Data from assessments can be used to determine if learners are meeting course outcomes or learning objectives. Assessments can be utilized in many ways, such as learner practice, learner self-assessment, determining readiness, determining grades, etc. The purpose of this assignment is to analyze sample test statistics to determine if learning has taken place.
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To address the questions below in this essay assignment, you will need to use the information from your textbook chapter readings and the data provided in Table 11.1 (“Sample Test Statistics”) in Chapter 11 of The Nurse Educator’s Guide to Assessing Learning Outcomes.
In a 1,000-1,250-word essay, respond to the following questions:
Explain what reliability is and whether this test is reliable based on the information in Table 11.1 (“Sample Test Statistics”). What evidence supports your answer?
What is the range for this sample? What information does the range provide and why is it important?
What is the difference between standard deviation and standard error of measurement? How would the instructor use this information?
Explain the process of analyzing individual items once an instructor has analyzed basic concepts of measurement. Consider the three Ds (difficulty, discrimination, and distractors) in your response.
If one of the questions on the exam had a p value of 0.100, would it be a best practice to eliminate the item? Justify your answer.
If one of the questions on the exam has a negative PBI for the correct option and one or more of the distractors have a positive PBI, what information does this give the instructor? How would you recommend that the instructor adjust this item?
You are required to cite two or three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Explanation of reliability. Determine reliability of test from Sample Test Statistics. Evidence supporting answer.
5. Target
15 points
A well-supported and accurate explanation of what reliability is and whether the test presented in the assignment criteria is reliable is presented.
4. Acceptable
13.8 points
An accurate explanation of what reliability is and whether the test presented in the assignment criteria is reliable is presented. Some detail is needed for clarity or support.
3. Approaching
13.2 points
A general explanation of what reliability is and whether the test presented in the assignment criteria is reliable is accurately presented but additional information or evidence is needed for support.
2. Insufficient
12 points
An explanation of what reliability is and whether the test presented in the assignment criteria is reliable is presented but is incomplete or incorrect.
1. Unsatisfactory
0 points
An explanation of what reliability is and whether the test presented in the assignment criteria is reliable is omitted.
Range
Criteria Description
Determine range for the given sample. Discuss the findings for the range and its importance.
5. Target
15 points
The range for the specified sample, what information the range provides, and why it is important is thoroughly and accurately explained.
4. Acceptable
13.8 points
The range for the specified sample, what information the range provides, and why it is important is accurately explained. Some detail is needed for clarity or support.
3. Approaching
13.2 points
The range for the specified sample, what information the range provides, and why is it important is generally explained. Overall, the explanation is accurate, but additional information or evidence is needed for support.
2. Insufficient
12 points
The explanation of the range for the specified sample, what information the range provides, and why it is important is incomplete or incorrect.
1. Unsatisfactory
0 points
The explanation of the range for the specified sample, what information the range provides, and why it is important is omitted.
Standard Deviation Versus Standard Error of Measurement
Criteria Description
Differentiate between standard deviation and standard error of measurement. Explanation of how an instructor would use this information.
5. Target
18 points
The difference between standard deviation and standard error of measurement, and how an instructor would use this information is thoroughly and accurately explained.
4. Acceptable
16.56 points
The difference between standard deviation and standard error of measurement, and how an instructor would use this information, is accurately explained. Some detail is needed for clarity or support.
3. Approaching
15.84 points
The difference between standard deviation and standard error of measurement, and how an instructor would use this information, is generally explained. Overall, the explanation is accurate, but additional information or evidence is needed for support.
2. Insufficient
14.4 points
The explanation of the difference between standard deviation and standard error of measurement, and how an instructor would use this information, is incomplete or incorrect.
1. Unsatisfactory
0 points
The explanation of the difference between standard deviation and standard error of measurement, and how an instructor would use this information, is omitted.
Process for Analyzing Individual Items
Criteria Description
Explanation of process for analyzing individual items once an instructor has analyzed basic concepts of measurement. Inclusion of difficulty, discrimination, and distractors in the response.
5. Target
18 points
The process of analyzing individual items once an instructor has analyzed basic concepts of measurement is thoroughly explained. The three Ds (difficulty, discrimination, and distractors) are used in the explanation.
4. Acceptable
16.56 points
The process of analyzing individual items once an instructor has analyzed basic concepts of measurement is adequately explained. The three Ds (difficulty, discrimination, and distractors) are used in the explanation. Some detail is needed for clarity or support.
3. Approaching
15.84 points
The process of analyzing individual items once an instructor has analyzed basic concepts of measurement is summarized. The three Ds, (difficulty, discrimination, and distractors) are generally used in the explanation. Overall, the explanation is accurate, but additional information or evidence is needed for support.
2. Insufficient
14.4 points
The explanation for the process of analyzing individual items once an instructor has analyzed basic concepts of measurement is incomplete or incorrect.
1. Unsatisfactory
0 points
The explanation for the process of analyzing individual items once an instructor has analyzed basic concepts of measurement is omitted.
p-Value
Criteria Description
Determine whether it would be best practice to eliminate a test question on the exam with p-value of 0.100. Provide justification for answer.
5. Target
19.5 points
An accurate determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is presented. Strong justification for the answer is provided.
4. Acceptable
17.94 points
An accurate determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is presented. Adequate justification for the answer is provided.
3. Approaching
17.16 points
Overall, accurate determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is presented but more information or rationale is needed to fully justify the answer.
2. Insufficient
15.6 points
A determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is presented but is inaccurate. Justification for the answer is not provided.
1. Unsatisfactory
0 points
A determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is omitted.
Positive and Negative PBI
Criteria Description
Explain what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors has a positive PBI. Recommendations for adjusting item.
5. Target
19.5 points
An accurate determination of whether it would be best practice to eliminate a test question on the exam with p-value of 0.100 is presented. Strong justification for the answer is provided. An accurate and thorough explanation for what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors has a positive PBI, is presented. Clear recommendations to the instructor on how to adjust this item are presented.
4. Acceptable
17.94 points
An accurate explanation for what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors has a positive PBI, is presented. Recommendations to the instructor on how to adjust this item are presented. Some detail is needed for clarity.
3. Approaching
17.16 points
An accurate explanation for what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors have a positive PBI, is presented, but more information or rationale is needed to support the explanation. General recommendations to the instructor on how to adjust this item are presented.
2. Insufficient
15.6 points
An explanation for what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors has a positive PBI, is presented but is incomplete.
1. Unsatisfactory
0 points
An explanation for what information the instructor can gather when a question on the exam has a negative PBI for the correct option, and one or more of the distractors has a positive PBI, is presented but is incomplete.
Thesis, Position, or Purpose
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
5. Target
10.5 points
The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.
4. Acceptable
9.66 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
3. Approaching
9.24 points
The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.
2. Insufficient
8.4 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
1. Unsatisfactory
0 points
purpose is not discernible. No awareness of the appropriate audience is evident.
Development, Structure, and Conclusion
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
5. Target
12 points
The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.
4. Acceptable
11.04 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.
3. Approaching
10.56 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
2. Insufficient
9.6 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
1. Unsatisfactory
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
Evidence
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
5. Target
7.5 points
Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.
4. Acceptable
6.9 points
Specific and appropriate evidence is included. Other perspectives are integrated.
3. Approaching
6.6 points
Relevant evidence that includes other perspectives is used.
2. Insufficient
6 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
1. Unsatisfactory
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
Mechanics of Writing
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
7.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
6.9 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
6.6 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
6 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
Format/Documentation
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Target
7.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
6.9 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
6.6 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
6 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
