Evaluation

Strategy

Concept Map:

Diagramming
complex
relationships by
putting the
main concept in
the center with
related concepts
surrounding
(Billings and
Halstead, 2012).

Discussion
Forum:

Formative or
Summative?
Why?

Learning
Activity

LearnerCentered
Objectives
Being
Measured

Formative
evaluation, because
the students
performance on the
concept map gives
an indication of the
students level of
understanding of
the content. It also
demonstrated the
students ability to
apply their
knowledge to create
new meaning. Based
on the students
performance, both
the
student and the
teacher can make
improvements.

A continuing case
study, as a learning
activity throughout
the
content of the class,
will present the
patient to the
students. Through
the
case study, the
patients medical
diagnosis, history,
clinical
manifestations,
treatments, lab
results, and
medications will be
exhibited. After
the class discussion
on the case study,
students will be
asked to create a
concept map
illustrating their
understanding and
application of the
learned
material.

1. Identify the
nursing
interventions
implemented in the
care of a
patient with an
alteration in
oxygenation.
2. Develop the
linkages between
the
pathophysiology,
causes, clinical
manifestations, and
nursing care of a
patient with an
alteration in
oxygenation.

An
Cr
are
the
an
ma
ou
pu
tog
co
gra
rep
the
an
be

During class
time, each student
will present a brief
overview of a

1. List
several community
locations in which
nurses can practice.

An
Th
ac
ask

This
constitutes
Students must formative
write one initial assessment, as it is
posting and

respond to two
of
their peers
postings on an
online
discussion
forum hosted on
the class
moodle page.
The discussion
forum
posts will be
based on
presentations
that the
students did in
class in which
they identified a
location in
which
community
nurses work
and include
information
from an
interview
conducted with
an RN at their
clinical
placement site.

not testing
accumulated
knowledge,
but an activity
centered on
expanding and
continuing upon the
learning the
occurred during the
time spent in the
classroom. It allows
students to further
explore the
concepts involved
and better
understand the
experiences of their
peers and
the many ways
nurses can practice
in the community.
The professor
completes the rubric
and lets
the students know
whether their level
of discourse and
interaction with
peers
reflects professional,
scholarly
communication.

location where
community nurses
work, including
information
gleaned from an
interview
conducted with a
nurse who works in
the setting (either
from their clinical
site or different site,
based on student
preference). After
class, students will
continue the
discussion in an
online forum in
which they
comment on what
they learned from
each other. Their
initial post will be
to the following
prompt:
Based on
the presentations of
your peers, which
presentation most
surprised you in
terms of what
nurses in that
setting can or
cannot do. Which
community nurse
location would you
be
most interested in
working at? Please
justify your answers
and use specific

2. Compare
and contrast the
role of nurses in
different
community
locations.

to
co
rol
ful
co
Th
inf
lea
oth
pr
the
ow
op
pr
the
the
stu
ex
pr
fro
an
tho
the
pr
dis
am
the

examples. Please
respond to at least
two of your
peers postings.
Poster:

Role Play:

This is summative
evaluation because
it will be due at the
end of the
course and
demonstrates
knowledge learned
about the topic over
the entire
course.

Students will hand

in a poster on a
specific topic
presented in the
course. The content
will be related to
the overall course
content of Health
and Wellness
Promotion. The
poster will
be able to be used
to teach patients or
other nursing
students about this
topic. For example,
nutrition; cancer
detection &
prevention;
smoking cessation.
The poster will also
contain resources
available
to people for further
help. A grading
rubric will be
provided to enable
students to
understand the
content
required.

Upon completion
of the course,
the learner will be
able to:
1. Understand the
important concepts
of a health related
topic.
2. Form
conclusions about
the effects of
unhealthy
behaviors and
lifestyle choices.
3. Construct a
logical
arrangement of
credible resources
found on the
assigned topic.

Le
ac
Blo
tax
1. U
2.
3.

This is a
formative
evaluation

Students
will work in pairs
and role play on

Upon
completion of this
section of the

Le
lea
ac

Portfolio:

A purposeful
collection of
significant
work, carefully
selected, dated
and presented
to tell the story
of a students
achievement or
growth in welldefined areas of
performance.

because it is
occurring close to
the completion of
this topic (effective
communication)
and evaluates what
the student learned
about this topic.

effective
communication and
active
listening. They will
take turns being
the nurse and the
patient. The
nurses
role is to obtain the
necessary
diagnostic
information. The
patient will be given
a major complaint
and set of
symptoms to
describe to the
nurse.

course the learner

will be able to:
1. Demonstrate
active listening.
2. Tell why
active listening is
an important skill
3. Give
examples of
effective vs
ineffective
communication

Blo
tax
1. A
2.
Un
3.
Ev

Summative
assessments are
used to evaluate
student learning,
skill
acquisition, and
academic
achievement at the
conclusion of a
defined
instructional period,
typically at the end
of a project, unit,
course,
semester, program,
or school year.

Student will create

a personal nursing
philosophy.
Student will define
and analyze active
learning and critical
thinking.
Student will
examine personal
teaching strengths
and weaknesses.
Student will justify
the need for
diversity in the
clinical practice
environment.

At the completion
of this program the
student will have
prepared a
comprehensive
manuscript
depicting their
understandings,
assessments and
reflections
regarding their
strengths,
opportunities for
growth, personal
beliefs and values,
clinical and
educational
experiences.

Cr

Concept Map Rubric

Cre
cre
or o
skil
orig
elab
bra
mo
ass
attr
me
forc
aim
to s
pro
a po
ana
and
me
put
con
rep
con
rela
con

Exemplary

Exceeds Standard

Adequately
Meets Standard

Organization

Well organized,
logical format,
contains main
concepts, all key
words and concepts
necessary to
promote an
overview of the
Respiratory System
are used and well
organized to give
added meaning.

Thoughtfully
organized, Easy to
follow most of the
time, contains most of
the main concepts,
most key words and
concepts from
the units are covered
in a meaningful way
and are thoughtfully
organized.

Content,
Concepts, and
Terminology

Shows an
understanding of
the topics
concepts and
principles and uses
appropriate
terminology and
notations, no
misconceptions/
errors evident.

Makes some mistakes

in terminology or
shows a few
misunderstandings of
concepts, few
misconceptions are
evident.

Somewhat
organized,
somewhat
incoherent,
contains
only a few of the
main concepts,
many key words
and
concepts from the
unit
are covered and
are somewhat
organized.
Makes many
mistakes in
terminology and
shows a lack of
understanding of
many concepts ,
some
misconceptions
are
evident.

Connections and All words accurately

Knowledge
connected,
of the
connections
Relationships
indicate superior
among Concepts
organization/
understanding and
enhance
meaning, arrows
easily connect
concepts in an

All words accurately

connected,
connections are clear
and logical, they
connect concepts to
promote clarity
and convey meaning,
identifies important
concepts but makes
some incorrect

Most words
accurately
connected,
connections are
somewhat clear
and convey some
meaning, makes
some incorrect
connections.

informative
manner, identifies
all the important
concepts and shows
an understanding of
the relationships
among them,
meaningful and
original insights
demonstrated.

connections, some
meaningful
connections made.

Discussion Forum Posting

Grading Rubric
Criteria

Unacceptabl
e

Acceptable

Good

Excellent

Initial
Discussion

Posts no
response

Posts
adequate

Posts well
developed

Posts
quality,

Possibl
e
Points
50

Points
Earne
d

Posting

responses to
DQs with
superficial
thought and
preparation;
does not
address all
aspects of the
question.

responses
that
addresses
all aspects
of the
question;
lacks full
developmen
t of
concepts.

Inclusion
of Peer
Informatio
n

Does not
include
information
from peers
presentations

Makes vague
references to
peers
presentation

Includes
detailed
information
from peers
presentatio
n and
applied
personal
viewpoint
to that
information

Clarity and
Mechanics

Posts long,
unorganized
content that
may contain
multiple
errors or may
be
inappropriate.

Communicate
s
in friendly,
courteous
and helpful
manner with
some errors
in clarity or
mechanics.

Contributes
valuable
information
to
discussion
with minor
clarity or
mechanics
errors.

Responses

Does not
participate

Posts one
response to
others four
days/week
and posts

Posts at
least
2 responses
to others
four

engaging,
well
developed
responses
that fully
address and
develop
all aspects of
the question
and
stimulates
thought.
Includes
20
detailed
information
from at
least two
peers
presentation
s and
integrates
the
information
with their
own
personal
preferences
Contributes 15
to the
discussion
with clear,
well-stated
comments
formatted in
an easy to
read style
that is free
of
mechanical,
grammatical
, or spelling
errors.
Posts 2 or
15
more
substantive
responses to
others four

shallow
contribution
to
discussion
(e.g. I agree
or extensive
use of quotes)

days/week
and
elaborates
on an
existing
posting
with further
comment or
observation
.

days/week
and
demonstrate
s analysis
of others
posts;
extends
meaningful
discussion
by building
on previous
posts. Posts
factually
correct,
reflective
and
substantive
contribution
;
advances
discussion.