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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Reliability and Validity01:29

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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
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Best practices in summative assessment.

Jonathan D Kibble1

  • 1College of Medicine, University of Central Florida, Orlando, Florida jonathan.kibble@ucf.edu.

Advances in Physiology Education
|February 12, 2017
PubMed
Summary
This summary is machine-generated.

This review provides faculty with practical guidance on creating high-quality, high-stakes summative assessments. It covers test development, alignment with learning outcomes, and validity evidence for defensible student grading.

Keywords:
blueprintinggeneralizabilityreliabilitysummative assessmentvalidity

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Area of Science:

  • Educational Measurement
  • Assessment Design
  • Higher Education Pedagogy

Background:

  • This review focuses on the critical aspects of designing and implementing effective high-stakes summative assessments in academic settings.
  • It is intended as a practical resource for faculty responsible for student evaluation and grading.

Discussion:

  • Best practices for aligning assessments with stated learning outcomes are detailed.
  • Various common testing modalities are compared to aid in selection.
  • The importance of validity evidence for supporting grading decisions is emphasized.

Key Insights:

  • High-quality summative assessment requires careful planning, development, and deployment.
  • Alignment between assessment and learning outcomes is crucial for accurate evaluation.
  • Robust validity evidence is essential for defensible student performance grading.

Outlook:

  • This review serves as a foundational guide for faculty in assessment practices.
  • Future reviews will explore formative assessment and its role in student learning.
  • The aim is to enhance the overall quality and effectiveness of educational testing.