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5 pages/≈1375 words
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Style:
APA
Subject:
Health, Medicine, Nursing
Type:
Essay
Language:
English (U.S.)
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Date:
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Topic:

Bloom’s Critical Thinking

Essay Instructions:

Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom's taxonomy assigned appropriately to where your course fits in the curriculum.
Complete the "Test Blueprint" template to guide your distribution of 100 questions across all Bloom's levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the "Test Blueprint" template to complete the following:
Create five NCLEX-style questions based on your QSEN competency.
Identify the Bloom's level and rationale for including each of the five NCLEX-style questions.
Complete the "Test Blueprint" template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom's level and how many of the 100 questions would be select-all-that-apply).
Provide a rationale that explains why you assigned questions to each of the Bloom's levels within the test blueprint.
Incorporate the "Test Blueprint" template, five NCLEX-style questions, and associated narratives into one Word document.
This benchmark assignment assesses the following programmatic competency:
MSN Nursing Education
6.2: Assess and evaluate learning using a variety of strategies.

Essay Sample Content Preview:

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Benchmark: Summative Assessment
Student’s Name
Institutional Afflation
Benchmark: Summative Assessment
The formative assessment encompasses approaches that instructors use to implement in-process evaluation of learners' understanding, learning needs, and progress in lessons, units, and programs. Formative assessment assists instructors in identifying concepts that students find challenging or difficult to acquire, understand, practice, and apply. Formative assessments are continuous evaluations taking place before or during instruction. These assessments should be aligned with instructional objectives to provide instructors with a diversity of approaches to measuring learning. Instructors do create a test blueprint prior to developing assessment guidelines. This paper will focus on the formative assessment approach in Psychiatric Nursing.
Bloom’s Critical Thinking Cue Questions provide an incredible blueprint for developing questions in National Council Licensure Examination (NCLEX).
Bloom’s taxonomy base questions cover six critical areas, including remembering information, understanding, applying, analyzing, evaluating, and creating (Armstrong, 2016). Remembering information entails leaner’s ability to manage knowledge by recalling facts and information. Understanding involves comprehension and competency to explaining the meaning of information. Applying involves the ability to use learned knowledge in new situations and solve a real-life challenge. Analyzing involves the breakdown of a whole into parts and consequentially examining each item or unit critically.
Evaluation competency-based taxonomy questions focus on the ability to make judgments about the merits and demerits of ideas, materials, or phenomena. Creating involves putting ideas together to form a new and different whole. Thus, this Bloom’s Critical Thinking Cue Questions approach is useful in developing questions to evaluate and test thinking skills (Adams 2015). The questions constitute a test blueprint. The primary purpose of the Quality and Safety Education for Nurses (QSEN) project questions is to meet the challenge of preparing nurses who demonstrate great competence in knowledge, skills, and attitudes required to improve the quality and safety in the healthcare system. (QSEN) the project aims to educate the future nursing workforce to be competent on patient safety and healthcare quality practices (Lyle-Edrosolo & Waxman, 2016). Bloom Taxonomy is a critical practice in learning because it allows instructors to develop questions and marry such questions with the unit's objectives. Objectives or learning goals are essential in establishing a pedagogical interchange allowing teachers and students to understand the purpose of that learning (Armstrong, 2016).
Test Blueprint 
Test Blueprint for Psychiatric Nursing
COURSE: Psychiatric Nursing          
TEST: 
COGNITIVE LEVEL

Semester

Knowledge

30%

Comprehension

30%

Application

10%

Analysis

15%

Synthesis

15%

Blueprint Test Hypothetical Question Based on Blooming’s Taxonomy
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