Week 4
The evaluation of student’s outcomes is one that is elaborate and many-sided. There are many
different ways to evaluate a student’s progress through a course. An educator can give an exam,
assign a project, make an assignment, such as a term paper, or a competency test either mid-
course or end of course. As future educators, we have to use evidence-based practice to conduct
student outcomes in a course or clinical setting. This evidence-based practice comes with a set
of standards that can be followed.
According to the NLN, guidelines were put in place to ensure that the way students were tested
conformed to a set standard (Halstead, 2013). They also state that the role of a faculty or
educator is very important with student exams and class outcomes. One of the points that is
mentioned pertains to the responsibility of faculty to ensure that the measures for testing is
appropriate for students. Mid-curriculum competency tests, as mentioned earlier, are a way to
evaluate a student. This mid-curriculum competency test can be given in a variety of ways. For
example, in a classroom setting it can be a multiple choice, fill in the blank or another method. It
is up to the educator how to give the test. Mid-curriculum competency tests possess both
advantages and disadvantages for students. One advantage of a mid-curriculum competency test
is that an evaluation is made for both the students and educators to see if the material being
taught is being absorbed and comprehended. A disadvantage to a mid-curriculum competency
test is that one exam determines a student’s fate regardless if they passed over courses prior.
In nursing school, the only test similar to the mid-curriculum competency test is the medication
calculation exams we had to take once we started medical-surgical clinicals. If the student did
not pass within two tries, they were not able to advance to the next part of the program. This was
a stressful time for myself and my peers. We were learning so much about the different body
systems and its disease. Some did not understand why a math exam decided our fate. Although
being able to calculate medication is important, students felt that it should not decide if they
advance on or not, but rather an exam about nursing comprehension. In my opinion, I would not
give a mid-curriculum competency test unless the institution I work with puts it in their contract
that I must do so. To me mid-curriculum competency tests do not show a student’s ability
overall. It is a snippet of their potential knowledge.
Reference
Halstead, J. A. (2013). The NLN’s fair testing imperative and implications for faculty
development. Nursing Education Perspectives, 34(2), 72. Retrieved from
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=mdc&AN=23763017&site=eds-live&scope=site
Peer Collaboration
Organizing framework:
This study source was downloaded by 100000830246019 from CourseHero.com on 06-15-2022 15:00:03 GMT -05:00
https://www.coursehero.com/file/38933575/NR-524-Week-4docx/
The evaluation of student’s outcomes is one that is elaborate and many-sided. There are many
different ways to evaluate a student’s progress through a course. An educator can give an exam,
assign a project, make an assignment, such as a term paper, or a competency test either mid-
course or end of course. As future educators, we have to use evidence-based practice to conduct
student outcomes in a course or clinical setting. This evidence-based practice comes with a set
of standards that can be followed.
According to the NLN, guidelines were put in place to ensure that the way students were tested
conformed to a set standard (Halstead, 2013). They also state that the role of a faculty or
educator is very important with student exams and class outcomes. One of the points that is
mentioned pertains to the responsibility of faculty to ensure that the measures for testing is
appropriate for students. Mid-curriculum competency tests, as mentioned earlier, are a way to
evaluate a student. This mid-curriculum competency test can be given in a variety of ways. For
example, in a classroom setting it can be a multiple choice, fill in the blank or another method. It
is up to the educator how to give the test. Mid-curriculum competency tests possess both
advantages and disadvantages for students. One advantage of a mid-curriculum competency test
is that an evaluation is made for both the students and educators to see if the material being
taught is being absorbed and comprehended. A disadvantage to a mid-curriculum competency
test is that one exam determines a student’s fate regardless if they passed over courses prior.
In nursing school, the only test similar to the mid-curriculum competency test is the medication
calculation exams we had to take once we started medical-surgical clinicals. If the student did
not pass within two tries, they were not able to advance to the next part of the program. This was
a stressful time for myself and my peers. We were learning so much about the different body
systems and its disease. Some did not understand why a math exam decided our fate. Although
being able to calculate medication is important, students felt that it should not decide if they
advance on or not, but rather an exam about nursing comprehension. In my opinion, I would not
give a mid-curriculum competency test unless the institution I work with puts it in their contract
that I must do so. To me mid-curriculum competency tests do not show a student’s ability
overall. It is a snippet of their potential knowledge.
Reference
Halstead, J. A. (2013). The NLN’s fair testing imperative and implications for faculty
development. Nursing Education Perspectives, 34(2), 72. Retrieved from
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=mdc&AN=23763017&site=eds-live&scope=site
Peer Collaboration
Organizing framework:
This study source was downloaded by 100000830246019 from CourseHero.com on 06-15-2022 15:00:03 GMT -05:00
https://www.coursehero.com/file/38933575/NR-524-Week-4docx/
