Expert Answer:NSG6102 South University Design a Test Blueprint

  

Solved by verified expert:Part 1: Design a Test BlueprintThe Test Development Exercises will help you to gain insight into the systematic development of effective evaluation plans. The exercises will acquaint you with the process of designing tests to assess student achievement in academic and clinical settings.For this week’s assignment, you will develop a test Blueprint. Revisit the lesson plan that you developed in NSG6003. If you have not taken that course, search the Internet and locate a lesson plan in the nursing setting of your choice. Based on this lesson plan, you are required to develop a test blueprint for the learning outcomes that you expect your learners to achieve. You should clearly mention the goals, learning objectives, and the test elements for each of the learning outcomes defined in your lesson plan. Please see the example below to help you in constructing the Test Blueprint, using the stated formulas to determine how many questions will be needed in each Bloom’s Taxonomy cognitive domain for each objective.Directions and ExampleYou need to include an introduction from your lesson plan from NSG6003, including the learning goal(s) and learning objectives or from a lesson plan located on the Internet. You need to state the number of test items for the entire test (minimum of 50 questions) then add the different test formats (multiple choice, T/F, essay, etc.) you will use for your test, then give an example of each of the test questions (not the entire test) that will be used to evaluate the different levels of Bloom’s Taxonomy in the body of your paper.You will also state and give an example of an alternative test method. For the test blueprint, you need to state the goal of the class, list the learning objectives (4), and use the formula at the top of the blueprint to determine how many questions will be needed in each Bloom’s Taxonomy cognitive domain for each objective.You will need formulas, numbers, and calculations on your Test Blueprint (please show your work), no words, except for the learning objectives (4). You need to write example test questions with answers (correct answer identified with an asterisk) linking them to your objectives and the six domains of learning in the body of your paper. You need a title and reference page according to APA format.The assignment is to be uploaded to the drop box as only one paper not two.Learning Activity Goals: State your goal(s) from your NSG6003 Lesson PlanNSG6102 Week 1 Project Example of Test BlueprintGrading Rubic
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NSG6102
Test Blueprint
Name:
Date:
Learning Activity Goals:
Learning
Objectives
Objective 1:
Objective 2:
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
*Remembering
*Understanding
*Applying
*Analyzing
*Evaluating
*Creating
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
Formula to
determine
number of
questions per
domain:
(. 25 to .35) x
Total number
questions for
the objective
(.25 to .30) x
Total number
questions for
the objective
(.20 to .30) x
Total number
questions for
the objective
(.10 to .20) x
Total number
questions for
the objective
.05 x Total
number
questions for
the objective
.05 x Total
number
questions for
the objective
Total Number
of Questions
per objective
to add up to
the total
number of
questions on
the test (50)
Percentage
of Total
NSG6102
Test Blueprint
Objective 3:
Objective 4:
50
100%
Please do not put your test questions in this Test Blueprint. Only calculate the number of questions per objective in each cognitive domain of
Bloom’s Taxonomy. Once the test blueprint is completed it will serve as a guide to construct your test.
*Overbaugh, R.C., & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Name:
Date:
Learning Activity Goals:
NSG6102
Test Blueprint
NSG6102 Week 1 Project Example of Test Blueprint
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Bloom’s
Taxonomy
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
Cognitive
Domain
*Remembering
*Understanding
*Applying
*Analyzing
*Evaluating
*Creating
Formula:
(.20 to .30)
Formula:
(.10 to .20)
Formula:
(.05)
Formula:
(.05)
Formula:
(.25 to .35)
State
Learning
Objectives
(4)
The student
will be able
to define
Congestive
heart failure
(CHF).
Formula:
(.25 to .35)
Multiply
the
objective
Multiply the
Formula with
the number of
objective
questions to
determine
number of
questions per
domain.
.25 x 12 = 3
3
percentage
with Total
Number
of
Questions
of test to
determine
the
number of
objective
questions
.30 x12= 3.6
=4
4
.20 x 12 =
2.4 = 2 or 3
3
.10 x 12 = 1.2
=1
1
.05 x 12 = 0.6
=0
0
.05 x 12 =
0.6 = 1
1
Objective
Percentage
24%
.24 x 50 =
12
Total
number of
Questions
for test
50
Total
Percentage
for test
100%
NSG6003: TEACHING PLAN
1
Teaching Plan
Name: Arlene Manders
Teaching Plan Title: Diabetic Mellitus Type II
Presenter(s)
Name
Topic Description
Diabetes Mellitus type II related complications
Brief description of the topic.
Target Audience
The newly diagnosed Diabetes Mellitus type II patients and the non-compliant patients
Briefly describe your learners.
Setting
In patient units at Phoebe Hospital Georgia
Describe setting where class will be held.
Lesson Rationale
Complications that arise as a result of diabetes may require more knowledge in order to
Reason you are teaching this class.
paint a picture of how they should be managed
Lesson Goal(s)
To create awareness among the newly diagnosed patients that there are complications
The overall goal of what you want to this
which come as a result of diabetes mellitus type II. The class also intends to bring the
class to accomplish.
previously diagnosed patients as well as the newly diagnosed ones up to speed with the
NSG6003: TEACHING PLAN
2
best approaches taken to manage such complications.
LEARNING
OUTLINE
TIME
TEACHING
EVALUATION
OBJECTIVES
Outline of course content and must be specific and
FRAME
STRATEGIE
STRATEGIES
Measurable, student
match to corresponding objective.
Provide time
S
Measure that is
centered, focuses on
allocation each
Teaching
designed to evaluate
cognitive processes, and
objective.
methods,
successful
materials and
completion of
resources for
corresponding
each objective.
learning objective.
includes a measurable verb.
1. Patient will be able to
1. Diabetes Mellitus type II in a nut shell
describe the dynamics
a) Briefing of the patients of the basic
of diabetes mellitus
information regarding diabetes
type II. This includes
mellitus type II.
the diagnosis and
1. 10
minutes,
once a
week
Group
discussions
with
illustrations
using Flip
charts
Scholarly
Source: (Liu,
2017)
1. Patients will
prepare
reports of the
course
NSG6003: TEACHING PLAN
treatment as well as
pathophysiology.
2. The patients will be
able to list at least
3
b) Explaining the implication of this
outcome.
condition in the world and why it
2. Questionnair
needs to be taught more in the
es will be
world.
three complications
c) Briefing the patients on the process
that may arise as a
of diagnosis of Diabetes type II
administered
to patients to
evaluate the
result of Diabetes
2. Medication
type II.
3. Previously diagnosed
patients will identify
some of the
complications they
a) Briefing the patients of what medications
are in the market
their conditions.
4. The patients will offer
PowerPoint
presentations
and Printed
handouts,
impact of the
class
3. A short quiz
on the
b) Helping the patients understand how these
types of medications work.
have experienced
during treatment of
2. 10 min,
twice a
week
c) Putting into perspective the side effects as
well as complications that some of these
medication if
Diabetes
Mellitus
NSG6003: TEACHING PLAN
suggestions and
illustrations of how
4
medications may bring
3. Management of Complications
these complications
can be avoided and
managed.
3. 10 min
twice a
week
a) Listing of the most common complications
that arise from the most common
Illustrations
using
PowerPoint
presentation
and patient
volunteers
Source:
https://emedici
ne.medscape.c
om/article/117
853-treatment
medications of Diabetes type II.
b) Providing various strategies that can be
used to manage these complications. Here
self-management skill and management by
health professionals as well as physicians
will be explained.
Total teaching
time = twice a
week with
thirty minute
visits
NSG6003: TEACHING PLAN
5
References
Liu, X., Wang, L., Wang, P., Liu, R., Yang, K., Qian, X.,… & Wang, C. (2017). The Dynamics of Type 2 Diabetes Mellitus
Prevalence and Management Rates among Rural Population in Henan Province, China. Journal of diabetes research, 2017.

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