Assessment and Evaluation Strategies
When a third of a class fails an exam, I would not “throw out” the question to increase their scores. That is because more than half of the class understood the questions and answered them correctly. In the case the question was poorly worded or not covered in the module materials, the entire class would not have understood the question. Therefore, for the third of the class that failed the exam, the assumption is that they did not study, are ignorant, or not interested in education, especially in the module subject.
Scoring a test should be variable dependent on several factors. In the case above, the third of the class that failed the exam can be considered as a fair scoring method. However, the teacher or the lecturer may decide to change the grading parameters to ensure that only the most poorly performed students are considered failed. For instance, in a testing grading system of 100 per cent full mark, they could adjust the A, B, C, D, F scores to read a lower percentage than the normal. This will ensure some of the students that did not deserve to have a B got a B or some of those that had an F get a D (Johnson, 2016). Therefore, in this test, I will determine what number of students represent a third of the class. When they are more than 10, I will adjust the percentage grading criteria to ensure that only below five of the most poorly performed students are considered failed.
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Grading rubric for an oral presentation –Attached–
Nursing students should learn the correct use of APA style. This is because the style ensures that the writing produced by the students is concise, logical, and transparent. The uniformity of the style allows readers of a piece of writing to locate essential ideas and findings (Carter, Hussey & Forehand, 2019). Similarly, the author can establish their credibility through citations of their work on the resources they have used.
Clinical Evaluation Tool
CLINICAL EVALUATION TOOL
THE SCHOOL OF NURSING
Student’s Name ……………………………
Clinical Area: Dates:
- What were the student’s two main learning goals, and how has the student met them?
- What were the different goals adopted as the student progressed?
- What is the student’s ability to gather data for a guided care session with a patient?
- What is the student’s ability to use varieties of knowledge in the nursing practice, i.e. knowledge, ethical and aesthetic, and experience?
- Describe the student’s progress in the development of skills in the practice
- How has the student exhibited empathy, respect, and dignity towards patients despite their demographical differences?
- How has the student demonstrated an understanding of human diversity in the provision of care?
- Give examples of situations when the student advocated for a patient
- How did the student interact with a patient’s family when caring for them?
- How did the student educate the patient regarding their health?
- How did the student show sensitivity to the vulnerabilities that a patient demonstrates or their family members during an operation?
- How did the student collaborate with other departments and disciplines in the delivery of quality care for a patient? Did the student demonstrate an interest in these collaborations and how are they fit for the role they played then?
Student signature ……………………
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Armstrong, D. K., McCurry, M., & Dluhy, N. M. (2017). Facilitating the transition of nurse clinician to nurse scientist: Significance of entry PhD courses. Journal of Professional Nursing, 33(1), 74-80.
Carter, H., Hussey, J., & Forehand, J. W. (2019). Plagiarism in nursing education and the ethical implications in practice. Heliyon, 5(3), e01350.
Johnson, K. V. (2016). Improving adjunct nursing instructors’ knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108-110.
Skúladóttir, H., & Svavarsdóttir, M. H. (2016). Development and validation of a clinical assessment tool for nursing education (CAT-NE). Nurse education in practice, 20, 31-38.