Formative Assessment
University:
WGU
Formative Assessment
Paper Instructions
SCENARIO
You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population.
The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created two of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.
In this task, you will choose one of the modules you created in C920 and develop a formative assessment intended to measure student progress and identify potential areas for improvement as the student progresses through the module.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work.
Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
The completed template (sections A) should be submitted as a separate attachment from the narrative paper (sections B); both submitted at the same time.
A. Design and develop a formative assessment for your chosen module using the attached “Formative Assessment Template” by doing the following
1. Develop student-facing instructions, including the following:
- Duration of the assessment
- How to complete the assessment
- What resources may be used
2. Develop a formative assessment activity that includes items aligned with each course objective and student learning outcome in the module.
3. Design an assessment blueprint by doing the following
- Identify the type of assessment.
- Briefly describe the purpose of the assessment.
- Identify the module title, two course objectives, and two student learning outcomes (developed in C920) for the chosen module.
- Identify the Bloom’s taxonomy domain (cognitive, psychomotor, affective) and level of each course objective and student learning outcome.
- Show the alignment of each formative assessment item with at least one course objective or student learning outcome in the module (use the table in the attached “Formative Assessment Template”).
B. Describe the elements of your assessment by doing the following Note A formal narrative paper will be submitted that includes parts B1 through B4.
1. Describe how each item in this assessment activity aligns with at least one course objective or student learning outcome in the module.
2. Describe the immediate feedback that will be given on the assessment.
3. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.
4. Describe a potential barrier to implementing this assessment in the online environment and how your assessment design choices will minimize its impact.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols ! – _ . * ‘ ( )
File size limit
200 MB
File types allowed
doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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Sample Answer
C921 Task 1: Formative Assessment Template
Criteria: Task
A1. Student-facing instructions
On the Thursday of the 5th week during the course, the student will be required to log into the online course module and access “The Role of the BSN Nurse in Promoting Community Health” tab. The student will select and open “Assessment” prompt at the left-hand part of the screen. The student will then access the 5-question quiz titled “Community Health Nursing.” Once ready, the student will click the start button to begin the quiz which takes 15 minutes once they begin. The time countdown clock will be shown on the upper right-hand corner.
The quiz comprises five questions in two formats multiple choices, and true/false, and “select all that apply” option. Every question will be indicated above the question type. The student will select an appropriate answer and click submit. The student will select all appropriate answers for the “select all that apply” option and hit submit. Upon answering all the 5 questions satisfactorily and going over the answers again, the student will select “submit all” to finish and submit the quiz for prompt or automated grading. No resources will be used to answer the assessment items.
A2. Formative assessment activity
1. Which of these statements properly describes nurse’s role in controlling communicable diseases?
A. Infection control, contact investigation, epidemiological triangle knowledge
B. Home health nurse and vaccine administrator
C. Disease identifier and recorder
D. Protection of international travelers, legislative responsibilities, control of the environment
2. Primary prevention is a core aspect and role of being a community health nurse. What are primary prevention measures?
A. Assisting clients with long term needs like those with chronic conditions
B. Health screening and surveillance
C. Finding cases
D. Health education activities and immunization protocols
3. A community that experiences increased rates of diabetes and obesity would likely benefit from
A. Sexually transmitted Infection (STI) education
B. Smoking cessation tools
C. Nutrition and lifestyle change education seminars and activities
D. Information on wound management and care
4. The basic epidemiologic concepts of triad demonstrate interrelationship among various components that include
A. Agent/organism/vector
B. Host/person/community
C. Agent/Host/Environment
D. Element/geographical region/disease
5. Select all aspects that apply in relation to the roles of a community health nurse
- Clinician
- Collaborator
- Community mobilizer
- Educator
Answer Key
1. a). Infection control, contact investigation, epidemiological triangle knowledge
2. d). Health education activities and immunization protocols
3. c). Nutrition and lifestyle change education seminar and activities
4. c). Agent/host/environment
5. Number three is not applicable.
A3a. Type of assessment
The assessment will entail a five-question test comprising four multiple choice items and one “select all that apply” item.
A3b. Purpose of assessment
At this point, the course will be way past its halfway and it would be imperative to determine the level of learning and up take of the material contents by assessing overall preparedness of the student. Through the assessment, the instructor will visualize the content mastered by the student and what needs to be covered or not well covered.
The instructor will also assess the ability of the student and develop an effective approach based on each case to improve learning and up take of course content to attain the course objectives and student learning outcomes. The formative assessment will show areas where the student is weak for effective remediation.
A3c. Module title, 2 course objectives (C920 material), 2 student learning outcomes (C920 material)
A3d. Bloom’s taxonomy domain and level
A3e. Assessment activity alignment
Module title – Scientific Frameworks in Community Nursing
- Formative assessment items
- Domain Level
Course Objective 1
By the end of the course, student will be able to analyze communicable diseases and their interactions with vaccines and people #1, #4 Cognitive Analyzing
Course Objective 2
By the end of the course module, the student should be able to examine the significance of education on communicable diseases within the community #2 Cognitive Analyzing
Student Learning Outcome 1
By the end of this module, the student should be able to review the epidemiological information in a community setting to guide educational endeavors in public health #3 Cognitive Understanding
Student Learning Outcome 2
By the end of the module, student will be able to define the roles and responsibilities of community health nurse in providing education and caring for high-risk community members #5, #2 Cognitive Remembering
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