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A Diversity of Evaluation Strategies

Evaluation
Strategies
Concept
Mapping

Definition
Students
express
concepts
related to a
particular topic
in a visual
format. Can be
used as an
alternative to
care planning
for students to
analyze and
express
understanding
of different
aspects of care
associated with
a certain
diagnoses.

Formative/Summative
Why
Formative: Assesses
the students ability to
apply to content, ensures
that the students are
grasping the concepts
currently being taught

Learning Objectives

Upon completion of
the concept map the
learner will be able
to:
1. Recognize
abnormal
assessment findings
and clinical
manifestations
related to CHF.
2. Appropriately
identify diagnostic
testing and common
interventions utilized
by nurses in the care
of the adult patient
with CHF.
3. Demonstrate
critical thinking skills
related to caring for
a patient
experiencing a CHF

Learning
Activity
Develop a
concept map
centered on the
diagnosis of CHF
exacerbation
that relates
etiology,
manifestations,
prevention,
treatment, and
nursing care.

Level of
Learning
Creatinglevel5.
Rememberinglevel 1.
Understanding
- Level 1.

exacerbation.

grading
Rubric

A grading rubric
is a practical
tool that
provides a
description of
an assignment
with a
breakdown of
the parts of the
assignment ().
Each of the
identified parts
is scored for the
purpose of
evaluation.
The grading
rubric is used to
evaluate
students
development,
facilitates self
and peer
evaluation and
promotes
deeper learning
among nursing
students. It
provides the

Summative:
Evaluates competence
and ensure students
have acquired the
information given
(Billings, & Halstead,
2012).
Formative:
Provides students with
quick and quality
feedbacks to improve
their performance
(Billings, & Halstead,
2012).

Upon completion of the


Adult Patient with
Congestive Heart
Failure (CHF) Module,
the students will be
able to:
1. Describe the
signs/symptoms of
CHF.
2. Summarize
Pathophysiology of
CHF.
3. Develop a nursing
care plan that includes
nursing diagnoses,
goals, and nursing
interventions for a
patient with CHF.
4. Compare and
contrast the diagnostic
tests for CHF.
5. Determine the
differences between
the Right-Sided Heart
Failure and Left-Sided
Heart Failure in the
adult patients.

1. Pre-class
reading
assignment.
2. In-class
learning
activities: case
study, group
discussions
3. Post-class
learning
activities: online
discussion,
CHF Final Paper.

(Cognitive
Domain)
RememberingLevel 1.
Understandi
ng-level 2.
Analyzinglevel 3.
Creatinglevel 5.

students with a
concrete view of
their
performance
and allows them
to make
changes to
improve their
performance
early in the
class.
Rubrics provide
a clear
communication
of the
expectations for
the students
and the
educators
(Billings, &
Halstead, 2012).

Presentatio
n

Delivering a
speech to the
class to provide
them with new
content
knowledge on a
specific topic.

Formative: Assesses
how well the student
understands a particular
topic they have just
learned about; allows the
instructor to evaluate if
further clarification is

Upon completion of
the presentation
students will be able
to:
1. Explain the

Develop a
presentation on
the assigned
illness
experienced by
the adult patient
to present to the

Creating- level
5.
Rememberinglevel1.
Understanding
- level 2.
Explaining.

needed
pathophysiology of
the assigned illness.

Tests

Tests are used


at a particular
periods of time
in a course to
measure
students
progress as part
of the grading
process as well
as determine
what students
do or do not
learn about a
certain topic.
Tests include
different types
of question such
as short answer

Summative:
Provides the educators
and students with
feedback about students
achievement as well as
allows educator to
change his/her teaching
strategies if needed.
Tests are a great strategy
to assess students
understanding and
evaluate students
progress in the course
(Billings, & Halstead,
2012).

2. List clinical
manifestations of the
assigned illness 3.
Explain the etiology,
manifestations,
prevention,
treatment, and
nursing care
associated with the
assigned illness.
Upon completion of the
of the Medication
Safety Module, the
student will be able to:
1. Identify high alert
medications.
2. Compare and
contrast medications
used for controlling
pain.
3. Analyze safety risks
for medication
administration.
4. Identify patient
safety with the uses of
different medications
used for controlling
pain.

class including
clinical
manifestations,
etiology,
treatment,
nursing
interventions,
and prevention.

1. Pre-class
reading
assignment.
2. In-class
learning
activities.
3. Lectures.

(Cognitive
Domain).
RememberingLevel 1.
Understandi
ng-level 2.
Analyzinglevel 3.

questions, true
and false, and
multiple
choices.

Simulatio
n

Simulation is
the use of
manikins,
equipment,
and liveaction roleplay to
represent
clinical
situations
(Billings &
Halstead,
2012).

Summative and
Formative: Simulation
is a way to evaluate
the students
accomplishment of
course goals and
objectives (Herrman,
2016). It also gives
feedback to the
instructor and allows
the instructor to
assess learning in
order to improve
teaching strategies
(Herrman, 2016).

Upon completion of
the simulation the
student will be able
to:
1. Identify symptoms
critical to medical
diagnoses
presented.
2.Demonstrate a
comprehensive
assessment the
patient with correct
technique

Pre-class
reading
assignment.
Case study
presentation.
Student
demonstration
. Post
simulation
review.

Can be
formative or
summative.

Reflective Journaling om
Conflict Management
and Resolution.

Define your own


conflict resolution style
and inventory other

Level 1:
Rememberin
g.
Level 3:
Applying
Level 3:
Applying.

3. Apply the nursing


process to a
particular patient
situation.

Journal
Entry

Domain:
Psychomotor
and
cognitive
domains.

Analyze
Evaluate
Apply

Grading
Rubric
Communicat
es to the
students
what is
expected
and
provides
clear
guidelines
and
consistency
among
faculty for
grading.
Placing
higher
value or
points in
certain
areas will
encourage
students to
focus to
achieve.

Formatively
shows that
integrative
learning is
occurring and
demonstrated
as class
concepts are
presented.
Shows concepts
being applied or
internalized.
Allows the
student to selfassess for
insight and selfawareness.
Provides
continuous
feedback.
Summatively
can show the
outcomes
overall.

Participatio
n Grading

Formative for
continuous

useful methods for


when and where to
apply.

Moving video on
Leadership followed by

Define and articulate


the principles of

Remember
Analyze

Rubric
Informs
student
that
participatio
n is
expected
and counts
as part of
grade.
Encourages
active
discourse.

feedback.
Comments
made by
students reflect
that pre-class
reading was
completed and
the moving
video
reinforcement
of concepts

class discussion with


leading questions

leadership and
compare and contrast
with management
principles used in
nursing