Fundamental Principles of Nursing Care Theory Assignment: Stage 2: Consider the following questions at this stage: 1. How will you know if students have achieved the desired results?
From the first stage of learning goals, you have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. The first stage learning goals were (First part of the assignment):
1. Nursing theories will guide the nursing students in their practice and clinical decision-making.
2. Students will be able to use technologies to access information needed to promote quality improvement, preserve safety to provide safe patient care and work collaboratively with inter-professional team members while continuing to progress in their nursing careers.
3. Through engaging in scientific inquiry, research, and new knowledge development, students will continue to progress their education and nursing skills required to offer high-quality care. Title of the Stage 1 Worksheet:” Fundamental Principles of Nursing Care Theory” Assignment: Stage 2: Consider the following questions at this stage:
1. How will you know if students have achieved the desired results?
2. Where does one look for evidence of student achievement? What are the student performance indicators that will provide evidence of student understanding? 3. What will you accept as evidence of student understanding and proficiency? STAGE 2 WORKSHEET: 1. For each learning objective, define what understanding will look like for each of the 6 Facets of Understanding. 6 Facets of Understanding Matrix :
Learning Objective 1: a. Explanation: b. Interpretation: c. Application: d. Perspective: e. Empathy: f. Self-knowledge: * Learning Objective 2: a. Explanation: b. Interpretation: c. Application: d. Perspective: e. Empathy f. Self-knowledge * Learning Objective 3: a. Explanation: b. Interpretation: c. Application: d. Perspective e. Empathy f. Self-knowledge
2. How can students show that they have achieved the learning objectives? What evidence will show they have mastered the objective? For each learning objective, define the criteria that will show they have mastered the objective. Incorporate your answers from the 6 Facets of Understanding. a. Learning Objective 1: b. Learning Objective
2: c. Learning Objective 3: 3. How will you assess understanding? Will it require multiple activities? Or one activity that is based in authentic performance tasks and can cover all facets of understanding? Now that you have established the criteria, how can students show they have met the criteria? For each learning objective, define performance tasks that provide an authentic assessment of each objective: a.
Learning Objective 1: b. Learning Objective 2: c. Learning Objective 3: Use GRASPS Task Design Prompts for help in framing performance tasks for summative assessment. “GRASPS Task Design Prompts” G oal * Your task is —– * The goal is to —– * The problem or challenge is —– * The obstacles to overcome are —– R ole * You are —— * You have been asked to —— * Your job is —— A udience * Your clients are —— * The target audience is —— * You need to convince —— S ituation * The context you find yourself in is —– * The challenge involves dealing with —— P roduct, performance, and Purpose * You will create a ——– in order to ——- * You need to develop —— so that ——- S tandards and Criteria for Success
* Your performance needs to —– * Your worked will be judged by —— * Your product must meet the following standards —— 4. Lists any additional assessments that may be necessary to support progression towards mastery of each objective. These are formative assessments and can be quizzes, tests, prompts, observations, etc. * Learning Objective 1: * Learning Objective 2:
Learning Objective 3: 5. Analytic Grading Rubric: Create a grading rubric for each of the summative assessments you identified for each learning objective. Begin by defining the dimensions that comprise the facets that you are using to assess understanding.
For each dimension, describe what each level of achievement will look like. The first row provides an example for a dimension of a rubric assessing oral presentations. Learning Objective 1: Grading Rubric. Dimension 1 Below 2 Needs 3 Satis- 4 Exceeds Comments Example Expecta- Improvement factory Expectations tions Organiza- No apparent There is some
The pre- The pre- tion organization. organizations but sensation sentation Evidence is not the speaker has a is care- used to support occasionally focus and fully or- assertions. goes off topic. provides ganized Evidence to some and pro- support con- reasonable vides clusions is evidence to convin- weak. support con- cing evi- clusions. dence to support con- clusions. Dimension 1Below 2Needs 3Satis- 4 Exceeds Comments
Expectations Improve- factory Expectations ment 1. 1 2 3 4 Comments 2. 3. 4. 5. 6. Learning Objective 2: Grading Rubric. Dimension 1 Below 2Needs 3Satis- 4Exceeds Comments Expectations Improve- factory Expectations ment 1. 1 2 3 4 Comments 2. 3. 4. 5. 6. Learning Objective 3: Grading Rubric. Dimension 1 Below 2Needs 3 Satis- 4 Exceeds Comments Expectations Improve- factory Expectations ment 1. 2. 3. 4. 5. 6. (Reference: Understanding by Design Chapter 7-9) .
Wiggins, G., & Mc Tighe, J. (2005). Chapter 7: Thinking like an assessor. Chapter 8: Criteria and Validity, and Chapter 9 : Planning for learning. In Wiggins, G., & Mc Tighe, J. (Eds.) Understanding by design. Association for Supervision & Curriculum Development. Can use additional references if needed. Thank you very much!