, Question 1
A nursing program's performance assessment task requires students to
demonstrate sterile technique in a simulation. The rubric awards points for
each step performed correctly. A student performs all critical steps but
contaminates the field midway and self-corrects. According to best practices in
competency-based assessment, what is the most appropriate scoring decision?
A. Award full credit because the student self-corrected and completed the
task.
B. Award partial credit for the steps performed correctly before
contamination.
C. Mark the task as not met because a critical safety error occurred,
regardless of self-correction.
D. Refer the student for remediation but pass the task with a warning.
Correct Answer: C - Mark the task as not met because a critical
safety error occurred, regardless of self-correction.
RATIONALE
In competency-based assessment, critical safety errors (e.g., sterile
field contamination) are typically non-negotiable and render the task
'not met' even if the student self-corrects. Partial credit is inappropriate
when the error violates a critical safety standard. Passing with a
warning undermines the binary nature of critical competency
decisions.
Question 2
Which of the following best exemplifies a formative performance assessment
in a nursing skills course?
A. A final OSCE that determines course progression.
B. A peer feedback session during a simulated medication administration.
C. A standardized patient exam scored by faculty for a grade.
D. A written multiple-choice exam on medication calculations.
Page 2
, Correct Answer: B - A peer feedback session during a simulated
medication administration.
RATIONALE
Formative assessments are designed to provide feedback and guide
learning without contributing to a final grade. Peer feedback during
simulation is a classic formative method. The other options are
summative or knowledge-based assessments, not formative
performance assessments.
Question 3
A program wants to ensure its performance assessment rubric yields consistent
scores across different evaluators. Which psychometric property is being
addressed?
A. Content validity
B. Inter-rater reliability
C. Construct validity
D. Predictive validity
Correct Answer: B - Inter-rater reliability
RATIONALE
Inter-rater reliability measures the degree of agreement between
different raters using the same instrument. Content, construct, and
predictive validity address whether the tool measures what it intends
to measure, not consistency across raters.
Question 4
When designing a performance assessment blueprint, which of the following is
the primary purpose of mapping assessment items to course outcomes?
A. To reduce the number of assessment items needed.
B. To ensure adequate sampling of content and alignment with learning
objectives.
Page 3
A nursing program's performance assessment task requires students to
demonstrate sterile technique in a simulation. The rubric awards points for
each step performed correctly. A student performs all critical steps but
contaminates the field midway and self-corrects. According to best practices in
competency-based assessment, what is the most appropriate scoring decision?
A. Award full credit because the student self-corrected and completed the
task.
B. Award partial credit for the steps performed correctly before
contamination.
C. Mark the task as not met because a critical safety error occurred,
regardless of self-correction.
D. Refer the student for remediation but pass the task with a warning.
Correct Answer: C - Mark the task as not met because a critical
safety error occurred, regardless of self-correction.
RATIONALE
In competency-based assessment, critical safety errors (e.g., sterile
field contamination) are typically non-negotiable and render the task
'not met' even if the student self-corrects. Partial credit is inappropriate
when the error violates a critical safety standard. Passing with a
warning undermines the binary nature of critical competency
decisions.
Question 2
Which of the following best exemplifies a formative performance assessment
in a nursing skills course?
A. A final OSCE that determines course progression.
B. A peer feedback session during a simulated medication administration.
C. A standardized patient exam scored by faculty for a grade.
D. A written multiple-choice exam on medication calculations.
Page 2
, Correct Answer: B - A peer feedback session during a simulated
medication administration.
RATIONALE
Formative assessments are designed to provide feedback and guide
learning without contributing to a final grade. Peer feedback during
simulation is a classic formative method. The other options are
summative or knowledge-based assessments, not formative
performance assessments.
Question 3
A program wants to ensure its performance assessment rubric yields consistent
scores across different evaluators. Which psychometric property is being
addressed?
A. Content validity
B. Inter-rater reliability
C. Construct validity
D. Predictive validity
Correct Answer: B - Inter-rater reliability
RATIONALE
Inter-rater reliability measures the degree of agreement between
different raters using the same instrument. Content, construct, and
predictive validity address whether the tool measures what it intends
to measure, not consistency across raters.
Question 4
When designing a performance assessment blueprint, which of the following is
the primary purpose of mapping assessment items to course outcomes?
A. To reduce the number of assessment items needed.
B. To ensure adequate sampling of content and alignment with learning
objectives.
Page 3
