MSN 6111 Assessment and Evaluation – Assessment Description and Rationale

MSN 6111 Assessment and Evaluation – Assessment Description and Rationale

Preparation

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Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

• Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.

• • If the learning objective assesses the cognitive domain, what assessment tool would you use?
  • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
  • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
• Consider the various processes that can be used for determining the validity and reliability of an assessment.

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• • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
• Determine how grading expectations can be communicated to learners.

• • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

Part One –  MSN 6111 Assessment and Evaluation – Assessment Description and Rationale

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

• An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
• The rationale provides the evidence-based support for your chosen assessment strategy.

You must complete the following in Part One:

• Write a brief description of the assessment.
• Describe the type of assessment tool that will be used to assess the learning objectives.
• Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

Part Two – Create a Grading Rubric

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

• Non-performance.
• Basic.
• Proficient.
• Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

Additional Requirements

Follow the Assessment Formatting Guidelines, linked in the Resources under the Required Resources heading. In addition, your assessment should meet the following requirements:

• APA format: Use correct APA style and formatting, paying particular attention to citations and references.
• References: Include peer-reviewed scholarly resources from the last 5 years.
• Length: Assessment description and rationale should 1–2 double-spaced pages (not including cover page and reference list). Include grading rubric table in the same document.
• Font and font size: Times New Roman, 12 point.

• Criteria and Rubric Development Scoring Guide

Criteria	Non-performance	Basic	Proficient	Distinguished
Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.	Does not provide a brief description of an assessment that will be used to evaluate specific learning outcomes.	Provides a brief description of an assessment that will be used to evaluate specific learning outcomes, but the description is unclear or incomplete.	Provides a brief description of an assessment that will be used to evaluate specific learning outcomes.	Provides a brief description of an assessment that will be used to evaluate specific learning outcomes, and clearly communicates how the assessment serves the needs of the learner.
Explain the steps in assembling and administering tests for specific learning outcomes.	Does not explain the steps in assembling and administering tests for specific learning outcomes.	Explains the steps in assembling and administering tests for specific learning outcomes, but the explanation is unclear or incomplete.	Explains the steps in assembling and administering tests for specific learning outcomes.	Explains the steps in assembling and administering tests for specific learning outcomes, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the process).
Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).	Does not assess learning in multiple domains (for example, cognitive, psychomotor, and affective).	Assesses learning in multiple domains (for example, cognitive, psychomotor, and affective), but the assessments selected are unclear or incomplete.	Assesses learning in multiple domains (for example, cognitive, psychomotor, and affective).	Assesses learning in multiple domains (for example, cognitive, psychomotor, and affective), and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the assessment).
Create performance-level criteria that are distinct and progress in a clear and logical order.	Does not create performance-level criteria that are distinct and progress in a clear and logical order.	Creates performance-level criteria, but the levels may not be distinct or may not progress in a clear and logical order.	Creates performance-level criteria that are distinct and progress in a clear and logical order.	Creates performance-level criteria that are distinct and progress in a clear and logical order, and identifies assumptions on which the progression is based.
Determine how grading expectations should be communicated to learners.	Does not determine how grading expectations should be communicated to learners.	Determines at a basic level how grading expectations should be communicated to learners.	Determines how grading expectations should be communicated to learners.	Determines how grading expectations should be communicated to learners, and identifies criteria that could be used to help clarify that communication.
Describe processes that can be used for determining the validity and reliability of an assessment.	Does not describe processes that can be used for determining the validity and reliability of an assessment.	Describes processes that can be used for determining the validity and reliability of an assessment, but the description is unclear or incomplete.	Describes processes that can be used for determining the validity and reliability of an assessment.	Describes processes used for determining the validity and reliability of assessment strategies, and impartially assesses the strengths and weaknesses of the processes.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.	Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.	Writes with errors in clarity, logic, spelling, grammar, punctuation, or mechanics.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.	Writes clearly and logically, with use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.