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Assessment 2: Criteria and Rubric Development

Student Name

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Capella University

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Prof Name
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FEB 10, 2023

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Part One – Evaluation Description and Justification
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Description of the Evaluation
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This evaluation is formulated to comprehensively assess learners' comprehension and
application of ethical principles in pediatric nursing. It amalgamates various evaluation
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techniques, including a written examination, a real-time simulation, and a reflective

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essay, to gauge diverse learning domains. This evaluation guarantees a holistic

appraisal of learners' adeptness by encompassing theoretical understanding and
practical aptitude.
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Domains and Evaluation Instrument

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Cognitive Domain: This domain evaluates learners' understanding and application of

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ethical principles through a written examination. The examination encompasses

multiple-choice, true/false determinants, and scenario-based short-answer queries
(Mileski et al., 2022).
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Psychomotor Domain: Practical application of knowledge is assessed in this domain,

focusing on addressing ethical dilemmas in a pediatric clinical milieu. A simulated
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clinical scenario serves as the primary assessment tool (Endres et al., 2021).
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Affective Domain: A reflective essay evaluates learners' introspective capabilities in this
domain. The essay prompts learners to delve into the emotional and moral facets of
their decision-making in pediatric care (Morrill & Westrick, 2022).

Validity and Reliability of the Evaluation

Post-assessment surveys will be conducted among faculty and students to solicit

feedback and ensure the validity and reliability of the evaluation. Examination of grades
and student advancement will offer insights into the evaluation's efficacy and alignment
with course objectives. Additionally, anecdotal remarks will be collected to enrich the
feedback process and enhance future evaluations.

Communication of Assessment Expectations

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Transparency is pivotal in the assessment process. A comprehensive grading rubric
delineating criteria and weightage for each evaluation component will be furnished to

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students at the onset of the course (Aflalo, 2022). Regular feedback sessions will be
scheduled to address inquiries and elucidate expectations. Official correspondence from

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faculty will further clarify expectations and standards, ensuring lucidity for learners.

Part Two – Evaluation Rubric

Criteria/Domain
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Non-performance Basic Proficient Distinguished Understanding and Application of
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Ethical Principles Demonstrates limited comprehension of ethical principles. Exhibits a

rudimentary grasp of ethical principles but encounters challenges in their application.
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Understands and applies ethical principles adeptly in pediatric nursing scenarios.

Demonstrates a comprehensive understanding and impeccable application of ethical
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principles. Practical Demonstration of Ethical Dilemma Resolution Incapable of

navigating ethical dilemmas. Manages elementary dilemmas with minor inaccuracies.
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Effectively handles most dilemmas. Exceptionally navigates and resolves all ethical
scenarios. Depth of Reflection on Ethical Implications Provides superficial reflections on
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ethical implications. Demonstrates basic reflection with restricted depth. Exhibits

genuine reflection with some profound insights. Offers deep, insightful reflection
showcasing a comprehensive understanding. Role in Ethical Decision-Making in a Team
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Setting Fails to delineate the role in ethical decisions within a team. Vaguely identifies
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their role but lacks clarity. Clearly defines the role and actively contributes to team
decisions. Excellently defines and leads ethical decision-making processes in team
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scenarios. Writing: Clarity, Grammar, & Transition The writing style lacks academic rigor
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with numerous grammatical errors. Adopts an academic writing style but with several
grammatical lapses. Employs academic, formal writing with minor errors and smooth
transitions. Exhibits flawless academic writing with seamless transitions between topics.
Adherence to APA Format Does not adhere to the APA format. Partially adheres to the
APA format with several errors. Mostly adheres to APA format but contains minor
deviations. Perfectly adheres to the latest APA format edition without any errors.

References

Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with

different approaches to assessment. Australian Journal of Teacher Education, 47(11).
https://doi.org/10.14221/1835-517X.5684

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Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K.
(2021). Navigating the uncertainty of health advocacy teaching and evaluation from the

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trainee’s perspective. Medical Teacher, 44(1), 79–86.
https://doi.org/10.1080/0142159x.2021.1967905

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Mileski, M., McClay, R., Heinemann, K., & Dray, G. (2022). Efficacy of the use of the
Calgary family intervention model in bedside nursing education: A systematic review.

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Journal of Multidisciplinary Healthcare, 15(15), 1323–1347.
https://doi.org/10.2147/jmdh.s370053
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Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making
through the use of an effective learning module. Nurse Educator, Publish Ahead of
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Print. https://doi.org/10.1097/nne.0000000000001178
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