title: Designing multiple-choice test items at higher cognitive levels.
abstract: In the midst of a nursing faculty shortage, many academic institutions hire clinicians who are not formally prepared for an academic role. These novice faculty face an immediate need to develop teaching skills. One area in particular is test construction. To address this need, the authors describe how faculty from one course designed multiple-choice test items at higher cognitive levels and simultaneously achieved congruence with critical-thinking learning objectives defined by the course.
authors.affiliation: Department of Nursing, Purdue University North Central, Westville, Indiana, USA. wmingsu@pnc.edu
authors.forename: Whei Ming
authors.initials: WM
authors.lastname: Su
authors.forename: Paul J
authors.initials: PJ
authors.lastname: Osisek
authors.forename: Cynthia
authors.initials: C
authors.lastname: Montgomery
authors.forename: Suzanne
authors.initials: S
authors.lastname: Pellar
mesh_terms: D003071:Cognition; D004521:Educational Measurement / Q000379:methods*; D005181:Faculty, Nursing / Q000592:standards* / Q000706:statistics & numerical data; D006801:Humans; D007196:Indiana; D007858:Learning; D011361:Professional Competence; D013663:Teaching