Assessment 2: Criteria and Rubric Development

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Student Name

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Capella University

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Course Name

Prof Name
PX April 10, 2023
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Part One – Assessment Description and Rationale
Description of Assessment:

This assessment is designed to evaluate learners' understanding and practical application of

ethical principles specific to pediatric nursing. It encompasses a comprehensive evaluation,
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including a written examination, participation in real-time simulations, and reflection through a

written essay. Each component targets different learning domains, ensuring a thorough
assessment of learners' proficiency in both theoretical knowledge and practical skills.

Domains and Assessment Tools:

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Cognitive Domain: This domain assesses learners' comprehension and application of

foundational ethical principles through a written examination consisting of multiple-choice
questions, true/false determinants, and scenario-based short-answer questions.
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Psychomotor Domain: This domain evaluates learners' ability to practically apply knowledge in
resolving ethical dilemmas within a pediatric clinical setting. The primary assessment tool is a
simulated clinical scenario where learners demonstrate practical skills and ethical
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decision-making abilities.
Affective Domain: This domain explores learners' introspective aspects by prompting reflection
on emotional and moral dimensions of their roles. The assessment tool for this domain is a
reflective essay where learners analyze an ethical dilemma, elucidating emotions and moral
considerations influencing their decisions.

Validity and Reliability of Assessment:

Ensuring the validity and reliability of this assessment is critical. Post-assessment, faculty and
student surveys will gather feedback to ensure the assessment's relevancy, accuracy, and
alignment with course objectives. Analyzing grades and tracking student progression will

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provide insights into assessment effectiveness, ensuring alignment with the curriculum and
accurate measurement of essential competencies. Anecdotal comments will enrich the
feedback process, offering qualitative insights for refining future assessments.

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Communication of Grading Expectations:
Transparency in grading expectations is vital for assessment efficacy. A comprehensive grading

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rubric detailing criteria and weightage for each assessment component will be provided at the
course's outset. This proactive approach empowers students by clarifying the grading process
and benchmarks. Periodic feedback sessions and meetings will offer an open platform for
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students to voice queries, seek clarifications, or discuss assessments in depth. Official
communication from faculty elucidating expectations and standards will streamline the
assessment process, setting a clear path for learners to excel.

Part Two – Grading Rubric

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Criteria/Domain
Non-performance
Basic
Proficient
Distinguished
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Understanding and Application of Ethical Principles

Demonstrates minimal understanding of ethical principles
Displays a basic understanding but struggles with application
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Understands and applies ethical principles effectively

Demonstrates comprehensive understanding and flawless application
Practical Demonstration of Ethical Dilemma Resolution
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Unable to navigate ethical dilemmas effectively

Manages basic dilemmas with minor errors
Handles most dilemmas effectively
Excellently navigates and resolves all ethical scenarios
Depth of Reflection on Ethical Implications
Offers superficial reflection on ethical implications
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Demonstrates basic reflection with limited depth
Showcases genuine reflection with some insights
Provides deep, insightful reflection showcasing comprehensive understanding
Role in Ethical Decision-Making in a Team Setting
Does not define role in team ethical decisions
Vaguely identifies role but lacks clarity
Clearly defines role and contributes to team decisions
Defines and leads ethical decision-making processes excellently
Writing: Clarity, Grammar, & Transition
Non-academic writing style with multiple grammatical errors

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Academic writing style but with several grammatical errors
Academic, formal writing with minor errors and good transitions
Flawless academic writing with smooth transitions
Adherence to APA Format

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Does not follow APA format
Partially adheres to APA format with several mistakes

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Mostly follows APA format with minor errors
Perfectly adheres to latest APA format edition with no errors
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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

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 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. Journal of
Multidisciplinary Healthcare, Volume 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 Print.

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https://doi.org/10.1097/nne.0000000000001178
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