NR523 Week 3 Assignment Latest 2020 MAY

NR523 Assessment and Evaluation Techniques in Education

Week 3 Assignment

Application Exercise 1

Purpose: In this assignment, the student assumes the role of an educator in the academic or staff development practice setting. In this assignment, the student is given the opportunity to identify a content area; develop a written assignment related to the content area; and design a grading rubric consistent with the assignment.

Course Outcomes:

This assignment enables the student to meet the following course outcomes:

CO 1: Employ evidence-based assessment and evaluation strategies that are appropriate for culturally diverse learners. (POs 1, 3, 5)

CO 3: Apply measurement theory to the research process, construction and use of evidence-based educational evaluation instruments. (POs 4, 5)

Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction

Tuesday = 20% of total possible point reduction

Wednesday = 30% of total possible point reduction

If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction

Tuesday = 20% of total possible point reduction

Wednesday = 30% of total possible point reduction

Total Points Possible: 175 Points

Requirements

Description of the Assignment:

This assignment provides the student with the opportunity to acquire skills related to the creation of a written assignment for a selected content area. The written assignment guidelines include learning objectives as well as required content. After designing the written assignment, the student will design a grading rubric consistent with the developed assignment guidelines. It is important to recall that the MSN student assumes the role of a nurse educator and is developing the assignment along with the grading rubric for learners who are either in the academic or staff development practice setting. When the following NR 523 guidelines mentions “learner”, it refers to the learner who is the focus of the MSN student-identified assignment and rubric.

Criteria for Content

Identification of content area: In this section the MSN student identifies the content area to be the focus of the proposed written assignment. It includes the following required elements:

Identify the selected content area for the assignment

Identify the learner that the assignment is designed for

Explain the importance of the selected content area to the learner

Development of assignment outcomes: This section identifies the learner outcomes for the MSN student-developed assignment. It includes the following required elements:

Identify 4 assignment outcomes/objectives appropriate to the learner and content area

Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy

Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy

Present an action verb that is consistent with the selected Bloom’s Taxonomy level

Include within each outcome an observable learner behavior that can be measured

Development of assignment guidelines: This section identifies specific guidelines or instructions for the learner. It includes the following required elements:

Purpose of the assignment

Points for the assignment

Specific instructions to the learner regarding the required content for the assignment

Specific instructions to the learn regarding the required formatting requirements for the assignment

Development of grading rubric: The section identifies the grading rubric to be used in order to evaluate the learner’s assignment. It includes the following required elements:

Identify an grading scale than includes percentages for A, B, C, D, and F

Development of a grading rubric that identifies learner expectations for each grade level

Preparing the Assignment

Criteria for Format and Special Instructions

Cover page is required

Section headings are required and should be consisting with this assignment requirements

The required level of knowledge using Bloom’s Revised Taxonomy is noted after each assignment outcome/objective in parenthesis.

A reference list is not needed unless a citation is provided, which is not expected.

The required grading rubric should consist of the following columns and rows.