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Test Construction Using Bloom’s Revised Taxonimy
Student Name
Chamberlain University College of Nursing NR 537: Assessment and Evaluation in Education
Dr. Kellie Bassell January 21, 2022 2
Test Construction Using Bloom’s Revised Taxonimy
Test blueprints can play an essential role in the development of test questions for the nurse educator. According to Eweda et al. (2020) valid testing and examinations are needed to accurately reflect the knowledge, analysis and different competencies that the students are achieving. The test blueprint is used by the educator to assist in distributing questions that cover the course outcomes and focusing on the main areas that are important in the unit being covered. A test blueprint is an extension of the learning outcomes that most educators already have in place (Raymond and Grande, 2019). This paper will discuss the description of the content for the
module/unit, the development of the test blueprint, the development of multiple choice questions
and the development of alternative testing items. This will be demonstrated by using Bloom’s revised taxonomy and it will ensure educator’s are able to construct test content that will highlight the competencies and the individual learners abilities (Matthews et al., 2017).
Description of Content Area for the Module/Unit
This unit covers the care of patients newly diagnosed with breast cancer. The focus of the unit will be on the over view of the disease, the risk factors, the diagnostic testing/screening and lastly it will focus on the treatment and education of the patient on their new diagnosis. The test blueprint will focus on four main areas: pathophysiology, risk factors, testing/diagnosis, and treatment/patient education.
This unit is designed for nursing staff in a hospital setting that are preparing to sit for the
Oncology Certified Nurse (OCN) exam. The purpose of this unit is to expand the nurses knowledge of a newly diagnosed breast cancer patient looking at the disease/patient journey from pathophysiology to the treatment phase. Nurses with this advanced training and
Test Construction Using Bloom’s Revised Taxonimy
Student Name
Chamberlain University College of Nursing NR 537: Assessment and Evaluation in Education
Dr. Kellie Bassell January 21, 2022 2
Test Construction Using Bloom’s Revised Taxonimy
Test blueprints can play an essential role in the development of test questions for the nurse educator. According to Eweda et al. (2020) valid testing and examinations are needed to accurately reflect the knowledge, analysis and different competencies that the students are achieving. The test blueprint is used by the educator to assist in distributing questions that cover the course outcomes and focusing on the main areas that are important in the unit being covered. A test blueprint is an extension of the learning outcomes that most educators already have in place (Raymond and Grande, 2019). This paper will discuss the description of the content for the
module/unit, the development of the test blueprint, the development of multiple choice questions
and the development of alternative testing items. This will be demonstrated by using Bloom’s revised taxonomy and it will ensure educator’s are able to construct test content that will highlight the competencies and the individual learners abilities (Matthews et al., 2017).
Description of Content Area for the Module/Unit
This unit covers the care of patients newly diagnosed with breast cancer. The focus of the unit will be on the over view of the disease, the risk factors, the diagnostic testing/screening and lastly it will focus on the treatment and education of the patient on their new diagnosis. The test blueprint will focus on four main areas: pathophysiology, risk factors, testing/diagnosis, and treatment/patient education.
This unit is designed for nursing staff in a hospital setting that are preparing to sit for the
Oncology Certified Nurse (OCN) exam. The purpose of this unit is to expand the nurses knowledge of a newly diagnosed breast cancer patient looking at the disease/patient journey from pathophysiology to the treatment phase. Nurses with this advanced training and
