Analysis of Computer Adaptive Testing in a Pathopharmacology Course
The Journal of Nursing Education
|March 3, 2021
Summary
Computer adaptive quizzing in nursing education significantly improved content mastery and performance on standardized tests. This method offers valuable practice with computer-based assessments for students.
Area of Science:
- Nursing Education
- Educational Technology
Background:
- Traditional nursing education faces challenges with diverse learning materials and assessment methods.
- Computer adaptive testing (CAT) offers a dynamic approach for students to enhance content mastery.
- CAT allows for self-paced study and targeted quizzing.
Purpose of the Study:
- To evaluate the impact of a computer adaptive testing program.
- To assess its effect on a combined pathophysiology and pharmacology course.
- To analyze outcomes in a baccalaureate prelicensure nursing program.
Main Methods:
- A retrospective correlational research design was employed.
- Examined relationships between computer adaptive quizzing and student outcomes.
- Key variables included quiz completion, content mastery, and standardized test performance.
Main Results:
- Significant positive correlations were observed between quiz completion and mastery levels (r = .605, p < .001).
- Quiz completion also correlated positively with standardized test scores (r = .349, p = .020).
- Higher mastery levels were strongly associated with better standardized test scores (r = .400, p = .007).
Conclusions:
- Computer adaptive quizzing enhances nursing students' content mastery.
- It provides crucial experience with computer-based testing formats.
- This approach supports improved learning outcomes in nursing curricula.
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