Plagiarism free paper of 4 pages. It is about writing the test bank for nursing student, and the sample and instruction is too big and cannot be attached. I have tried to attach it but it is not accepting the attachment. APA format, MSN (Education) all citation must be in the body of the text. The additional material cannot be attached in this form but can be sent to the whichever way you want me to do it because it is important to follow it as required.Purpose
The purpose of this assignment is to help students
• apply Bloom’s Taxonomy (CO 1, 3);
• distinguish between course objectives and content (CO 1);
• use a test blueprint to assure the reliability and validity of an exam (CO 3);
• apply various types of test questions and test formats (CO 1, 3); and
• assemble, administer, and score examinations based on course objectives (CO 1, 3).
Course Outcomes
Through this assignment, the student will demonstrate the ability to
(CO1) employ evidence-based assessment and evaluation strategies that are appropriate to diverse learners (PO 4, 5, 6, 7, 8, 9, 10, and 11); and
(CO3) apply measurement theory to the construction and use of educational evaluation instruments (PO 1, 2, 9, and 11).
Due Date: Sunday 11:59 p.m. MT at the end of Week 5
Total Points Possible: 225
REQUIREMENTS:
Page One, the title page
1. Use the APA template in “Course Resources” for this assignment so you will have appropriate running heads.
2. You will not need a reference list unless you site a source.
Page Two, course outcomes –
1. List five course outcomes for a specialty course, such as “pediatric nursing” or “medical-surgical nursing.” This should be a course you would like to teach some day.
2. To understand what course outcomes look like, do a search on an internet course you would like to teach. You should find several sample university syllabi and course outcomes.
3. Course outcomes all begin with a Bloom’s taxonomy verb. The verb is the most important part of the course outcome when you are developing a test blueprint. The verb reflects the level of thinking expected of students in the course. Your task will be to decide how you will allot 100 points across these verbs, according to how much weight you would like to give to each of them.
4. Recall that course outcomes are broad, e.g. “medical-surgical patients,” “pediatric patients,” or “women’s health.” Course outcomes do not refer to a particular disease, such as “stroke,” “juvenile diabetes,” or “cancer.”
Page Three:
1. Copy the test-blueprint template available in “Course Resources” onto page 3.
2. Place your five Bloom’s taxonomy verbs from your course outcomes across the first row of the test blueprint table. Be sure that 2 or 3 of these course outcomes are higher level Bloom’s taxonomy verbs. From the Week 1 list of cognitive verbs, these are as follows: develops, evaluates, prioritizes, integrates, critiques, defends, or creates.
3. Then, consider the content you are testing. Keep it simple, just four or five topics. Place the appropriate content for the lesson topic in the left-most vertical column of the table.
4. Allot points according to the value or importance of the course outcome verb that is met by the content. For example, if you think Course Outcome 2 is worth more than Course Outcome 1 for this content, you would allot more points to Course Outcome 2.
5. For simplicity, you will be writing a 10-question examination worth 100 points. Each question will be worth 10 points, or 10 percent of the exam.
6. Note that you do not need to allot points to every cell.
Page Four and Beyond: Write a 10-question quiz based on your test blueprint.
1. Provide instructions for your students, including all necessary information for the exam. This includes the purpose of the exam, a brief description, the number of points, instructions on how to mark answers, and anything else you think your students need to know.
2. Write eight of your 10 questions in multiple choice format and the remaining two questions in an alternate format of your choice.
3. At least five of your multiple choice questions should be at the higher levels of Bloom’s Taxonomy (see above).
4. Label each of these five questions with the Bloom’s taxonomy verb reflected in the question (develops, evaluates, prioritizes, integrates, critiques, defends, or creates).
5. Mark the correct responses for each multiple choice or true or false question with an asterisk. This helps your faculty member determine the intent of your exam question.
6. You are not likely to cite any literature in this assignment but, if you do, citations and a reference list are required.
PREPARING THE PAPER
Assignment criteria:
1. Write five broad course outcomes that do not refer to a specific disease and that begin with a Bloom’s taxonomy verb. Two or three of these course outcomes should begin with verbs that are higher level.
2. Place the Bloom’s taxonomy verbs for those five outcomes in the top row of the test blueprint template.
3. Place content for your exam, four or five major points, in the left-most column.
4. Allot the number of points into the cells of the table in accordance with the weighting you would like to give each cell (verb X content area).
5. Make sure that the points in the test blueprint add up to 100.
6. Remember that at least eight of the questions should be multiple choice questions.
7. At least five of the multiple choice questions should be higher level test questions (see verbs above).
8. The basic principles for writing test questions should be applied.
9. The basic principles for writing multiple choice questions should be applied.
10. The basic principles for writing alternative format questions should be applied.
11. An APA title page and running heads are required.
12. Appropriate grammar, punctuation, and spelling should be used..
The samples are in cells
Using a Test Blueprint to Develop an Exam

Test Blueprint Template

First, design 4 or 5 course objectives for the course you are teaching (note that, in reality, course objectives are typically written by the course author or subject matter expert and approved by the Curriculum Committee). You are going to allot points or percentages of points for each content area of you want to cover to each course objective. You are attempting to produce a valid examination with the test blueprint that reflects the cognitive levels you want to measure as well as the content you have delivered. Recall that validity refers to whether the content include in your exam measures what you the covered material. You are not likely to allot content in every cell of the blueprint.

Also note that you can write out the entire course objective or simply use the Bloom’s taxonomy verb reflecting the cognitive level of the objective in the top row.

Course Objective (or Bloom’s taxonomy verb)

#1 Course Objective (or Bloom’s taxonomy verb)

#2 Course Objective (or Bloom’s taxonomy verb)

#3 Course Objective (or Bloom’s taxonomy verb)

#4 Course Objective (or Bloom’s taxonomy verb)

#5 Total Points or percentage of exam

Content area #1

Content area #2

Content area #3

Content area #4

Content area #5

Total points or percentage of exam X points

or

100%

Sample Test Blueprints

Here’s a test blueprint from a History of Nursing course.

Describe the background of selected nurse leaders. Analyze the major societal issues affecting the profession of nursing. Evaluate the contribution of selected nurse leaders in addressing societal issues to the profession of nursing. Create a vision for the contribution of nurses to the healthcare system, based on the work of selected nurse leaders Total Points
Personal history of Florence Nightingale 5 5
Historical events occurring during Nightingale’s life 15 15
Professional background of Florence Nightingale 10 10 20
Important contributions of Florence Nightingale 20 20 40
Lessons learned from Florence Nightingale’s life 20 20
Total Points 15 15 30 40 100

Note that every cell in the table does not need to be filled in. For example, if you examine closely, you can see that the personal history of Florence Nightingale is probably not directly related to creating a vision for the contribution of nurses to the health care system based on the work of selected nurse leaders. Your professional judgment will also tell you how much weight to assign to each cell.

The following test blueprints are for a beginning statistics course. Note that for any course, the objectives on the top remain the same for each examination because course objectives do not change from exam to exam, but the content in the left column can be changed to a different statistical procedure you have taught. Thus, Test Blueprint 1 is used for a quiz on t-tests and Test Blueprint 2 is used for a quiz on chi-squares.

Test Blueprint 1

Discuss the problems that can be addressed with selected beginning statistical procedures Distinguish between descriptive and inferential statistics.
Calculate simple, selected beginning statistical procedures.
Interpret selected beginning statistical procedure results.
Total Points

Definition of t-test 10 10
Purpose of t-tests 10 10
Problems addressed with t-tests 20 20
Characteristics of t-tests 20 20
Using SPSS to compute t-tests 10 10
Applying t-test results to clinical problems 30 30
Total Points 20 40 10 30 100

 
Test Blueprint 02

Discuss the problems that can be addressed with selected beginning statistical procedures. Distinguish between descriptive and inferential statistics.
Calculate simple selected beginning statistical procedures.
Interpret selected beginning statistical procedure results.
Total Points

Definition of chi-square 10 10
Purpose of chi-square 10 10
Problems addressed with chi-square 20 20
Characteristics of chi-square 20 20
Using SPSS to compute chi-square 10 10
Applying chi-square results to clinical problems 30 30
Total Points 20 40 10 30 100