Designing multiple-choice test items at higher cognitive levels.
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.
Su
Whei Ming
WM
Department of Nursing, Purdue University North Central, Westville, Indiana, USA. wmingsu@pnc.edu
Osisek
Paul J
PJ
Montgomery
Cynthia
C
Pellar
Suzanne
S
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