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Related Experiment Video

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Designing multiple-choice test items at higher cognitive levels.

Whei Ming Su¹, Paul J Osisek, Cynthia Montgomery

¹Department of Nursing, Purdue University North Central, Westville, Indiana, USA. wmingsu@pnc.edu

|September 4, 2009

Summary

This summary is machine-generated.

Nursing faculty need teaching skills, especially in test construction. This study shows how novice faculty created higher-level multiple-choice questions aligned with critical thinking objectives, addressing a key educational need.

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Area of Science:

Nursing Education
Academic Pedagogy

Background:

A significant nursing faculty shortage necessitates hiring clinicians without formal academic preparation.
Novice nursing faculty require rapid development of essential teaching competencies.
Effective test construction is a critical skill for academic nursing faculty.

Purpose of the Study:

To describe a method for developing higher-order cognitive multiple-choice test items.
To ensure alignment between test items and critical-thinking learning objectives in a nursing course.
To support novice nursing faculty in mastering assessment design.

Main Methods:

Faculty in a specific nursing course collaboratively designed multiple-choice test items.
Item development focused on achieving higher cognitive levels (e.g., analysis, evaluation).
Congruence between test items and course-defined critical-thinking objectives was established.

Main Results:

Multiple-choice test items were successfully constructed at higher cognitive levels.
The developed items demonstrated clear alignment with critical-thinking learning objectives.
A practical approach for enhancing assessment quality was implemented.

Conclusions:

Novice nursing faculty can be supported in developing advanced assessment skills.
Collaborative test item design can effectively bridge the gap between teaching needs and faculty preparedness.
This strategy enhances the quality of nursing education assessments and promotes critical thinking.