Description
Assignment 2: Test Development Exercises
Part 2: Writing Test Items
As part of the test development exercises you began in Week 1, this week you will create an 8–10-page paper (excluding the title page, references, and appendices) based on your test blueprint. You will be practicing developing different types of learning evaluations. Specifically, you will:- Include an introduction from the lesson plan
- Clearly define the learning goal(s) from the test blueprint.
- Identify four learning objectives/outcomes from the test blueprint
- Develop five multiple-choice questions based on your test blueprint incorporating the QSEN, IOM, and National Patient Safety Goals’ recommendations for patient safety. ◦Identify the correct answer with an asterisk
- Analyze the appropriateness of the multiple-choice test items in evaluating the learning objective/outcomes
- Create a learning scenario with the essay questions
- Analyze the appropriateness of the essay test items in evaluating the learning objectives/outcomes.
- Choose one way in which you can evaluate learning using a different testing technique than those listed above incorporating the QSEN, IOM, and National Patient Safety Goals’ recommendations for patient safety.
- Analyze the appropriateness of the alternative test item in evaluating the learning objectives/outcomes.
I have attached the test blueprint!!!! You at the best. thanks
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Explanation & Answer
Attached.
Running head: TEST DEVELOPMENT
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Test Development
Name
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TEST DEVELOPMENT
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Test Development
Lesson planning is an important aspect of the teaching practice. The process ensures that
the teachers cover all the goals and objectives set for the lessons. The lessons should be set in an
easy and understandable language to make it easy for students. The lessons should also be
planned in a systematic and straightforward manner. In addition, the teachers should focus on a
goal or objective at a time to ensure that they do not cause confusion. The lesson plan includes
an outline of the points to be covered to discourage deviations and wastage of time. Moreover,
the lessons should be planned in a manner that they are interesting through including examples
and illustrations. The lesson plan includes the teaching strategies including lectures, discussions,
active learning, cooperative learning, integrating technology or distance learning. However, the
lecture method is the most common type of teaching strategy, which is planned using a lesson
plan.
Goals from The Test Blueprint
The test blue print has the main goal of creating awareness among the patients that are
newly diagnosed that there are complications that occur because of diabetes mellitus type II. The
goals have the aim of bringing previously diagnosed patients together with the new ones up to
speed with the best approaches that are used in the management of the complications. The test
blue print has six main goals including remembering, understanding, applying, analyzing,
evaluating and creating. The goals are the bloom’s taxonomy of learning domains (Overbaugh
and Schultz, n.d). The six represent the six levels that are within the cognitive domain. The six
levels of learning establish the goals of the lessons and aid in the development of the objectives.
The first goal is remembering which is the recognition and recollection of facts. It
encompasses the retrieval, recognition and recalling of information from the long-term memory.
TEST DEVELOPMENT
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The goal includes the comprehension of terms, facts, answers or concepts. The remembrance is
based on comprehension without necessarily understanding the meaning. An example of a test
would be being asked to give two examples of varieties of grapes. Comprehension is the second
goal as per the test blue print, which involves understanding what the facts mean. It is the
process of the demonstration of the understanding of ideas and facts. The process involves the
organization, comparison, translation, interpretation and describing while giving statements of
the main ideas.
The third goal is application. The goal involves the use of the techniques, facts,
knowledge acquired and the rules in the establishment of solutions to problems (Suskie, 2018).
In addition, the goal aids in the identification of relationships and connections in problems.
Lastly, the goal helps the students to relate how the problems are applicable in new situations.
On the other hand, the fourth goal is analysis. The goal incorporates the examination and
breakdown of information into smaller parts. The goal then establishes how the smaller parts
relate to...
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