An Appreciative Inquiry Into Nurse Educators’ Exam Practices

Abstract

Multiple-choice examinations (MCEs) are commonly used to evaluate nursing students. Nurse educators require support to develop questions and engage in postexam analysis to ensure reliable assessment of student learning. We surveyed nurse educators and conducted focus groups to investigate current writing practices associated with MCEs. Using appreciative inquiry, participants proposed ideals to strengthen MCE practice: guidelines and expectations for faculty, faculty-developed test banks, team development, and an assessment blueprint at the curriculum level. Faculty supports are necessary to strengthen current MCE practices and best utilize the skills of educators.

Test Analysis Through the Lens of Objective Compassion

“…Writing and developing faculty-generated test questions is an art that takes time and practice, as well as diligence and persistence. Sometimes faculty argue that there is not sufficient time to construct critical thinking test questions, nor do they have the knowledge and experience to develop such questions (O'Rae et al, 2019). One resource that new faculty members can utilize is “veteran” faculty members with expertise in writing test questions who can share their knowledge.…”