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Aligning Test Items With Course Learning Objectives

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Aligning Test Items With Course Learning Objectives

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Linda Silvestri, author

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Videos for Next Generation NCLEX

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Great tool for evaluating the pros and cons of texts.

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Critical Thinking Skills for Nursing Students

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Critical Thinking Skills for Nursing Students

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Questions students to evaluate patient risk

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Students may use this to prioritize patient care using care plans/concept maps

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Writing Journal Articles:  Tips for Success

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Writing Journal Articles:  Tips for Success

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Getting Started

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Writing Journal Articles: Tips for your Success Series Video 1: Getting Started: Purpose, Readers, Selecting a Journal

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This is the first video in our writing for publication series. The purpose of the manuscript and intended readers guide your selection of a journal for submission. Learn about directories of nursing and other journals and sending a query email.

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Writing Journal Articles:  Tips for Success

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Writing Journal Articles:  Tips for Success

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Manuscript Format & Content

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Writing Journal Articles: Tips for your Success Series Video 2: Next Steps: Manuscript Format and Content

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This is the 2nd video in our writing for publication series. Learn about the journal's Information for Authors and why important, formats for writing different types of manuscripts (research reports, reviews, quality improvement, and educational topics), and reporting guidelines. References and tables/figures also are discussed.

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Writing Journal Articles:  Tips for Success

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Writing Journal Articles:  Tips for Success

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Submission, Responding to Reveiws & Other Tips

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Writing Journal Articles: Tips for your Success Series Video 3: Submission, Responding to Reviews, and Other Tips

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This is the final video in our writing for publication series. In this video you will get some additional tips on writing your manuscript and will learn about peer review and responding to reviewers' comments. Other topics include authorship criteria, copyright, open access, and avoiding "predatory journals."

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Article: Morton, P. G. (2013). Publishing in professional journals Part I: Getting started. AACN Advanced Critical Care, 24(2), 162-168. DOI: 10.1097/NCI.0b013e318285db7c

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Article: Morton, P. G. (2013). Publishing in professional journals Part I: Getting started. AACN Advanced Critical Care, 24(2), 162-168. DOI: 10.1097/NCI.0b013e318285db7c

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For journal publication

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Article: Morton, P. G. (2013). Publishing in professional journals Part II: Writing the Manuscript. AACN Advanced Critical Care, 24(4), 370-374. DOI: 10.1097/NCI.0b013e3182a92670

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Article: Morton, P. G. (2013). Publishing in professional journals Part II: Writing the Manuscript. AACN Advanced Critical Care, 24(4), 370-374. DOI: 10.1097/NCI.0b013e3182a92670

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National Council of State Boards of Nursing position on the importance of adequately transitioning new nurses to practice and the outcomes if they are not

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Springboards from and expands on the Kirkpatrick Model

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Because I did not know how

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A direct link to my Poll Everywhere polls

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Produced by American Psychiatric Nurses Association for faculty educating undergrad nursing students in their Psychiatric-Mental Health Nursing Theory class.

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Our students live and learn in a multimedia environment. Often their most memorable lessons are not from simple reading assignments. College classrooms have become more interactive, with content provided from a variety of sources and experiences. This toolkit is meant to guide the educator toward some new ways to teach the concepts of psychiatric-mental health nursing as set forth in both the Psychiatric-Mental Health Nursing: Scope and Standards of Practice (2014) and the Essentials of Psychiatric Mental Health Nursing in the BSN Curriculum (2008). This toolkit has been a two year journey compiling real ideas and resources that expert educators rely on to supplement their traditional psychiatric-mental health nursing text. We of the APNA Education Council, Undergraduate Branch, hope that these tools can help to make the education process a little easier.

Suggested Citation: American Psychiatric Nurses Association Education Council, Undergraduate Branch. (2016). Crosswalk toolkit: Defining and using psychiatric-mental health nursing skills in undergraduate nursing education. Retrieved from https://www.apna.org/i4a/pages/index.cfm?pageid=6018

What do you think of this resource? Click here to share your feedback.

This project was the work of members of the American Psychiatric Nurses Association Education Council, Undergraduate Branch:

Co-Chairs: David Sharp, RN, PhD & Diane Esposito, PhD, ARNP, PMHCNS-BC

Faculty Contributors:
Barbara K. Buxton, PhD, PMHCNS-BC, RN
Shirlee Davidson, MSN, RN
Linda Etchill-Ewald MS, BSN, PMHCNS-BC
Sandra Gamble, MSN, BS, RN
Ann Harms, EdD, RN
Todd Hastings, PhD, RN
Mary Justice, MSN, RN, CNE
Beth King, PhD, RN, PMHCNS-BC
Barbara Kovac, NPP, MSN, RN
Brenda G. Kucirka, PhD, PMHCNS-BC, CNE
Marla McCall, PMHNP
Janet Merritt, PhD, APRN-BC, RN
Leslie Miles, DNP, APRN, BC
Melissa Neathery, MSN, RN, CNE
Karen Pounds, PhD, APRN, BC
Kimberly Sharp, PhD, RN
Traci T. Simms, DNS, RN, CNS/PMH-BC
Janet Sobolov, MS, RN-BC
Janet Standard, DNP, PMHNP-BC
Jill G. Steinke, MS, RN
Marianna K. Sunderlin, MSN, ACNS-BC, RN
Grace Wlasowicz, RN, Ph.D., PMHNP-BC

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Our students live and learn in a multimedia environment. Often their most memorable lessons are not from simple reading assignments. College classrooms have become more interactive, with content provided from a variety of sources and experiences.

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The 411 on Debriefing in Clinical Simulation:  How Nursing Simulation & Debriefing Create Better Nurses

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The 411 on Debriefing in Clinical Simulation:  How Nursing Simulation & Debriefing Create Better Nurses

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The 411 on Debriefing in Clinical Simulation: How Nursing Simulations & Debriefing Create Better Nurses

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What you need to know about debriefing in clinical simulation, and how it's an essential component of simulation-based learning for nursing students.

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A Review of Currently Published Evaluation Instruments for Human Patient Simulation

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A Review of Currently Published Evaluation Instruments for Human Patient Simulation

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An Updated Review of Published SimulationEvaluation Instruments

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An Updated Review of Published SimulationEvaluation Instruments

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For leading simulation

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A Simulation Technologist job description example

DACUM Competency Profile for Simulation Technology Specialist by the California Community College
Scenario tools:
A simulation scenario template

A simulation scenario template from EM Sim Cases

A simulation scenario planning worksheet from Laerdal

A simulation scenario validation checklist from Laerdal
Debriefing tools:
Debriefing Assessment for Simulation in Healthcare (DASH) Raters Handbook by The Center for Medical Simulation (CMS)
and here are the 'Debriefing Assessment for Simulation in Healthcare Student Versions' designed for students to rate their instructors on the quality of a debriefing short version / long version
More from the Centre for Medical Simulation's DASH can be found here

RUST Debriefing Guide

GAS Debriefing Guide

Diamond Debriefing Guide

A list of possible debriefing questions

The London Handbook for Debriefing using SHARP by the Imperial College London
Evaluating Healthcare Simulation Release forms:
A release form template for recording / image capture - not to be used for commercial / public use*

A release form template for recording / image capture - to be used for commercial / public use*
Various:
Simulator Preparation and Post Session Check List from Gaumard

The Healthcare Simulation Dictionary - a collection of definitions showing how various terms, and their meanings, are being used in the profession. Available free from SSH.

A program evaluation form template

A program evaluation form template (Simulation Effectiveness Tool) by CAE Healthcare

CAE's Document website with various resources to download

Editable temperature and glucose powerpoint templates you can use to show readings to participants (submitted by Wayne McGearey)

Editable excel chart with tab templates for :
-Blood biochemistry results
-ABG/VBG Standard ED type machine
-Urinanlysis
-ABG/VBG ITU type format
The Blood biochemistry results change font colour (blue = normal input - red and bold text = abnormal results)
The ABG/VBG templates display up arrow with high results and down arrow with low results
(submitted by Wayne McGearey).

SimMan Heart Rhythm/Sound combinations cheat sheet (submitted by Trevor Snow)

Canadian Blood Services - Blood, Plasma and Platelet bag labels. (submitted by Mark Searra)

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A Simulation Technologist job description example DACUM Competency Profile for Simulation Technology Specialist by the California Community College Scenario tools: A simulation scenario template A simulation scenario template from EM Sim Cases A simulation scenario planning worksheet from Laerdal A simulation scenario validation checklist from Laerdal Debriefing tools: Debriefing Assessment

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Student Satisfaction and Self-Confidence in Learning

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Student Satisfaction and Self-Confidence in Learning

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A Roadmap to a Production Simulation Program

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A Roadmap to a Production Simulation Program

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In Situ Simulation:  Challenges and Results

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In Situ Simulation:  Challenges and Results

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The Impact of Simulation: In Situ Simulation

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The Impact of Simulation: In Situ Simulation

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CHHS Nursing Hybrid Simulation Birthing Lab

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Lisa Sworts

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Standards of Best Practices for Simulation

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Standards of Best Practices for Simulation

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Simulation  Design Best Practices (2016)

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Standards of Best Practices for Simulation 

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Standards of Best Practices for Simulation 

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Simulation Outcomes & Objectives (2016)

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Standards of Best Practices for SImulation

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Standards of Best Practices for SImulation

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Simulation Facilitation (2016)

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Standards of Best Practices for Simulation

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Standards of Best Practices for Simulation

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Participant Evaluation

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Standards of Best Practices for Simulation

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Standards of Best Practices for Simulation

# data[].attributes.body
Debriefing

# data[].attributes.headline
Standards of Best Practices for Simulation

# data[].attributes.subject
Standards of Best Practices for Simulation

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Professional Integrity

# data[].attributes.headline
Standards of Best Practices for Simulation

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Standards of Best Practices for Simulation

# data[].attributes.body
Enhanced Interprofessional Education (IPE)

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Standards of Best Practices for Simulation

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Standards of Best Practices for Simulation

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Simulation Glossary

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Tech Tools for Active Classroom

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Presentation tips

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Home of Author and Professor Garr Reynolds. Advice on presentations, presentation design, storytelling, and filmmaking. Author of Presentation Zen and the Naked Presenter. PowerPoint slide design. PowerPoint and Keynote presentation design. Simplicity. Lessons from Japanese design. Graphic design ti

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More tips on PPT presentations

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The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation. Here are 6 simple things that will improve your presentation and benefit your audience.

1. Font Size and Type:

When presenting keep in mind that your audience is a lot further away from the screen than you were while you were creating the presentation. So to make sure your audience can comprehend what is being presented, never insert text into your presentation that is smaller than 24pt.

Not only does font size help with comprehension, but font type plays a huge factor as well. As a general rule, never use any fonts with serifs (the fancy projection finishing off a stroke of a letter) or any fonts that resemble papyrus (I'm looking at you, high school kids). While these types of fonts may look great close up on a computer screen 17 inches from your face, the same clarity and understanding doesn't translate when you are 15-20 feet away. And to help create a sense of unity within the presentation, never use more than two font types: one for titles and headers, and the other for body text.

2. Labels:

A procedure that may seem mundane and worthless like labeling all your graphs, tables, charts, and etc. makes a huge difference when presenting to an audience. Again, they don't know the content as well as you do and you have to walk your audience by hand through the information. This is especially important when it has to do with the type of content that is generally presented in tables and charts (lots and lots of numbers).

3. Consistent Backgrounds:

When it comes to backgrounds, there is definitely a method to the madness. Good presentations ameliorate content with backgrounds that don't detract from the flow of the presentation. And good presenters will interchange between one or two different backgrounds depending on the information shown on screen. If this is done consistently, you will almost always know what kind of information is being displayed because the presenter defined it through the correlation of the content and the background.

4. Contrast:

This tip goes hand in hand with tip #1 and #3. If you are set on using certain font types and colors in your presentation, make sure that your content is always easy to read after the background images are applied. Always go back through your presentation and locate the trouble spots and mask your text with a darker (or lighter) shape. This will allow you to keep your background selection and create a presentation that is easy to read and digest.

5. High Quality Images:

7 words: Absolutely use nothing that resembles clip art. This will be easier to do now that PowerPoint has drifted away from using it. I don't know how hard I need to try and convince you not to use it, but in case you do like using it, here is a bulleted list of why you should never use clip art in a presentation ever again.

Childish

Overused

Not professional

You can do so much better

Audience won't take you seriously

Etc.

Presenting and presentation is headed to a more simplistic and modern approach to design. Clip art is stepping back into the 90's. You can tell better stories and give better examples by using high quality images. And if royalties and licensing scares you, go to eLearning Brothers and use some of our 2 million royalty free assets! It pays to to look for the perfect image.

6. Duplicate Final Slide:

While perusing the internet this last week I found a rather peculiar tip, it was to duplicate your final slide in its final state (meaning what it would look like without any animations or transitions) so that you never accidentally double click and skip to the black screen of death before it is time. This is such a simple tip that creates a huge safeguard when presenting at prestigious conferences or in front of your CEO.

Whether or not you deliver an effective presentation is decided long before you stand in front of an audience. It is decided during the production of your presentation. So take the time and give the time an awesome presentation deserves. Do you have any tips for creating an awesome presentation that you would like to share? Comment below!

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6 Tips for Creating An Effective PowerPoint Presentation - eLearning Brothers

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The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation.

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An outline which assists in conducting both the PRE/POST Clinica Conference

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Adds to this category by providing additional modalities to enlist students in the learning process

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Active Learning For The College Classroom

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alternatives to, rather than enhancements of, professors' lectures. We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period.

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Center for Instructional Technology and Training (CITT)

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Center for Instructional Technology and Training (CITT)

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This site offers a plethora of teaching resources.

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Center for Instructional Technology & Training

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Tech Tools for Higher Education
Aides in working and collaborating on tools students/teachers have in their pockets.

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Technology Solutions That Drive Education

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University students are coming to class with more than just a college-ruled notebook. Modern classes look nothing like what they did just 10 years ago, thanks to an increase of technology in higher education classrooms.

As digital tools have reshaped the world around us, Susan Smith Nash, a blogger, educator and early ed tech adopter, isn't surprised that technology has become a major part of the higher ed classroom.

"The classroom should be a laboratory for life," she says.

For professors who aren't sure how best to integrate tech into the classroom, Nash recommends they start with the tools they use every day, like email or social media.

Also, mobile devices like smartphones and tablets are the primary technology tool for many students and professors.

In fact, many students like the flexibility of cloud apps because they are able to work and collaborate on the devices that fit in their pockets.

"It's really no different than bringing in a laptop, except smartphones are where students are able to record, take photos and share things quickly," says Nash.

Here are five technologies making a major impact in the higher education classroom:

1. Google Docs and Slack Grant Flexibility in the Higher Ed Classroom

Cloud tools like Google Docs are a perfect fit for students because of their flexibility, but also because they allow for real-time collaboration with students and teachers located anywhere.

New Google workflows also make it even easier for educators to build out templates in the cloud so formatting is not lost. Add-on tools supported by Google Docs make citations a breeze for students and their professors.

Thanks to a new version-history module, collaboration and productivity are also eased. With notifications on progress, students will be more effective in group projects.

In addition to cloud technology in higher education classwork, Nash also says communication apps like Slack can be a useful addition. In an EdTech blog, student Lauren Polito praises Slack as a great tool for group projects and fostering easy communication with educators.

2. Virtual Reality Facilitates Hands-On Learning

Virtual reality in the higher education classroom provides a lot of potential for immersive learning. For medical students, Anatomage Table creates virtual cadavers that allow skills to be practiced repeatedly in a safe environment. Educators in these programs can enhance teaching of certain techniques by bringing in VR to assist with visualization.

VR can also aid in hands-on experiences outside of the sciences. At the University at Buffalo, student teachers partake in VR training to practice classroom challenges they might face when they get into the workforce.

VR also has huge potential in getting students to think outside of the classroom.

VR is "absolutely invaluable for doing things like virtual field trips," says Nash. "Claudia Ruiz-Graham at ImagedReality.com has developed virtual field trips to various geological sites. VR and augmented reality can also be used in art museums to visit them virtually or on site to play explanatory videos and audio."

3. Adaptive Learning Boosts Student Success

While many universities have used IBM Watson and Microsoft Power BI to analyze data for student success initiatives, adaptive learning programs are still an emerging technology in higher education.

Experts say adaptive learning, which blends data with elements of artificial intelligence to tailor classwork to the abilities of students, will help drive academic transformation in the future.

"Adaptive learning products are already very important in assessment," says Nash. "They help map a student's knowledge and track it with outcomes and competencies. Students can build on the knowledge they have and make real strides in their ability to demonstrate their skills."

Largely, chief academic officers believe that adaptive learning technology will be integral to improving student learning outcomes, but they need more IT support to implement the tools.

4. Mondopad and Microsoft Surface Hubs Boost Collaboration

To Nash, displays are a mainstay of technology tools in the classroom, whether in the form of one large screen or several small ones. Interactive displays, in particular, foster collaboration.

Using Microsoft Surface Hubs, students and educators in the Cleveland Clinic Lerner College of Medicine, are able to view and annotate resources either on the board at the field site or remotely on connected devices.

The Mondopad from InFocus combines an interactive whiteboard with a videoconferencing solution, so educators can bring in experts and content from literally anywhere.

5. Videoconferencing Technology Expands Higher Education's Reach

Videoconferencing technology itself has had a major impact on the college classroom. By equipping classrooms with cameras and high-definition displays, rural colleges have been able to bring in remote professors and offer diverse learning opportunities.

Telepresence tools have also given a voice to distance students and increased their access to classroom resources. At Michigan State University, for example, telepresence robots that use videoconferencing technology have enabled remote learners to contribute to the physical space of the classroom and take part in important interactions.

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5 Technology Tools in the Higher Education Classroom

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University students are coming to class with more than just a college-ruled notebook. Modern classes look nothing like what they did just 10 years ago, thanks to an increase of technology in higher education classrooms. As digital tools have reshaped the world around us, Susan Smith Nash, a blogger, educator and early ed tech adopter, isn't surprised that technology has become a major part of the higher ed classroom.

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Awesome resources for various teaching settings: staff education, clinical education, didactic education

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

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This theory explains the importance and relevance of having students "do" while they learn in order to fully retain what is learned.

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This is a short video on how to maximize study time.

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How to Study Effectively for School or College [Top 6 Science-Based Study Skills]

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The best source ever!

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Assessment & Evaluations - Item Analysis

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Assessment & Evaluations - Item Analysis

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Another great resource

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Statistical analysis of test item data is useful for faculty to achieve valid and reliable assessment instruments in order to appropriately measure student performance. Data elicited from this type of analysis contains information essential for identifying strengths and weakness of the instrument.

The figure below shows an example of an item analysis report from ExamSoft (Note: Question stem and answers redacted):

Click the image to enlarge

KR-20

Used as an overall measure of reliability for an assessment.

KR-20 ranges from 0.0 to 1.0; the closer to 0 indicates a very poor reliability and closer to 1.0 indicates high reliability.

Value is influenced by several factors.

Number of questions on the assessment (>50 is ideal).

Number of students taking the assessment.

Multiple correct answers.

The fewer number of questions, fewer number examinees, and multiple key adjustments will almost always lead to a misleading and low KR-20 value.

KR-20 may not be useful if exams are not reused every year. In general a KR-20 >0.50 is acceptable with at least 30 exam takers, 50 items, and only one correct answer for each item.

General guidelines for ExamSoft statistical interpretation are as follows:

Item Difficulty - Acceptable item difficulty is how many exam takers answered the item correct. There is no a set number; the item difficulty must be taken into account with the point Biserial and discrimination index. If the intent is a mastery item, a difficulty level between 0.80 and 1.00 is acceptable. If the intent is a discriminating question, a range of 0.30 to 0.70 is generally acceptable.

Discrimination index - This value is based on the top 27% and bottom 27% of the class on the exam. Computed by subtracting the number of successes by the low group on the item from the number of successes by the high group, and divide this difference by the size of the class. Ranges from -1.0 to +1.0; the closer to 0.0 indicates no discrimination among high- and low-performing students. Achieving closer to 1.0 discrimination index is optimal. A discrimination index of 0.3 or greater is considered highly discriminating.

Note: Item discrimination indicates the extent to which success on an item corresponds to success on the whole test. Any item with negative or zero discrimination will affect the discrimination of an assessment​.

Upper 27 percent - If less than 60 percent of the top of the class answers correctly, further analysis is needed to determine issues with the question. A red flag for an erroneous item is when fewer of the upper 27 percent answer the item correctly than the lower 27 percent.

Lower 27 percent - This value should never be higher than the upper 27 percent of the class. As low as 0 percent can be acceptable as high as 100 percent can be acceptable if it is a mastery question.

Point-Biserial - The point-biserial correlation is the Pearson correlation between responses to a particular item and scores on the total test (with or without that item). The Biserial Correlation models the responses to the item to represent stratification of a normal distribution and computes the correlation accordingly. Like the Discrimination Index the range is -1.0 to 1.0. Generally 0.2 and above is considered to have high correlation and positive association with overall performance on the assessment; lower levels are acceptable for mastery; and 0.3 or higher are best for discriminating questions.

Sources

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university of arizona college of medicine phoenix

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Assessment and Evaluations - Item Analysis

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Statistical analysis of test item data is useful for faculty to achieve valid and reliable assessment instruments in order to appropriately measure student performance. Data elicited from this type of analysis contains information essential for identifying strengths and weakness of the instrument.

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Practical Assessment Research & Evaluation

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Practical Assessment Research & Evaluation

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Review of Holistic and Analytical Rubrics w/ Templates

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Excellent and succinct explanation --a slam dunk!

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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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Using Bloom's Taxonomy to Write Effective Learning Objectives

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Using Bloom's Taxonomy to Write Effective Learning Objectives

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Adds to the body of knowledge on writing learning objectives, contains hyperlink to Learning Objectives: Before and After Objectives

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What is Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom's Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. We have updated this pyramid into a "cake-style" hierarchy to emphasize that each level is built on a foundation of the previous levels.

You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website.
How Bloom's can aid in course design

Bloom's taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning:

Before you can understand a concept, you must remember it.

To apply a concept you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation.

However, we don't always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. That approach would become tedious-for both you and your students! Instead, start by considering the level of learners in your course:

1. Are lots of your students freshman? Is this an "Introduction to..." course? If so, many your learning outcomes may target the lower order Bloom's skills, because your students are building foundational knowledge. However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals.

2. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes. You may need a few, for any radically new concepts specific to your course. However, these advanced students should be able to master higher-order learning objectives. Too many lower level outcomes might cause boredom or apathy.

How Bloom's works with learning outcomes

Fortunately, there are "verb tables" to help identify which action verbs align with each level in Bloom's Taxonomy.

You may notice that some of these verbs on the table are associated with multiple Bloom's Taxonomy levels. These "multilevel-verbs" are actions that could apply to different activities. For example, you could have an outcome that states "At the end of this lesson, students will be able to explain the difference between H2O and OH-." This would be an understanding level outcome. However, if you wanted the students to be able to "... explain the shift in the chemical structure of water throughout its various phases." This would be an analyzing level verb.

Adding to this confusion, you can locate Bloom's verb charts that will list verbs at levels different from what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom's Taxonomy level.

Bloom's Level

Key Verbs (keywords)

Example Learning Outcome

Evaluate
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
How Bloom's works with Quality Matters

For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy. Quality Matters also requires that your course assessments (activities, projects, and exams) align with your learning outcomes. For example, if your learning outcome has an application level verb, such as "present", then you cannot demonstrate that your students have mastered that learning outcome by simply having a multiple choice quiz.

Course level and lesson level outcomes

The biggest difference between course and lesson level outcomes is that we don't directly assess course level outcomes. Course level outcomes are just too broad. Instead, we use several lesson level outcomes to demonstrate mastery of one course level outcome. To create good course level outcomes, we need to ask ourselves: "what do I want the students to have mastery of at the end of the course?" Then, after we finalize our course level outcomes, we have to make sure that mastery of all of the lesson level outcomes underneath confirm that a student has mastery of the course level outcome-in other words, if your students can prove (through assessment) that they can do each and every one of the lesson level outcomes in that section, then you as an instructor agree they have mastery of the course level outcome.

How Bloom's works with course level and lesson level outcomes:

Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.

Because the lesson level outcomes directly support the course level outcomes, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level outcomes. Use Bloom's Taxonomy to make sure that the verbs you choose for your lesson level outcomes build up to the level of the verb that is in the course level outcome. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning outcomes:

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. If an outcome has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level outcome are at least at the highest Bloom's Taxonomy as the highest lesson level outcomes that support it. (Because we can't verify they can evaluate if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.

When you are ready to write, it can be helpful to list the level of Bloom's next to the verb you choose in parentheses. For example:

Course level outcome 1. (apply) Demonstrate how transportation is a critical link in the supply chain.

1.1. (understand) Discuss the changing global landscape for businesses and other organizations that are driving change in the global environment.

1.2. (apply) Demonstrate the special nature of transportation demand and the influence of transportation on companies and their supply chains operating in a global economy.

This trick will help you quickly see what level verbs you have. It will also let you check that the course level outcome is at least as high of a Bloom's level as any of the lesson level outcomes underneath.

Before you begin constructing your outcomes:

Please read our Learning Outcome : Before and After Examples page.

Additional External Resources:

For a longer list of Bloom's Verbs - TIPS tip: You can also use the "find" function (press: Ctrl-f or command-f on a mac) in your browser to locate specific verbs on this list.

To see how Bloom's can be applied specifically to distance education: Digital Approaches to Bloom's Taxonomy

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Using Bloom's Taxonomy to Write Effective Learning Outcomes

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Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.

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Brief article with extensive list of verbs from knowledge and comprehension to evaluating and creating

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Bloom's Taxonomy provides a list of action verbs based on each level of understanding. This assists instructors when creating lesson and course objectives.

The following is a list of measurable action verbs that can be used when you are creating your learning objectives. Keep in mind that the goal is not to use different or creative verbs for each objective. That could be confusing to your students. Instead, try and identify the most accurate verb that relates to how you will assess your student's mastery of the objective. For more about using Bloom's Taxonomy in your classroom, please see: tips.uark.edu/using-blooms-taxonomy/

TIPS tip: If you know what verb you want to use, but you are needing to know the Bloom's level, you can use the "find" function (press: Ctrl-F, or Command-F on a Mac) in your browser to locate specific verbs on this chart.

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Bloom's Taxonomy provides a list of action verbs based on each level of understanding. This assists instructors when creating lesson and course objectives. The following is a list of measurable action verbs that can be used when you are creating your learning objectives.

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What Is Authentic Assessment?

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WritePass - Essay Writing - Dissertation Topics [TOC]

There are a number of different models of reflection that are utilised by professionals to evaluate past experiences. The two main types of professional reflection are reflection-on-action and reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action encourages individuals to re-live past events, with an emphasis on developing a more effective action plan for any future, similar events that may occur. However, this type of reflection does tend to focus more on the negative aspects of our actions rather than the positive behaviours that were demonstrated during the event that is being reflected upon (Somerville and Keeling, 2004). Reflection-in-action is a deeper and more interactive form of reflection that encourages individuals to observe and reflect on past situations from the point of view of themselves and of others around them at the time of the event. Self-reflection and reflection upon events that happened within a work environment are important for individuals within the nursing profession (Paget, 2001). Reflection allows medical professionals to challenge and develop their existing knowledge, maximising the opportunity for learning and to avoid mistakes that may have been made in the past (Royal College of Nursing, 2012).

The Gibbs (1988) model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful. This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps:

1. Description: this step explores the context of the event and covers fine details such as who was present at the event, where it happened and what happened.

2. Feelings: this step encourages the reflector to explore their thoughts and feelings at the time of the event.

3. Evaluation: this step encourages the nurse to make their own judgement about the event and to consider what went well and what went less well about the event.

4. Analysis: this step delves even deeper into reflection on the event and encourages the nurse to break the event down into smaller episodes in order to facilitate analysis.

5. Conclusions: this step explores the potential alternatives that may be used to deal with the situation that is being reflected upon.

6. Action Plan: this is the final step in the reflection process. The action plan is put into place in order to deal more effectively with the situation if or when it may arise again.

The Royal College of Nursing (2012) believes the Gibbs (1988) model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care. Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession.
Step One (Description)
A young male patient aged 16 years came into the clinic around three days ago. He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The patient was worried that girls would not be attracted to him because of the spots. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him. The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious. The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth former with spots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient.
Step Two (Feelings)
During the consultation I had a number of feelings. Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. In a review of the literature, Dunn, O'Neill and Feldman (2011) have found that patients suffering from acne are more at risk of depression and other psychological disorders. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid. This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. This anger was directed at the patient's peers who had been cruel enough to taunt and tease the patient because of his acne. I also felt regret and guilt. I regretted not referring the patient onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne. I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult. In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him.
Step Three (Evaluation)
On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group. Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice. However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. Purvis et al. (2006) have found that young people with acne are at an increased risk of suicide and that attention must be paid to their mental health. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient.
Step Four (Analysis)
On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation. Randall and Hill (2012) interviewed children aged between 11 and 14 years about what makes a 'good' nurse. It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. The patient could have chosen to go on suffering and could have chosen not to open up and talk about the problems his acne was causing. In a review of the literature, Gulliver, Griffiths and Christensen (2010) found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others. It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients. The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues.
Step Five (Conclusion)
If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building. Such charities that offer these services include Young Minds ( http://www.youngminds.org.uk/) and Mind (http://www.mind.org.uk/). In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne (2008) has found that young people are rarely involved in the decision-making process when it comes to their consultations. Therefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process.
Step Six (Action Plan)
There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people. This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter (2005) has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient. Hayter (2005) also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional. This will allow me to increase the tools and skills I have for dealing with young people with complex needs. During the consultation I felt anger toward the patient's peers who had teased him. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying.

Coyne, I. (2008) Children's participation in consultations and decision-making at health service level: A review of the literature. International Journal of Nursing Studies, 45(11), pp. 1682-1689.

Dunn, L.K., O'Neill, J.L. and Feldman, S.R. (2011) Acne in adolescents: Quality of life, self-esteem, mood and psychological disorders. Dermatology Online Journal, 17(1). Available at: http://escholarship.org/uc/item/4hp8n68p [Accessed 20 October 2013].

Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit.

Gulliver, A., Griffiths, K.M. and Christensen, H. (2010) Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10(1), pp. 113.

Hayter, M. (2005) Reaching marginalised young people through sexual health nursing outreach clinics: Evaluating service use and the views of service users. Public Health Nursing, 22(4), pp. 339-346.

Paget, T. (2001) Reflective practice and clinical outcomes: practitioner's views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10(2), pp. 204-214.

Purvis, D., Robinson, E., Merry, S. and Watson, P. (2006) Acne, anxiety, depression and suicide in teenagers: A cross-sectional survey of New Zealand secondary school. Journal of Paediatrics and Child Health, 42(12), pp. 793-796.

Randall, D. and Hill, A. (2012) Consulting children and young people on what makes a good nurse. Nursing Children and Young People, 24(3), pp. 14.

Royal College of Nursing (2012) An exploration of the challenges of maintaining basic human rights in practice. London: Royal College of Nursing.

Tags: Gibbs Nursing Model, professional reflection, reflection-in-action

Category: Essay & Dissertation Samples, Health

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Gibbs Nursing Model on Reflection - The WritePass Journal

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WritePass - Essay Writing - Dissertation Topics [TOC]IntroductionCase StudyReferencesRelated Introduction There are a number of different models of reflection that are utilised by professionals to evaluate past experiences. The two main types of professional reflection are reflection-on-action and reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action encourages individuals to re-live past events, with an emphasis on developing ...

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PowerPoint

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This page provides the Affective Domain in a concise chart with expected skills and expected outcomes of skillset.

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and psychomotor (Bloom, et al., 1956). For an overview of the three domains, see the introduction.

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Next Steps

References

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and psychomotor (Bloom, et al., 1956). For an overview of the three domains, see the introduction.

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Blooms Taxonomy:  The Revised Cognitive Domain

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Blooms Taxonomy:  The Revised Cognitive Domain

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This page has the Revised Cognitive Domain in a concise chart with expected skills and expected outcomes of skillset

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Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA ( Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here

Table of the Revised Cognitive Domain

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:

Factual - The basic elements students must know to be acquainted with a discipline or solve problems.

Conceptual - The interrelationships among the basic elements within a larger structure that enable them to function together.

Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:

Metacognitive - Knowledge of cognition in general, as well as awareness and knowledge of one's own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives:

The Cognitive Dimension

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):

Facts - Specific and unique data or instance.

Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.

Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.

Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.

Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

An example matrix that has been filled in might look something like this:

Next Steps

Review

Useful Links

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

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Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.

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Blooms Taxonomy:  The Psychomotor Domain

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Blooms Taxonomy:  The Psychomotor Domain

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Concise chart on the Psychomotor Domain with expected skills and expected outcomes of skillset

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Bloom's Taxonomy: The Psychomotor Domain

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The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, and procedures.

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Tutorial out of Univ. of Colorado, Denver with insight to creating Rubrics

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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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Podcast expressing the importance of leveling test items...short & sweet.

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from Stanford University

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Mind Mapping:  How to Create a Mind Map in 4 Steps

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Mind Mapping:  How to Create a Mind Map in 4 Steps

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Mind Mapping: How to Create a Mind Map in 4 Steps

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New Version

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Prezi Next Tutorial - New Version of Prezi

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Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory

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Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory

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Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory

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Piktochart Tutorial: A Simple Guide to Piktochart for Beginners

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Piktochart Tutorial: A Simple Guide to Piktochart for Beginners

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Piktochart Tutorial: A Simple Guide to Piktochart for Beginners

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Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/.

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students' ability to organize thoughts or articulate explanations or creative ideas.

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students' ability to draw inferences from vague descriptions rather serving as a more direct test of students' achievement of the learning outcome.

2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

Constructing Effective Alternatives

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don't serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students' reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered "trick" items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It's therefore important that alternatives

have grammar consistent with the stem.

are parallel in form.

are similar in length.

use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives "all of the above" and "none of the above" should not be used. When "all of the above" is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When "none of the above" is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with "all of the above" answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students' ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as "thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a ...problem" (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

Additional Resources

Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.

Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.

Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition. Lawrence Erlbaum Associates, 1999.

Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.

Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

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A FREE Classroom Review Game for Educators. Who said you need to be a 1:1 tablet school to get students involved?

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Learning Resources

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

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Create Jeopardy Style Quiz Games

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For Remote or In-Person Classrooms

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Assess students' understanding of new topics or review the latest concepts using our simple, user-friendly gameboard template. Create and share your games with students, or search our database of already-created games. Use Factile with Google Classroom to easily assign games and flashcards to your class.
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Classroom Jeopardy Review Game | Buzzer Mode | Factile

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Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

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Revolutionizing Nursing Education: Patricia Thomas at TEDxUTA

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Flipped Classroom:  Model: Why, How, and Overview

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Flipped Classroom:  Model: Why, How, and Overview

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Flipped Classroom Model: Why, How, and Overview

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QSEN - Peer-reviewed teaching strategies

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QSEN - Peer-reviewed teaching strategies

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Over 100 teaching strategies

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

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Teaching Tips Presentation

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Presentation tips for teachers (Never give a boring lecture again!) TEDxOsaka

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Authentic Assessment: Examples & Overview

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Authentic Assessment: Examples & Overview

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Authentic Assessment: Examples & Overview

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An online tutorial for faculty

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Learning assessment is more than testing students and assigning grades. It is a system that provides feedback about student learning. This tutorial introduces an assessment approach using the Revised Bloom's Taxonomy. Using the taxonomy can improve your assessment system and improve student learning by aligning course objectives, activities and assessments with each other.

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pindex | pinboard for learning | stephen fry | lhc | gcse | science

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Pindex is a pinboard for learning. Collect and discover the best material. Love teaching. Love learning. LHC. Hyperloop. Atoms and molecules. Periodic table.