Quality assurance of test blueprinting

Eweda, Ghada; Bukhary, Zakeya Abdulbaqi; Hamed, Omayma

doi:10.1016/j.profnurs.2019.09.001

Cited by 10 publications

(13 citation statements)

References 13 publications

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“…Fairness is based on the use of unbiased, reliable, and valid test questions, which from a positivist point of view provide an objective measurement of learning. 13,28 Instead E26 ADVANCES IN NURSING SCIENCE/JANUARY-MARCH 2022 of considering a student's context when enforcing these rules, educators operating from a positivist paradigm believe that treating everyone the same is fair. In this section, we briefly illustrate how traditional views of "fairness" lead to unfair and unjust treatment that creates inequity and suggest a solution to this problem.…”

Section: Equity In Nursing Education Through Universal Design For Lea...mentioning

confidence: 99%

“…At times, test questions do not align with the blueprint given to students. 28 Failure to communicate what learners will be tested on may also be a form of oppression because it creates unnecessary fear and is unfair. Test anxiety includes feelings of worry and fear related to being tested; this anxiety is high among nursing students and can manifest in many negative impacts including physiological symptoms and overwhelming catastrophic thoughts that impede a student's ability to perform on the test.…”

Section: E19mentioning

confidence: 99%

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Revisioning Assessment and Evaluation in Nursing Education Through Critical Caring Pedagogy

Killam

Camargo‐Plazas

2021

Advances in Nursing Science

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Instead of instilling in nursing students critical thinking to challenge injustice and oppression in nursing practice, nurse educators often rely on outdated traditional approaches to education. This situation is certainly true in traditional methods of evaluation that often propagate a banking mode of learning. One of the most commonly used methods of evaluating students is traditional examinations, which have recently become a source of pedagogical conflict among educators. In this article, we outline how educators unknowingly encourage surface learning, uncaring practices, oppression, inequity, and cheating when they rely on traditional examinations. We draw on critical caring pedagogy and universal design for learning to advocate for increased use of authentic assessment in nursing education.

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Section: Equity In Nursing Education Through Universal Design For Lea...mentioning

confidence: 99%

Section: E19mentioning

confidence: 99%

Revisioning Assessment and Evaluation in Nursing Education Through Critical Caring Pedagogy

Killam

Camargo‐Plazas

2021

Advances in Nursing Science

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“…Tidsforbruget og de gennemførte undervisningsaktiviteters taksonomiske niveau danner grundlag for sammensaetningen af prøvespørgsmålene. Eksemplet her er inspireret af Eweda et al (2020), og antallet af spørgsmål er lavt for at lette formidlingen.…”

Section: Tip 2: Vaelg Det Rigtige Formatunclassified

“…Blueprintet bruges derefter til at forudbestemme indhold og taksonomisk niveau for hvert spørgsmål, som skal indgå i testen (Ahmad & Hamed, 2014;Eweda, Bukhary & Hamed, 2020;Roberts, Newble, Jolly, Reed & Hampton, 2006). På den måde kan man understøtte og evt.…”

Section: Tip 2: Vaelg Det Rigtige Formatunclassified

DUT Guide: Multiple choice spørgsmål i undervisningen

O’Neill

2021

DUT

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Multiple choice (MC) prøver som eksamensformat har eksisteret længe, og deres anvendelse er udbredt internationalt. Som prøveformat komplementerer MC-prøver de øvrige skriftlige prøve-formater, og dets muligheder er værd at kende til for de fleste undervisere. Med udviklingen af moderne undervisningsteknologi spiller MC-spørgsmål sandsynligvis en stigende rolle på de danske universiteter, ikke mindst i forhold til at understøtte læring og eksamination på meget store hold. I denne guide gennemgås otte grundlæggende praksisser for undervisere, som mangler formel viden om dette eksamensformat, og som ønsker at komme godt i gang med at anvende formatet på en pædagogisk forsvarlig måde.

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“…2, 2019 allocated in the planned curriculum (Abdellatif & Al-Shahrani, 2019). Making a blueprint however does not ensure that there is alignment between it and the question paper, therefore there is a need to do analysis of the paper made (Eweda et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

‘Blueprinting in assessment’ – an online learning experience

Pawade

Mehta

Mahajan

et al. 2020

SE Asian Jnl Med Educ

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Objective: Faculty-training on blueprinting is necessary to make medical teachers aware of threats to the attributes of assessment. The experiences and challenges of preparation and moderation of the online ML Web Session are discussed so as to facilitate the readers to conduct such activities. Methods: GSMC-FAIMER Regional Institute, Mumbai, India chose "Blueprinting in Assessment" for Web Discussion in January 2018, as a part of the GSMC-FAIMER Fellowship Programme. 32 participants were involved in an asynchronous manner, using Listserv Online Discussion Forum, from 1st to 31st January 2018. A sequential flow of the activities was aligned with chronological sequence of pre-defined objectives. Reflections were taken at the end of the month. Results: Comparison of Pre-test and Post-test analysis showed statistically significant improvement in percentage scores (p<0.05). The participants appreciated the ML Web Discussion Session activities in their reflections. Conclusion: This ML Web Session achieved the learning objectives, increased the knowledge and led to a deeper understanding of blueprinting in assessment, through comprehensive, though asynchronous, peer-group discussion.

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Quality assurance of test blueprinting

Cited by 10 publications

References 13 publications

Revisioning Assessment and Evaluation in Nursing Education Through Critical Caring Pedagogy

Revisioning Assessment and Evaluation in Nursing Education Through Critical Caring Pedagogy

DUT Guide: Multiple choice spørgsmål i undervisningen

‘Blueprinting in assessment’ – an online learning experience

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