The Role of Assessment

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1
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in Instruction
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I can pass it …Absolutely no way!”
—CHARLIE BROWN, PEANUTS (1968)
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Tea©chJe orsn mesak&e Bdaecritsleiotnt sLeabaornutinsgtu, dLeLnCts—decisions that hav©e

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teachers must base them on information that is valid and reliable.
Assessment is the systematic process of collecting and interpreting information
to make decisions about students. High-quality assessments not only provide valid
and reliable information about student achievement, they also assist educators to
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important decisions about students, and the better you will sleep at night!
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All assessments begin with a purpose. Classroom assessment is a formal process
that involves a deliberate effort to gain information about a student’s status in
relation to course content and objectives. This process includes a wide range of
procedures and has the ultimate goal of obtaining valid and reliable information
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interactive components of educational instruction. Planning involves the establish-
ment of instructional objectives and learning outcomes, which leads to decisions
about the types of learning activities that will enable students to successfully
© Jones & Bchai retvl eettthLe eraerqnuiinregd, LoLutCcomes. The desired
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direct, and even modify, the teaching approach. Exhibit 1.1 illustrates this relation-
ship, which Brookhart (1999) describes as effective when the assessment instru-
ments provide a©ccJuorantee,s m&eaBnainrtglefutlt, © Jones & Bartlett Learning, L
La endaranpinprgo,pLriLa Cte information.
While the mNaOinT gFoOalRoSf AclLasEsrOooRmDaISssTeRssImBeUnTt I iOs Nto obtain valid
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information about student achievement, assessment procedures also assist in
appraising the effectiveness of the instruction. A well-designed assessment plan
helps you to optimize your teaching by identifying your own strengths and weak-
n anes ssew se . r sT hto
e r e s u l t s o f a c la ss r o o m te st based on such a p lan p ro v id e
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th e f oll o w ing qu e sti on s:
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• What is the level of the students’ achievement?
• Are the course objectives realistic?
• Is the difficulty level of the content appropriate?
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In addition to being the primary indicator of student achievement and the
effectiveness of an educational program, student assessment is also an integral
part of the learning process. Effective assessment is a continuous process, which
provides valuab©le Jfoeendebsac&k Bfoarrtslteutdt eLnetsa, rtnhiunsgr, eLinLfCorcing successful
lear©ninJgonaneds & Bartlett Learning, L
offering informaNtiOonT aFbOoRut SfuArtLhEerOleRarDniInSgTnReIeBdUs.TWIOhNile a poorly
design eNd Oa TsseFsOs- R SALE OR DISTRIBUT
ment interferes with learning, assessment that is well designed not only promotes
learning, but also enhances teaching by assisting both the student in learning and
the teacher in teaching (Miller, Linn, & Gronlund, 2009). Well-developed
classroom
NEOxhTibFitO1R.1 SALInEteOraRctiDonISoTfRpIlBanUnTinIOg,Nteaching, and
assesNsmOeTntFinOReduScAatLioEnaOl R DISTRIBUTION
instruction
PLANNING
Instructional Objectives
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DISTLReaIBrnUinTgIOONutcomes

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assessments contribute to effective student learning by helping students identify

their strengths and weaknesses to guide their future study.
©YoJuopnreosba&blBy ahratvlee ttheLaerad r anisntugd, eLnLt Csay, “There is no way©I
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If sNtuOdeTntFsObReliSevAeLtEhaOt, RnoDmISaTttRerIBwUhaTtIOthNey do, they will n o t NbOe
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classroom exams, their self-confidence is undermined. When tests are perceived as
unfair or too difficult, many students protect their self-esteem by giving up rather
than failing repeatedly. Educators can counteract this syndrome by ensuring that
st ud e n t s h av e a c l e ar u nd erstanding of what i s
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oppor tu n it ies to ac h ie v e t h e e x p e c ta t io ns ,
N O T FO R S A L E O R D I S T R I B U T ION
informing them of how their learning will be assessed, and providing them with
feedback to guide future learning.
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NOT FOR SALE OR DISETduRcIaBtoUrTs IOhaNve an ethical r e s p oNnOs iTb i Fl i tOy
RevSeAryLEtimOeRthDeIySTaRssIeBssUTstIuOdNents. Nurse educators also have a
responsibility to the healthcare consumers whose care will be entrusted to the
students who graduate and enter nursing practice. It is therefore imperative that
your assessments be trustworthy so that you obtain high-quality
i n f o©r mJaot inoens. W&hBilaerytloeuttmLaeyarnnoitnbge, LhLapCpy about some of t h ©e
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decisions if t h e Ny OarTe FbOasRedSoAnLtEruOstR-
worthy assessment instruments.
Teacher-made tests play a central role in student assessment. In light of the
influence that decisions based on these tests have on the lives of students, elaborate
care must be taken when testing and grading. Fundamental to the development of
© Jones &v Baliadrtalesst et sLsemaernntsinigs ,tLheLCrecognition that class©rooJmonteesst
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invested in the development of a course in a nursing program. Endless meetings and
discussions are held to write objectives and content outlines and to plan learning
activities. Yet, test development is often a solitary process, with indi-
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i n g , in
contribut L L C
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the whole picture until the test is completed.
What Clements and MacDonald identified in 1966 stills holds true today:
Ethical responsibility for student assessment requires teachers to ensure that each
assessment tool
• is a p pr
© Jo n e s &

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op ri a t e l y de s ig n ed , an d
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N• OTacFtuOaRllySmAeLaEsurOeRs
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D IS T R IB U T IO N
In addition, Clements and MacDonald pointed out that when interpreting the
results of assessment instruments, teachers must seriously consider the following:
• Emotional and social impact on students
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Assessment and Self-Efficacy

One of the most important responsibilities of a teacher is to assist students to
© Jones & Bartlett Lea mrnaixnigm, izLeLCtheir success and to
p©roJmoonteese&verByasrttuledtetnLt’es asrenl fi-nefgfi,cLacLyC. To promote

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self-efficacy, which can be described as the “I can do it” attitude, teachers need to
believe that every student can be successful. Admission to a nursing program is
certainly a selec©tivJeo pnreosce&ssB, aanrdtleetvteLryeaadrnmi inttge,d LsLtuCdent has the potentia©l
fJoronsuecs- & Bartlett Learning, L
cess. It is the oNblOigTatiFoOn RofSthAeLpEroOgRramD’IsSfTaRcuIBltyUtToIOasNsist every student
inNObeTcoFmO-R SALE OR DISTRIBUT
ing successful.
In the process of promoting student self-efficacy, it is important to remember
that a student’s sense of accomplishment is diminished if a task is too easy and is
d efe a te d if a t as k i s t o o h a r d . W h e n te sts are perceived as
t ©riv Jia ol, ns es & B a rt l e t t L e a r n in g , L L C
© J o n etusd&enBtsaprtelrectetivLeearning, LLC sNchOoTol FwOoRrk SaAs
t ri vi al an d ca n a d o p t t he attitude that the pr oc e ss o f
L E O R D IS T R I B U T I O N N O T F O
l ea rn in g is o ne of passive recall. We cannot expect students to be
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successful, to have the “I can
do it” attitude on high-stakes examinations such as the National Council Licensure
Examination (NCLEX), if they are accustomed to taking poorly constructed class-
room exams that are perceived as too easy or too difficult.
© Jones & BartlIet tist Luneraeranliisntigc, tLo LbCelieve that a post-prog©raJmonreevsie&w Bcoaurrtslee
tctaLnetae ranchinsgtu, dLeLnCts
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OTTheFObeRstSaApLpEroaOcRh DfoIrSTfoRstIeBrUinTgIOa N realistic sense of
self-efficacy is to expose students throughout their entire nursing program to well-
constructed tests that require them to think critically and to apply their acquired
knowledge.
How many exa m s d o s t u d e n t s t a k e o v er th e co u rse of a nursing
prog ram © — J2 on e s & B a r t l e t t L e a rn in g , L L C
© Jo n e0s, & Bartlett Learning, L
30, 40? It is certainly not unusual for students to answer more than 2,000 multiple-
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choice items during a nursing program. By presenting them with well-written exams
that assess higher-order thinking, nursing programs can challenge students’ critical
thinking ability and provide them with the best preparation for passing NCLEX.
Chapter 10, “Preparing Students for the Licensure Examination: The Importance of
N©CLJEoXn,e” sof&ferBs asrutglegtets Ltioenasrnfoinr gin, cLreLaCsing your students’ se©lf-
Jcoonnfiedse &nceB. artlett Learning, LLC
Assessment Inadequacy
Although most teachers recognize and strive to fulfill their assessment role, many
e x p e ri e n c e c on fl ic t o r iginating from
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assessment inadequacy are understandable. While assessment is integral to instruc-
tion and learning, classroom assessment and grading are generally acknowledged
as the weak links in modern education. Despite the widespread use of classroom
achievement tests and the important role they play in the instructional process,
teachers of all disciplines, at every level of education, lack the understanding of
assessment met©hoJdos.neS sur&ve BysarotflettetaLcheearrnpirnegp,arLaLtiCon (National Council©oJf
oSntaetes & Bartlett Learning, L
Boards of NursNinOg T(NFCOSRBNS)A, L20E0 O8; RPeDnI nS,TWRIiBlsoUnT, IO&NRosseter, 2008;

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2009; VanBever Wilson, 2010) report that teachers are often ill prepared in the
development and use of classroom assessments. Despite the fact that classroom
assessment is an integral part of a teacher’s responsibility, many have not received
t isheneb ca es
si sc in
a ryst fruo c rti o n in t h e pr oc e s s o f assessment and
grad ing th a t
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at io n NOT FOR SALE OR DISTRIBUTION
D O IS TT F RO I B R UST IAOL NE O R
Nursing education is facing a particular dilemma with the assessment compe-
tency of faculty. In 1980, Fitzpatrick and Heller identified that the number of nurse
educators with the necessary preparation in education was dwindling. That trend
has continued for more than 30 years. In fact, the National League for Nursing
© Jones & B(aNrLtNle,t2t 0L1e2a) rdnoicnugm, eLnLteCd that while we
need©toJsounb estsan&tiaBllay ritnlecrtet aLs ee aernnroinllgm,eLnLt Cin

© Jones & Bartlett Learning, LLC © Jones & /
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nursing programs to meet future healthcare needs, we are facing a serious
shortfall of nurse educators if we do not increase opportunities for nurses to
prepare for the
nur©se Jeodnuceasto&r rBolaer.tIlen tftaLcte, athreniNnLgN, ’Ls L20C06 faculty census
surv©eyJoidneenstifi&edBtahrattlethtte Learning, L
nurNsiOngT fFacOuRltySsAhLorEtaOgeRwDaIsSsTteRaIdBilUy Ti nI Oc rNe a s i n g . Based on
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NLN estimates that in 2006 there were 1,390 budgeted, but unfilled full-time posi-
tions nationwide (2010). In 2012, the American Association of Colleges of Nursing
(AACN) also identified that, despite the nursing shortage, qualified applicants are
ec a&be
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u rs programs
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Data from the NLN survey (2010) shows that the percentage of full-time nursing
faculty who hold earned doctorates has decreased since 2002. Because of the grow-
ing shortage of qualified nurse educators, expert clinicians, rather than educators,
are increasingly filling nurse faculty positions. Although these faculty members
© Jones & Bartlett Leahrnavinegv, aLluLaCble clinical expertise©, thJ eonr eolse
&ofBnaur rtlseette Lduecaartnoirnrge,qLu Lir Ces specialized
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The NLN has taken the lead in disseminating information and designing strate-
gies to deal with the growing national shortage of nursing faculty who are pre-
pared for the educational role. In a 2002 position paper, the NLN concluded that
the ro le o f n u rse e d u c a t o r re q u i r e s sp e c ialized preparation an d
© J o n e s & B a r tl e t t L e a r n i n g , L L C ©
Jreocnoemsm&enBdeadrtlseetvt- Learning, L
eral strategies to deal with the problem (pp. 3–4). An NLN recommendation that is
particularly pertinent to the discussions in this book is as follows:
Schools of nursing should support lifelong learning activities that help educators
maintain and expand their expertise in teaching and education as well as their clini-
© Jones & Ba r t le ttmLpee tae rnnc einagn ,d Lt hLeCi r scholarly skills (2002,©p.J4o)n. es & Bartlett
c a l c o Learning, LLC
The NLN, taking action on its own recommendation, has developed a variety
of resources to enhance the educational expertise of nursing faculty. A number of
continuing education offerings are available through the NLN website. The NLN
also encourages continuous quality improvement by recognizing nursing programs
© Jones & Bartlett Leatrhnaitnagr,eLcLoCmmitted to
improving©thJeo endeusca&tioBnaarltleentvt i Lroenamrnenint.gE, aLcLhCyear the NLN
NOT FOR SALE OR DISCTenRt IeBrsUoTfIOExNcellence in NursinNg
OEdTuFcaOtiRonSPArLogEraOmRpDuIbSliTclRyIBacUkTnIoOwNledges programs
that excel in one of three areas:
1. Enhancing student learning and professional development

©2.JoPrnoemso&tinBgatrhtelepttedLaegaorgnic © Jones & Bartlett Learning, L
al e x p e
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N3O. TAdFvOanRciSnAg LthEe OscRienDcIeSTofRnIBurUsiTnIgOeNducati

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Recognizing the need for expertise in the nurse educator role, the NLN also
sponsors a certification program for nurse educators. The certified nurse educator
(C N E ) e x a m in a t io n i s b a sed on the Core Com pe te n ci e s
© Jones & B of aNrtuler st et L
E de u ac ratn o in
r sg(, NL LL C © J o n ase as
N , 2012) and is administered
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prerequisite for CNE certification. The NLN provides
a range of opportunities to help nursing faculty continuously improve their
profi- ciency in the role of educator. Visit their website, (http://www.nln.org)
frequently to keep up-to-date on what is being offered.
The AACN is also taking a proactive approach to the shortage of nursing fac-
© Jones & Bartlett Leaurnltiyn. gO, nLeLsCtrategic goal of the AA©CJNo, naes ssta&teBd aorntlethtteiLr
ewaerbnsiinteg,(hLtLtpC://www.aacn.

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nche.edu), is to “Institute innovative strategies to recruit a highly qualified and

diverse nursing workforce, including faculty, sufficient to meet societal needs.” The
AACN website i©ncJluodnees sa &faBcual rtytlelitntkLtehaart nisinagn, iLnLfoCrmation clearinghous©e
tJoohneelps & Bartlett Learning, L
nurse e d u c a t o r sNlOo cTa tFe Of aRc uSl tAy LdEevOelRopDmIeSnTt RpIrBogUrTamIOsNand financial aid
opNpOoTrtuFnOi-R SALE OR DISTRIBUT
ties. The link also features a comprehensive list of available nurse faculty positions
in colleges and universities in the United States (AACN, 2012).
A©sJsoensessm& © Jones & Bartlett Learning, LLC

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Standards
As public and professional awareness of the need for assessment competence
increases, several professional organizations have developed standards to provide
guidelines for the assessment skills that educators should possess. The 1999 edition
of The Standards for Educational and Psychological Testing was jointly developed
© Jones & Bbayrttlheett ALmeaerrnicianng,ELduLcCational Research Ass©ocJiaotinoens, t&heBAarmtleertict
aLneaPrsnycinhgol,oLgLicCal
NOT FOR SAALssEocOiaRtioDnI,SaTnRd ItBhUe TNI aOt iNo n a l Council on
MeNaOsuTreFmOenRt SinAELdEucOaRtioDn I(SNTCRMIBE)U. TThIOe N intent
of this document is to “promote the sound and ethical use of tests and to
provide a basis for evaluating the quality of testing practices” (p. 1). These stan-
dards represent a consensus on the skills required of teachers that enable them
to use educatio©naJl oanneds p&syBchaortlolegtitcaLl etaersntsinagp,pLroLpCriately. An ad hoc
co©mJmointteese & Bartlett Learning, L of the NCME pNubOliTshFeOd RthSe ACLoEdeOoRf
DPrIoSfTesRsIioBnUaTl IROeNsponsibilities in EdNucOaTtioFnOalR SALE OR DISTRIBUT
Measurement in 199/ to “promote professionally responsible practice in educa-
tional measurement” (p. 2). Both documents provide valuable guidelines for fair
and ethical assessment in higher education.
The Standards for Teacher Competence in Educational Assessment of Students
w asJojoninetsly&deBvaerlotlpeetdt LbeyatrhneinAgm, eLrLicCan Federation of T e a c©h eJros
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n(eAsFT&), BthaertNleCtMt LEe, arning, LLC aNnOd TthFe ONRatiSonAaLl
EEdOuRca DtioISn TARssIBocUiaTtiIoOnN(1990). This
collabNoOraTtioFnObRetSwAeeLnEteOaRchD- ISTRIBUTION
ing and measurement specialists defined seven assessment competencies that
are critical to the role of educator (Table 1.1). Although these standards were
specifically written for K–12 classroom teachers, they provide a discussion model
fairness in a o sr se pr
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SA L E O R D IS T R I B
UTION
Unfortunately, the assessment abilities of many teachers are often inconsistent
with the standards adopted by professional organizations. The assessment content
presented in this book is consistent with the most current professional standards
and provides you with a foundation for achieving competence, or improving your

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abilities, in stud©enJt oansseesss&meBnat.rtlett Learning, LLC © Jones & Bartlett Learning, L
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Need for a Systematic Approach to Assessment
A systematic plan is defined as a procedure that is based on a coordinated method.
I©t eJnosunreess &thaBt anrotles ttet pLseaarren oinmgi ,t t Le dLCf r o m a process. The
o©nlJyowneays t&o BenasrutlreettthLaet arning, LLC aNllOstTepFsOaRre ScoAmLpEleOteRd
DinISa TcRomIBpUlicTaItOedN process is to followNOa TsyFstOemR.
STAheLEnuOrsRingDISTRIBUTION process provides an example of a systematic method
applied to a complex process.
Certainly, there is no process more complex than the practice of nursing. Widely
adopted by the profession, particularly in nursing education, the nursing process
provides a systematic approach that ensures the comprehensive application of
© Jones & Bnaurrtsleintgt © Jones & Bartlett Learning, LLC
Lcaeraer. ning, LLC

© Jones & Bartlett Learning, LLC © Jones & BartlAesttseLsesamrennint 7
NOT FOR SALE OR DISTRIBUTION gIn, sLtLruCments NOT FOR SALE OR
Table 1.1 Standards for Teacher Competence in Educational Assessment

of Students
TeaNcOheTrs FsOhoRuldSAbeLsEkiOlleRd NOT FOR SALE OR DISTRIBUT
iDn:ISTRIBUTION
1. Choosing assessment methods appropriate for instructional decisions.
2. Developing assessment methods appropriate for instructional decisions.
3. Administering, scoring, and interpreting the results of both externally produced and
© Jones & BartetalechtterL- © Jones & Bartlett Learning, LLC
peraordnuicnedg,asLsLesCsment methods.
4. Using assessment results when making decisions about individual students,
planning teaching, developing curriculum, and school improvement.
/. Developing valid pupil grading procedures which use pupil assessments.
6. Communicating assessment results to students, parents, other lay audiences, and
other educators.
©and
Joneso &thBartlett Learn 7 i np gpe,crLoogpLnriCizing
. R unethical, illegal,
© Jo n e s & B a r tl e t t L e a r ansisnegss,mLeLntCmethods and
e rw ise i na at e
u s e s o f as sessment information .
NOT FOR SALE OR DISTRI B U T I O N N OT FOR SALE OR DISTRIBUTION
Source: American Federation of Teachers, National Council on Measurement in Education, & National Educa-
tion Association (1990). Standards for teacher competence in educational assessment of students. Washington,
DC: National Council on Measurement in Education.

A comprehensive assessment plan involves several interacting processes. To
maintain the plan’s integrity, a methodical procedure, which is based on the prin-
ciples of assessment, must be designed and adhered to. In fact, having a defined
methodology not only ensures that all steps are followed; it also ensures that objec-
© Jones &tiBviatyrtilsemtt aLinetaarinneind gth, rLoLuCghout the assessment
©proJcoenses.sIn&faBcat,rtfolelltot wLienagranisnygst,eLmL- C
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overaNllOplTanFeOnRsuSreAs LthEatOyRouDr IaSssTeRssIBmUenTtION plan is both
comprehensive and objective. This book is designed to help you develop a system
that will streamline every aspect of your assessment plan. The guidelines ensure
that your plan is practical, comprehensive, and grounded in the
p ri n c ip l es o f sound assessment.
© Jones & Bartlett L e a r n i n g , L L C © Jones & Bartlett Learning, LLC
Assessment Instruments
As defined in Standard One of the Standards for Teacher Competence in Educational
Assessment of Students (1990), when planning assessment strategies it is important
that©yoJuoncehsoo&seBt ah retlaestste Lssemaernntintegc,hLnLiqCue appropriate for th©e
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f o u rNcOa tTe gFoOr i eRs SofAaLsEsesOs-R DISTRIBU
ment instruments:
1. Paper-and-pencil (or computer-administered)


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NOT FOR SALE OR DISTRIBUTION gIn, sLtLruCments NOT FOR SALE OR
© Jones & Bar2t.lePt et rLf oeramr na ni nc eg,a Ls sLe Cs s m e n t s © Jones & Bartlett Learning, LLC
NOT FOR OORralDpIrSeTseRn NOT FOR SALE OR DISTRIBUTION
SAL3E. ItBatUioTnIsON
4. Portfolio assessment
A multidimensional approach is essential to assess all aspects of a behavior.

© Jones & Bartlett Lea Trnhiins gis, Le LspCecially true when ass©esJsoinngepss&ychBoamrtoletotrt
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higher-level cognitive ability such as critical thinking. For a variety of reasons,

teacher-made multiple-choice paper-and-pencil classroom tests are widely used
in all education©alJsoentteinsg&s, Bpaarrtti lceutltarLlyeainrnninugrs,inLgLCeducation. This editio©n
Joof ntehse & Bartlett Learning, L
book evolved fNroOmTthFeOfiRrsSt AanLdEsOecRonDdISedTiRtioIBnUs, TaInOdNso it focuses on
t hNe Or oTl eF Oo f R SALE OR DISTRIBUT
the multiple-choice format for classroom tests and elaborates on suggestions for
constructing measurement instruments in several formats that were introduced in
the second edition. This book provides you with strategies for developing well-
cpr onov stidrue cv t aedlidcl a asn sdr roe olima b ex
le a m s i n a va r iety of formats that
©© JJ o o nn eess &&BB aa r rt tlelet t tt LL eearning,
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r es ul ts.
N O T FOR SALE OR NOT FOR SALE OR DISTRIBUTION
DISTRIBUTION
Summary
Assessment is fundamental to the instructional process. However, the assessment
© Jones & Bpaarrttleotft tLheeairnnsitnrugc,tiLoLnaCl process often does ©noJtorneec seiv&e
BthaertaletttetnLtieoanrnit indegs,eLrvLeCs.
NOT FOR SATLhEereOaRreDsIeSvTerRaIlBreUaTsoIOnsNfor this, but the mNoOst TimFpOoRrtaSnAt oLnEe
OisRthDeISneTeRdIBfoUr TfaIcO- N
ulty to recognize the integral role of assessment in the instructional process.
This book is designed to help you to develop a systematic plan for assessment
of learning outcomes. It provides a review of the theories and principles of assess-
ment. Assessm e©ntJiossnueess &areBaadrtdleretst sLedeaarnndinpgr,aLctLicCal guidelines are
p r e s©e nJt oe dn et os & Bartlett Learning, L assist you in
deNveOloTpFinOg RclaSsAsrLoEomORexaDmISs TthRaItBrUeflTeIOct Nthe standards of
asNseOssTmFenOtR SALE OR DISTRIBUT competence. The information presented in the following
chapters will assist you to
improve your overall assessment program, whatever assessment format you choose
to implement.
LNeOaTrnFOinRgSAALcEtivOiRtiDeIsSTRIBU © Jones & Bartlett Learning, LLC
TION
1. Consider an assessment program that you have experience with and
describe an actual or potential ethical conflict associated with that program.
2. How does the “I can do it” attitude influence a student’s success on both
© Jones & Bartlett cLlaesasrronoinmga, nLdLsCtandardized exams?
H©owJocnaensyo&uBparortmleottte Ltheear“nI icnagn , dLoLiCt”
NOT FOR SALE ORattDitIuSdTe RinIBt UheTIcOlaNssroom and clinicalNsOettTinFgOs?R SALE OR DISTRIBUTION
3. Review the Standards for Teacher Competence in the Educational
Assessment of Students (Table 1.1) . How do these standards apply to
classroom and clinical assessment in nursing education?

JinonFOR
NOT Iness tr&ucOR
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Web Links NOT FOR SALE OR DISTRIBU
American Association of Colleges of
Nursing http://www.aacn.nche.edu
© JoneAsm&eriBcaanrtEledtutcLateioanrnalinRges,
eLaLrcCh Association © Jones & Bartlett Learning, LLC
NOT NOT FOR SALE OR DISTRIBUTION
FhOttRp:/S/AwLwEw.OaeRraD.n
IeSt TRIBUTION American
Federation of Teachers
http://www.aft.org
American Psychological Association
© Jones & © Jones & Bartlett Learning, LLC
Bartlett hLttepa:/r/nwinwgw, .LapLaC
.org

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NOT FOR SALE OR DISTRIBUTION Learning,RLe LfeCrences NOT FOR
SALE OR DISTRIBUTION
Assessment: Bridging the gap between teaching and learning for all students
http://www.calstat.org/assessment/
© Jo n e s & B ar t le t t L e a r n in g, L L C
© JAoss noe cis ati on f o Learning,
& Bartlett r t h e A
L s s es sm en t o f Learning in Higher
Ed u ca t io n
http://aalhe.org/
Carnegie Mellon: Enhancing Education - Assessment
http://www.cmu.edu/teaching/assessment/index.html
D i s c o v e r y E d u c a to r Network: Assessme nt
© Jones & B a r t l e t t L e a r n i n g , L L C © Jones & Bartlett
Learning, LLC
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h tt p: // b lo g .d is co v e ry education.com/blog / ca te g or y/
O R D I S T R IB U T I O N NO T F O R
a s se s sm en t/
S A L E O R DISTRIBUTION
Educational Resource Information Center
http://www.eric.ed.gov
Internet Resources for Assessment in Higher Education
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FOR SALE OR DISTRIBUNTatI iOonNal Council on
MeasNuOreTmFenOtRinSEAdLuEcatOioRn DISTRIBUTION
http://www.ncme.org
National Council of State Boards of Nursing
http://www.ncsbn.org
© JoNnaetiosn&al BLeaargtlueettfoLreaNrunrsiningg, LLC © Jones & Bartlett
Learning, L
N O Th t Ft pO: /R/ wSwAwL. En l nO. oRr gD I S T R I B U T I O N NOT FOR SALE OR
DISTRIBUT
Nurse Educator Assessment Continuing Education
http://www.nurseeducatorace.com
Standards for Teacher Competence in Educational Assessment of Students
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BAsasretslesmtteLnet/arning, LLC NOT FOR SALE OTeRacDheISr%T2R0IsBtaUnTd IaOrdNs
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References
© Jones & Bartlett Learning, ALmLeCrican Association of Co©llegJeos noef
sNu&rsBinag.rt(l2e0t1t2L). eNaurrnsiinnggf,aLcuLlCty shortage fact
NOT FOR SALE OR DISTRIBUTIsOhNeet. Retrieved from NhOttTp:/F/wOwRwS.aAacLnE.ncOheR.eDduI/SmTeRdiIaB-
rUe lTa tIiOo nNs / f a c t - sheets
/nursing-faculty-shortage
American Educational Research Association, American Psychological Association,
& National Council on Measurement in Education. (1999). Standards for edu-
cational and psychological testing. Washington, DC: American Educational
© Jones & Bartlett Learning,
LLCThe National Elementar©y SJchoonoel sP r&i n cBi paarl t, l 4e/tt,
2L9e–FOR
NOT a33r .ning, LLCDISTRIBUTION
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© Jones & Bartlett Learning, LLC © Jones & Bartlett 9
NOT FOR SALE OR DISTRIBUTION Learning,RLe LfeCrences NOT FOR
© SALE
JoneRses&eaBrcharAtlsesottci a DISTRIBUTION © Jones & Bartlett Learning, L
LateioOR
nr.ning, LLC
NOTAmFeOricRanSFAeLdeEraOtioRn DofISTTeaRchIBerUs,TNIOatiNonal Council on
MeasNuOreTmeFnOt iRn SEdAuLcaEtioOn,R DISTRIBU
& National Education Association. (1990). Standards for teacher competence
in educational assessment of students. Washington, DC: National Council on
Measurement in Education.
© Jones & BartleBtrtoLokehaarrnt,inS.gM, .L(L19C99). The art and scienc©e
Jofocnlaesssro&omBaasrstelsestmt eLnet:aTrhneinmgis,siLnLg C NOT FOR SALE
OR pDarI tSoTf RpeIdBaUgoTgIyOWNashington, DC: The
GNeOorTgeFWOaRshSinAgtLonE UOnRiveDrsIiStyTGRraIBduUatTeION
School of Education and Human Development. Retrieved from http://www.eric
.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/2e/2f.
pdf
Clements, H., & MacDonald, J. (1966). Moral concerns in assessing pupil growth.
© Jones & Bartlett Learning, LLCThe National Elementar©y SJchoonoel sP r&i n cBi paarl t, l 4e/tt,
2L9e–FOR
NOT a33r .ning, LLCDISTRIBUTION
SALE OR NOT FOR SALE OR DISTRIBUTION

© Jones & B1a0rtlett LCehaarpntienrg1, LLTChe Role of Assessme©nJt
oinneFOR
NOT Ins s&truBcOR
SALE atirDISTRIBUTION
otlnett Learning, LLC NOT FOR SALE OR DISTRIBUTION
Fitzpatrick, M. L., & Heller, B. R. (1980). Teaching the teachers to teach. Nursing
Outlook, 26, 372–373.
Haladyna©, TJ. oMn. e(s19&99B). aArtcleomttpLleeteagr uniidnegt,o LsLtuCdent grading.
Needham©HJeoignhetss, & Bartlett Learning, L
MA: ANllOynT aFnOd RB a Sc oAn .LE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUT
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in
teaching (10th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
National Council of State Boards of Nursing [NCSBN]. (2008). Nursing faculty quali-
© Jones fi&caBtiaonrtsleatnt dLeroalersn. inChgi,caLgLo:CAuthor. Retrieved from©
Jhottpnse:/s/w&wBw.anrctslbent.toLrgearning, LLC
NOT/F in al _0 8_ Fa cu lty _Q u a l NOT FOR SALE OR DISTRIBUTION
FOR S A L E O R D IS T R I
_R ep o rt. pdf
B U T IO N
National League for Nursing. (2002). Position statement: The preparation of nurse
educators. Retrieved from http://www.nln.org/aboutnln/positionStatements
/prepofnursed02.htm
National League for Nursing. (2010). NLN nurse educator shortage fact sheet.
© Jones & Bartlett Le Raertnriienvged, LfrLomC
NOT
http://www.nln.org/p©ubJlicoantioenss/&pdBf/anrlntl_erettpoLret_awrinnitnerg1,0.LpLdfC
FOR SALE ORNaDtioISnaTl RLeIBagUueTfIoOr NNursing. (2012). CoreNcoOmTpeFteOnRcieSs oAf
LnEursOe ReduDcIaStoTrRs wIBitUh TtaIsOk N
statements. Retrieved from http://www.nln.org/profdev/corecompetencies.pdf
Penn, B. K., Wilson, L., & Rosseter, R. (2008). Transitioning from nursing practice to
a teaching role. Online Journal of Issues in Nursing, 13(3). Retrieved from http://
nursin©gwJoornlde.osrg&/MBaainrMtl eent ut CLaeteagronriiensg/A,
NLALMCarketplace/ANAPeriodi©calJs/oOnJIeNs & Bartlett Learning, L
/
Tabl eo fC on t en ts/
N O T FO R
vo l1 3 20 08 /N o3 Se p t0 8 /N u rs ing PracticetoNursingEdu c ati on
S A L E O R D IS T R I B U T IO N N O T FOR SALE
OR DISTRIBUT
.html
Schoening, A. M. (2009). The journey from bedside to classroom: Making the transi-
tion. Unpublished doctoral dissertation, University of Nebraska, Lincoln.
VanBever Wilson, R. R., (2010). Examining the effects of a National League for
© Jones N&uBrs ainrgtlceotrte Lcoemaprnetienngci,esLwLoCrkshop as an interventio©n
tJooinmepsrov&e fBacaur lttlyepttraLc e- arning, LLC NOT
FORticSe.AULnEpuOblRishDeIdSdToRctIoBraUl TdiIsOseNrtation, Liberty UniveNrsOityT,
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Tea©chJe orsn mesak&e Bdaecritsleiotnt sLeabaornutinsgtu, dLeLnCts—decisions that hav©e

© Jones & Bartlett LearTnhineg, PLLr Cocess ofNOT

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

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NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, L

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC

© Jones & Bartlett Learning, A SSESSM E N T

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

assessments contribute to effective student learning by helping students identify

© Jones & Bartlett LearEntinhgi,cLaLlCResponsibilite©sJones & Bartlett Learning, LLC

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

Assessment and Self-Efficacy

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© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

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1. Enhancing student learning and professional development

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NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

nche.edu), is to “Institute innovative strategies to recruit a highly qualified and

A©sJsoensessm& © Jones & Bartlett Learning, LLC

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NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

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Table 1.1 Standards for Teacher Competence in Educational Assessment

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, L

1. Paper-and-pencil (or computer-administered)

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

A multidimensional approach is essential to assess all aspects of a behavior.

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

higher-level cognitive ability such as critical thinking. For a variety of reasons,

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, L

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION.

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