What Goes Into a Decision? How Nursing Faculty Decide Which Best Practices to Use for Classroom Testing.
OBJECTIVE
To explore the decision-making process of BSN faculty when determining which best practices to use for classroom testing.


METHODS
A descriptive, correlational study was conducted with a national sample (N = 127) of full-time BSN faculty. Participants completed a web-based survey incorporating instruments that measured beliefs about evaluation, decision-making, and best practices for item analysis and constructing and revising classroom tests.


RESULTS
Study participants represented 31 states and were primarily middle-aged white women. In multiple linear regression analyses, faculty beliefs, contextual factors for decision-making, and decision-making processes accounted for statistically significant amounts of the variance in item analysis and test construction and revision. Strong faculty beliefs that rules were important when evaluating students was a significant predictor of increased use of best practices.


CONCLUSIONS
Results support that understanding faculty beliefs around classroom testing is important in promoting the use of best practices.
Erin
E
Killingsworth
Laura P
LP
Kimble
Tanya
T
Sudia
D000328:Adult; D003657:Decision Making; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005181:Faculty, Nursing / Q000458:organization & administration*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research / Q000379:methods*; D018794:Problem-Based Learning / Q000379:methods* / Q000458:organization & administration; D014481:United States