively taking in information (Adom et al., 2016). As the learner experiences the world and reflects upon the experiences, new representations are built and new information is incorporated into the pre-existing knowledge. While using this theory, the goal is to provide experiences that can facilitate the construction of knowledge. Instructors using this theory encourage students to constantly assess how their activities help in gaining understanding.

The constructivist theory was crucial in designing the three assessments for the course. For instance, the formative performance assessment aimed at assessing the students’ understanding of the introduction to community health concepts. The five-minute quiz assessed the mastery of content among students and how they will use gained knowledge to pursue the remainder of the course. The summative performance assessment utilized the case study item to ensure students develop new insight on community health and strategies to manage diseases in the community. These assessments were supported with discussions in class to engage students and ensure collaborative learning.

D2: Potential Implementation Barriers

Various challenges are observed to affect learning using the online environment, especially the administration of tests and assessments. While face-to-face learning can be replaced with an online environment, assessments that worked traditionally need to be tweaked or even replaced because of the barriers observed (Gillett-Swan, 2017). The first challenge involves the idea of cheating during tests due to low-security measures. For example, in the formative assessment, it will be difficult for students to provide honest answers regarding their understanding of the module. The instructor might find it challenging to understand what areas require clarification. The second potential challenge is the lack of clear mechanisms to address areas of difficulty upon completion of the tests (Gillett-Swan, 2017). For instance, the summative assessments will require clarification of difficult questions and discussion with other students. The online environment might not be appropriate for these interventions.

While online learning environments pose different challenges to learning, several strategies are available to counter the barriers. The formative and summative assessments described will minimize the identified barriers through the use of a plagiarism checker. For example, the students will be required to provide an originality report together with their assignment for the summative performance assessment. Additionally, the instructor will provide comprehensive feedback to students clarifying areas of difficulty. Other strategies to address the barriers will include online group discussions and the use of online learning resources.

D3: Importance of Authenticity

Performance-based assessments measure the student’s ability to apply the skills and knowledge learned in class to other areas. Authentic learning involves making what students learn meaningful by engaging them in real-world learning (Wilt et al., 2019). Authenticity ensures that students get an opportunity to apply skills learned in class to other areas as demonstrated in the summative performance assessment. For example, the use of the case study assessment method will ensure students identify community resources available to manage cholera. Inauthentic assessments, on the other hand, allows limited application of knowledge to a real-life setting. The assessments only test the student’s ability to master content or to recall material. An example is the multiple-choice questions provided in the summative objective assessment that do not allow students to discuss what they understood.

D4: Objective Assessment Outcomes

Low-test level reliability: Low test reliability in assessments can be caused by the availability of tricky questions and lack of clear instructions for the tests from the instructor. To address this issue, the first strategy includes administering the same test more than once to the students over a given period (Oermann et al., 2017). The second strategy will involve using enough questions and conducting regular item analysis to remove ambiguity.

Low-item discrimination: Item discrimination is a measure of how well an item is to measure knowledge and understanding differences among students. It is based on the idea that knowledgeable students are likely to provide the correct answer than their counterparts (Oermann et al., 2017). Low item discrimination is caused by the use of tests that measure a wide range of content. To solve this issue, the instructor can provide tests after short periods when the content is too large. Other strategies include twisting the question in subsequent tests or removal of the item from the assessment.

Low pass rates: Low pass rates are observed when the majority of the students fail to attain the required minimums of assessments. Factors such as inadequate preparation for the test, ineffective teaching of the content, and setting of hard examinations can contribute to low pass rates. The P-value should be used to assess the complexity and difficulty of tests to make appropriate adjustments. Strategies to improve this outcome include rewriting the test questions and changing the assessment or learning strategies for students.

D5: Improving Teaching Strategies and Student Learning

The results of the performance and objective assessment in this course can be used to improve student learning and teaching strategies. The first assessment involved the use of a formative performance assessment where students were assessed on the understanding of the introduction to community health. The results from this assessment can be used to incorporate new teaching methods that can improve student learning and acquisition of knowledge. The summative performance assessment results can be used to assess the application of knowledge to real-life situations. Upon completion, the students can be able to set their goals for learning and incorporate new methods such as group discussions to enable learning from colleagues. Lastly, the summative objective assessment results can be useful to enable students to work hard by setting more time for studying and using a variety of resources to improve understanding of content. The instructor can use the results to change assessment methods, address difficult areas, encourage independence, and provide feedback to students.

References

Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: Implication for research, teaching and learning. Global Journal of Arts Humanities and Social Sciences, 4(10), 1-9. https://www.academia.edu/download/50608239/Constructivism-Philosophical-Paradigm-Implication-for-Research-Teaching-and-Learning.pdf

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://www.jld.edu.au/article/view/293.html

Newton, P., DaSilva, A., & Peters, L. G. (2020). A pragmatic master list of action verbs for Bloom’s taxonomy. In Frontiers in Education (Vol. 5, p. 107). Frontiers. https://doi.org/10.3389/feduc.2020.00107

Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2017). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. Springer Publishing Company.

Wilt, J. A., Thomas, S., & McAdams, D. P. (2019). Authenticity and inauthenticity in narrative identity. Heliyon, 5(7), e02178. https://doi.org/10.1016/j.heliyon.2019.e02178