Jon-Michael Wallace – EDLD 5389- Developing Effective Professional Learning

STAGE 1 – DESIRED RESULTS

Unit Title: _Faculty Orientation Alternate Formats_

Established Goals:
• Faculty will be able to replicate the technical skills needed to use all presented Assessment and
Lecture tools
• Faculty will explore Alternate Format Exam Questions from NCSBN and integrate Alternate
Format questions appropriate for their content area

Understandings: Essential Questions:

• Question types need to be designed to assess
Critical Thinking and Clinical Judgement
• NCLEX-RN is integrating new Alternate Format
question types to assess clinical skills
• Students should be assessed on these question
types during learning to be familiar with them
before the NCLEX-RN
• What types of Alternate Format Items will BSN
students encounter on the N-CLEX examination
• How can we replicate these exam question types
using Examsoft
• What Alternate Format question types are most
appropriate to my content area
• How can these Alternate Format questions
assess Critical Thinking and Clinical Judgement
skills

Key Knowledge and Skills: Key Knowledge and Skills:

Students will know… Students will be able to…

• Examsoft question types • Create all Question Types in Examsoft

• NCLEX-RN Alternate Format question types • Replicate NCLEX-RN Question Types using
• Assessment strategies for Critical Thinking and Examsoft Question Types
Clinical Judgement
• Examsoft formats do not directly replicate
NCLEX-RN Alternate Format question types
• What NCLEX-RN Question types are most
appropriate for their specific content area

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

• Create a course map connecting Content with
preferred alternate format types and Bloom’s
Taxonomy
• Faculty work with their course team to create a
complete Course Plan which will combine the
course maps created individually to ensure the
Lecture Material covers the content in a manner
that is appropriate for the Alternate Format Type
and Bloom’s Taxonomy level assigned.
• Quiz – NCLEX-RN Alternate format types,
Bloom’s Taxonomy, Examsoft question types
• Work Sample – Create an example of each
Examsoft question type
• Work Sample – Create an example of each
NCLEX-RN Alternate Format type in an Examsoft
demo assessment

Student Self-Assessment and Reflection:

• Complete the demo assessment created with Examsoft question types and NCLEX-RN Alternate
Format question types as a student
• Reflect on the completed course map to assess the coverage of lecture content with Alternate
Question Types
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Jon-Michael Wallace – EDLD 5389- Developing Effective Professional Learning

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. Begin with an Entry Question (Can a multiple choice question adequately assess Clinical
Judgement) to Hook faculty into considering the deeper teaching and learning required for
Clinical Judgement and Critical Thinking. H
2. Introduce the Essential Questions and discuss the Performance Tasks (Course Maps and
Overview Course Plan). W
3. Faculty research together to find the Question Types available in Examsoft and the NCLEX-RN
Alternate Format Question Types to complete a Standardized Quiz. E
4. Faculty will create a demo question for each of the Examsoft Question Types for a demo exam.
E
5. Faculty will work together to recreate each of the NCLEX-RN Alternate Format Question Types
utilizing the Examsoft Question Types. E
6. Faculty will discuss and identify the Bloom’s Taxonomy levels that can be measured using each
NCLEX-RN Alternate Format Question type. R
7. Faculty will map each content area to the Bloom’s Taxonomy necessary for assessment and
identify the Examsoft Question Type of NCLEX-RN Alternate Format Question Types that will
best fit the content. E-2
8. Faculty will work with their course team to create a complete Course Plan which will combine
the course maps created individually to ensure all of the content is appropriately covered by
NCLEX-RN Alternate Format Question Types. E-2, T
9. Faculty will self-assess the course maps and course plan with other faculty outside their course
area to identify content that should be assessed using activities outside of Standardized Testing
to ensure complete understanding. R, E-2
10. Faculty will complete the assessment created with Examsoft Question Types and NCLEX-RN
Alternate Format Question Types to reflect on that assessment from a student point of view. R,

E-2

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2