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Choice and No-Choice Assays for Testing the Resistance of A. thaliana to Chewing Insects

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Published on: May 14, 2008

Developing and Evaluating Multiple-Choice Tests for Trustworthiness.

Esther I Bernhofer¹, Christian N Burchill

¹Esther I. Bernhofer, PhD, RN-BC, CPE, is Nurse Scientist II, Office of Research and Innovation, Nursing Institute, Cleveland Clinic; and Associate Professor, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Christian N. Burchill, PhD, MSN, CEN, is Nurse Scientist II, Office of Nursing Research and Innovation, Cleveland Clinic, Ohio.

Journal for Nurses in Professional Development

|March 7, 2019

Summary

This summary is machine-generated.

This guide explains how to create and evaluate multiple-choice tests for nursing professional development. Proper test development ensures reliable assessment of learning outcomes and trustworthy evaluation of educational activities.

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Area of Science:

Nursing Education
Educational Measurement

Background:

Effective assessment of knowledge is crucial in nursing professional development.
Multiple-choice tests are a common tool for evaluating learning outcomes.

Purpose of the Study:

To provide nursing professional development practitioners with an overview of developing and evaluating multiple-choice tests.
To emphasize the importance of basic principles in test development and assessment.

Main Methods:

The article outlines the fundamental steps for constructing multiple-choice tests.
It details methods for ensuring the fairness, validity, and reliability of these assessments.

Main Results:

Following established guidelines for test development leads to more dependable knowledge assessments.
Well-developed multiple-choice tests yield trustworthy results for evaluating nursing professional development.

Conclusions:

Adherence to principles of test development and assessment enhances the evaluation of nursing professional development activities.
Fair, valid, and reliable multiple-choice tests are essential for accurate measurement of knowledge acquisition.