The Education Nursing Assessment Analyzing Essay Paper

The Education Nursing Assessment Analyzing Essay Paper

Reliability

Reliability refers to consistency of a test or mode of measurement. A test is considered reliable if test results stay relatively the same under different test conditions, under different variations of the test, and under the assessment of different evaluators. There are different ways of measuring the reliability of a test. They include Pearson’s correlation coefficient, test-retest, Flanagan’s split halves formula, and Kuder-Richardson’s Formulae 20/21. For internal consistency, Cronbach’s alpha is considered a sufficient measure (Vaske et al, 2017)The Education Nursing Assessment Analyzing Essay Paper. Internal consistency determines the adequacy with which a test addresses a variety of concepts and the reliability of resulting scores. The provided value of 0.754 indicates good reliability of the test.

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Range

The range for this sample is 41. It is calculated by subtracting the low score

from the high score (93-52=41). Range is one of the measures of spread of data particularly with regard to outlying values and how far they are from measures of central tendency (mean, median and mode). As such, range is helpful in summarising descriptive statistics (Mishra et al, 2019)The Education Nursing Assessment Analyzing Essay Paper.

Difference between standard deviation and standard error of measurement

Standard deviation is a measure of dispersion or variability in a data set. It indicates how close or far values are to the mean (Mishra et al, 2019). A low standard deviation implies that values are bunched close together, whereas a high standard deviation implies values are spread farther apart. In a normal bell-shaped distribution curve, a low standard deviation would result in a sharply peaked curve while a high standard deviation would result in a flatter curve.

Standard error of measurement measures how much test scores are dispersed around a true score (Al-zboon et al, 2021). It entails multiple scores of the same examinee and how the test values vary from each other. Standard error of measurement (SEM) informs an instructor how reliable the test is. It is basically a variation of the test-retest measure of reliability. The larger the SEM, the lower the test’s reliability. The SEM lies between zero and the standard deviation of observed scores. If a test is 100% reliable, the SEM is zero, and if a test has a reliability of 0%, then the SEM is equal to the standard deviation (Al-zboon et al, 2021)The Education Nursing Assessment Analyzing Essay Paper.

D. Analysing individual items.

Difficulty provides information on the extent to which examinees got the answers right in a test. To calculate test difficulty, one, sum up the number of examinees scoring right on each item. Second, divide the result of step one with the total number of examinees. The result is a proportion ranging from 0 to 1 and is called the difficulty level. A high difficulty level indicates an easy item while a low difficulty level indicates a hard-to-answer-correctly item. Difficulty should range between 0.25 and 0.75 for most test questions (D’Sa & Visbal-Dionaldo, 2017).

Discrimination compares high scoring examinees to low scoring examinees. Discrimination is evaluated via the discrimination index and calculated in the following steps. One, the number of test items each examinee scores right is summed up. Two, from the scores of the examinees, the group is divided to yield at least two groups. Let’s say 27% high scorers versus 27% low scorers, or 25% high scorers to 50% middle scorers to 25% low scorers. The crucial element is the low and high groups have to be equal in size (D’Sa & Visbal-Dionaldo, 2017). The middle group is not considered. Three, count the number of examinees in the high group that scored correctly for each item. Four, divide the product of step three with the total number of examinees in the high group, again, as per each item. Five, repeat steps four and five for the low group on item-by-item basis. Six, for each test item, subtract the proportion of examinees in the low scoring group that scored correctly from the proportion of examinees in the high scoring group that answered correctly. The result is the discrimination index for each item. A discrimination index greater than 0.2 is recommended. If it happens that there is a difference of less than 20% between high scoring examinees that answered correctly and low scoring examinees that responded correctly, then the test item was not effective at discriminating between the low and high scoring examinees (D’Sa & Visbal-Dionaldo, 2017)The Education Nursing Assessment Analyzing Essay Paper. The difficulty index can range from 1 to -1.

The quality of a test is assessed via distractor point biserial correlation which evaluates the reliability of answer choices to each question. Distractors are responses introduced in one best answer tests to distract low scorers. Distractors can be functional or non-functional. A functional distractor is one that tends to get selected by overall poor test scorers. Non-functional distractors (NFD) are randomly selected responses with no logic trap. Functional distractors per test item and distractor efficiency percentage value are used to provide insight into how effectively the distractors served the function of distracting examinees in the low scoring group. Distractor efficiency is calculated as NFD from distractor selected by less than 5% of examinees. If 5% of examinees each select the four distractors, the item would have a distractor efficiency of 100%. The distractor point biserial correlation (PBC) can have a value from -1 to +1. The closer a wrong answer choice’s distractor PBI tends to -1.0, the more reliable the correct answer choice as there is effective discrimination between good and poor scorers on the test (Puthiaparampil & Rahman, 2021)The Education Nursing Assessment Analyzing Essay Paper.

A p-value of 0.100 indicates that the question poorly serves the function

of testing examinees in a given aspect of understanding. In essence, it has

very poor reliability as a test item (Vaske et al, 2017). In that sense, I consider it best

practice to eliminate the question from test grade computation.

A negative PBI for the correct choice implies that the choice is more likely to be selected by overall low scorers than it is to be selected by overall high scorers (Puthiaparampil & Rahman, 2021). A positive PBI for a distractor implies high performing examinees are more likely to choose it than are low performing examinees. This is anomalous and it indicates a possible flaw in the structure of the question. The instructor would need to analyse the question item for possible flaws such as ambiguity of terms. If such flaw is detected, the item can be ignored when computing test grades. If the item is properly structured, then it is retained and used in computing final test grades. After all, who knows, the high performers could be overthinking. The Education Nursing Assessment Analyzing Essay Paper

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References

Al-zboon, H. S., Alrekebat, A. F., & Abdelrahman, M. S. B. (2021). The Effect of Multiple-

Choice Test Items’ Difficulty Degree on the Reliability Coefficient and the Standard Error of Measurement Depending on the Item Response Theory (IRT). International Journal of Higher Education, 10(6).

D’Sa, J. L., & Visbal-Dionaldo, M. L. (2017). Analysis of Multiple Choice Questions: Item

Difficulty, Discrimination Index and Distractor Efficiency. International Journal of Nursing Education, 9(3).

Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive

statistics and normality tests for statistical data. Annals of cardiac anaesthesia, 22(1), 67.

Puthiaparampil, T., & Rahman, M. (2021). How important is distractor efficiency for grading

Best Answer Questions?. BMC medical education, 21(1), 1-6.

Vaske, J. J., Beaman, J., & Sponarski, C. C. (2017). Rethinking internal consistency in

Cronbach’s alpha. Leisure sciences, 39(2), 163-173.

Data from assessments can be used to determine if learners are meeting course outcomes or learning objectives. Assessments can be utilized in many ways, such as learner practice, learner self-assessment, determining readiness, determining grades, etc. The purpose of this assignment is to analyze sample test statistics to determine if learning has taken place.

To address the questions below in this essay assignment, you will need to use the information from your textbook chapter readings and the data provided in Table 11.1 (“Sample Test Statistics”) in Chapter 11 of The Nurse Educator’s Guide to Assessing Learning Outcomes. The Education Nursing Assessment Analyzing Essay Paper

In a 1,000-1,250-word essay, respond to the following questions:

Explain what reliability is and whether this test is reliable based on the information in Table 11.1 (“Sample Test Statistics”). What evidence supports your answer?
What is the range for this sample? What information does the range provide and why is it important?
What is the difference between standard deviation and standard error of measurement? How would the instructor use this information?
Explain the process of analyzing individual items once an instructor has analyzed basic concepts of measurement. Consider the three Ds (difficulty, discrimination, and distractors) in your response.
If one of the questions on the exam had a p value of 0.100, would it be a best practice to eliminate the item? Justify your answer.
If one of the questions on the exam has a negative PBI for the correct option and one or more of the distractors have a positive PBI, what information does this give the instructor? How would you recommend that the instructor adjust this item?
You are required to cite two or three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in the Class Resources if you need assistance.

When a test is scored, the initial result is reported as a raw score, or the number of items that a student answered correctly on the test. Statistical analysis assists you with transforming the raw scores into test grades. Appendix B, “Basic Test Statistics,” provides an overview of the terminology of statistical analysis. Take the time to review some basic statistical references before examining the example of a statistical test report in

Table 11.1 is a sample test analysis report that contains the typical data you would receive from a testing software program. In fact, this report presents more than enough data to help you make informed decisions about test results. Some programs provide even more comprehensive statistics. It is not necessary to make your review too complicated, however; this sample data report is more than sufficient for analysis of a classroom test. The Education Nursing Assessment Analyzing Essay Paper

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Table 11.1 Sample Test Statistics

Number of items 100

Number of examinees 92

Mean 75.4

Median 77

Low score 52

High score 93

Alpha 0.754

Standard deviation 7.7

Standard error of measurement (SEM) 3.8

Mean p value 0.754

Mean point biserial index (PBI) 0.36

The Education Nursing Assessment Analyzing Essay Paper