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Fostering Student Success: Turning Off Practice Assessment Rationales to Improve Proctored Assessment Scores.

Elizabeth A Palmer1, Joyce A Shanty, Amy Labant

  • 1About the Authors The authors are faculty at Indiana University of Pennsylvania Nursing and Allied Health Professions, Indiana, Pennsylvania. Elizabeth A. Palmer, PhD, RN, CNE, is a professor. Joyce A Shanty, PhD, RN, is an associate professor and allied health coordinator. Amy Labant, PhD, RNC, is an assistant professor. Beverly Rossiter, MN, MSN, CPNP, is an assistant professor. For more information, contact Dr. Palmer at lpalmer@iup.edu.

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This summary is machine-generated.

Turning off practice assessment answers and rationales improved student performance on standardized exams, enhancing critical thinking skills essential for the National Council Licensure Examination (NCLEX). This finding aids in developing effective remediation strategies for nursing education.

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Area of Science:

  • Nursing Education
  • Health Professions Education
  • Assessment and Evaluation

Background:

  • Critical thinking is vital for success on the National Council Licensure Examination (NCLEX).
  • Standardized assessments are key tools for evaluating student readiness.
  • Effective pedagogical strategies are needed to optimize student learning and exam performance.

Purpose of the Study:

  • To investigate the impact of disabling answer rationales on student performance in standardized practice assessments.
  • To determine if this intervention enhances critical thinking skills relevant to licensure exams.

Main Methods:

  • A retrospective comparative study design was employed.
  • Student scores were analyzed from practice assessments with and without immediate answer rationales.
  • Performance benchmarks were compared between the two conditions.

Main Results:

  • A higher percentage of students achieved the benchmark score when answer rationales were turned off (81%) compared to when they were turned on (71%).
  • Disabling rationales appears to correlate with improved performance on the standardized examination.

Conclusions:

  • Modifying assessment feedback, specifically by disabling rationales, may be an effective strategy to improve student performance.
  • Educators can leverage these findings to refine remediation approaches and enhance NCLEX preparation.
  • Further research is warranted to explore the long-term effects and underlying mechanisms of this intervention.