LEADER 06068nam 2200721Ia 450 001 9910971352903321 005 20251204192405.0 010 $a0-8261-9556-3 035 $a(CKB)2670000000331082 035 $a(EBL)1120188 035 $a(OCoLC)827207955 035 $a(SSID)ssj0000819753 035 $a(PQKBManifestationID)12306483 035 $a(PQKBTitleCode)TC0000819753 035 $a(PQKBWorkID)10856555 035 $a(PQKB)10575972 035 $a(Au-PeEL)EBL1120188 035 $a(CaPaEBR)ebr10653937 035 $a(CaONFJC)MIL539596 035 $a(MiAaPQ)EBC1120188 035 $a(EXLCZ)992670000000331082 100 $a20121120d2014 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEvaluation and testing in nursing education /$fMarilyn H. Oermann, Kathleen B. Gaberson 205 $a4th ed. 210 1$aNew York :$cSpringer Publishing Company,$d[2014] 215 $a1 online resource (xvi, 434 pages) $cillustrations 300 $aDescription based upon print version of record. 311 08$a0-8261-9555-5 311 08$aPrint version: Oermann, Marilyn H. Evaluation and testing in nursing education. Fourth edition. New York : Springer Publishing Company, [2014] 9780826195555 (DLC) 2012040041 (OCoLC)819640554 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Dedication; Contents; Preface; Part I: Basic Concepts of Assessment; Chapter One: Assessment and the Educational Process; Assessment; Tests; Measurement; Evaluation; Objectives for Assessment and Testing; Taxonomies of Objectives; Use of Objectives for Assessment and Testing; Summary; References; Chapter Two: Qualities of Effective Assessment Procedures; Assessment Validity; Reliability; Practicality; Summary; References; Part II: Testing and Other Assessment Methods; Chapter Three: Planning for Testing; Purpose and Population; Test Length 327 $aDifficulty and Discrimination Level; Item Formats; Scoring Procedures; Test Blueprint; Writing The Test Items; Preparing Students to Take a Test; Summary; References; Chapter Four: True-False and Matching; True-False; Matching Exercises; Summary; References; Chapter Five: Multiple-Choice and Multiple-Response; Multiple-Choice Items; Multiple-Response; Summary; References; Chapter Six: Short-Answer (Fill-in-the-Blank) and Essay; Short-Answer; Essay Item; Criteria For Assessing Essay Items; Summary; References; Chapter Seven: Assessment of Higher Level Learning; Higher Level Learning 327 $aProblem Solving; Critical Thinking; Clinical Judgment; Context-Dependent Item Sets; Assessment Methods for Higher Level Cognitive Skills; Summary; References; Chapter Eight: Test Construction and Preparation of Students for Licensure and Certification Examinations; NCLEX Test Plans; NCLEX-RN Examination Test Plan; NCLEX-PN Examination Test Plan; Types of Items on the NCLEX Examinations; Administration of NCLEX Examinations; Preparation of Items at Varied Cognitive Levels; Preparation of Items Within Framework of Clinical Practice or Nursing Process 327 $aPreparation of Students for the NCLEX Examinations; Summary; References; Chapter Nine: Assessment of Written Assignments; Purposes of Written Assignments; Types of Written Assignments; Assessing Written Assignments; Summary; References; PART III: Elements of Test Construction, Administration, and Analysis; Chapter Ten: Assembling and Administering Tests; Test Design Rules; Reproducing the Test; Test Administration; Summary; References; Chapter Eleven: Online Testing and Assessment of Learning; Assessment of Learning at the Individual Learner Level; Summary; References 327 $aChapter Twelve: Scoring and Analyzing Tests; Scoring; Item Analysis; Test Characteristics; Conducting Posttest Discussions; Developing a Test-Item Bank; Summary; References; Part IV: Clinical Evaluation; Chapter Thirteen: Clinical Evaluation; Outcomes of Clinical Practice; Concept of Clinical Evaluation; Fairness in Clinical Evaluation; Student Stress in Clinical Practice; Feedback in Clinical Evaluation; Clinical Outcomes and Competencies; Summary; References; Chapter Fourteen: Clinical Evaluation Methods; Selecting Clinical Evaluation Methods; Observation; Simulations; Games; Media Clips 327 $aWritten Assignments 330 $a"The "gold standard" for evaluation and testing in nursing education, this revision helps educators measure and evaluate the level of learning that their students have achieved and presents fundamental concepts of what constitutes reliable tools and rubrics for measuring students' classroom and clinical performance. It describes how to develop a test blueprint and to assemble, administer, write, and score all types of tests and test questions, and analyze tests and test performance for both classroom and clinical evaluation. It includes guidelines for preventing cheating, and for conducting productive post-test discussions. The book offers strategies for evaluating higher cognitive levels of learning and for evaluating written assignments with sample scoring rubrics. The book explores important social, ethical, and legal issues associated with testing and evaluation"--Publisher's description 606 $aNursing$xExaminations 606 $aNursing$xAbility testing 606 $aNursing$xStudy and teaching$xEvaluation 606 $aEducation, Nursing$3(DNLM)D004506 606 $aTeaching$3(DNLM)D013663 615 0$aNursing$xExaminations. 615 0$aNursing$xAbility testing. 615 0$aNursing$xStudy and teaching$xEvaluation. 615 12$aEducation, Nursing. 615 22$aTeaching. 676 $a610.73 676 $a610.73 700 $aOermann$b Marilyn H.$0976257 702 $aGaberson$b Kathleen B. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971352903321 996 $aEvaluation and testing in nursing education$92841227 997 $aUNINA