Select an assessment strategy for your learning objectives from Assessment 1. What assignment would you give your learners, and how are you going to assess their performance?
Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner's demonstration of proficiency.
If the learning objective assesses the cognitive domain, what assessment tool would you use?
If the learning objective assesses the psychomotor domain, how will you test for proficiency?
If the learning objective assesses the affective domain, how will you know if the learner is proficient?
Consider the various processes that can be used for determining the validity and reliability of an assessment.
Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
Determine how grading expectations can be communicated to learners.
Which classroom assessment techniques (CATs) can be applied to the clinical and classroom setting?
How can the use of CAT in nursing education develop a deeper level of learning for the learner?
What are examples of the psychomotor domain?
What are examples of cognitive domain?
What are examples of the affective domain?
What are the key components of a rubric?
How can a nurse educator use a rubric for evaluating the learning outcomes of a course?
What are the advantages and disadvantages of using rubrics in nursing education?
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