Assessment 3 Instructions: Course Evaluation Template

Assessment 3 Instructions: Course Evaluation Template

• Develop a standardized template for evaluating courses in a selected program. Include a 2-3 page executive summary containing the rationale and justification for the methods selected. Assessment 3 Instructions: Course Evaluation Template

Introduction

The purpose of a course evaluation is to ensure that your course is, in fact, serving the intended purpose and assessing the learning outcomes and instructional content. Standardized templates are useful for learners, faculty, and the organization because they allow you to establish expectations and ensure data collected give you the right kind of information upon which to make evidence-based decisions related to meeting learners’ and the organization’s needs and goals.

PLACE YOUR ORDER HERE NOW

Overview

This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• • What are the key components of an end-of-course evaluation?
  • How can you determine if educational outcomes meet the needs and goals of a health care setting?
  • What are examples of alternative evaluation methods for learning outcomes in nursing education?
  • What types of questions should be included in a clinical evaluation questionnaire?

Use the Capella University Library and the Internet to ensure you are familiar with the following:

• • Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
  • Understand the steps in assembling and administering the tests for learning outcomes.
  • Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
  • Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format. Assessment 3 Instructions: Course Evaluation Template

The following resources are required to complete the assessment.

• • Assessment Formatting Guidelines [DOCX].

Part One – Standardized Course Evaluation Template

Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

• • Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.

• • • There is no page limit for this template. Page length should be appropriate to the context.

Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

Part Two – Executive Summary

Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

• • A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
  • A justification for the methods chosen to evaluate the achievement of learning outcomes.
  • A description of how validity and reliability of evaluation methods will be established. Assessment 3 Instructions: Course Evaluation Template

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

• • APA format: Use correct APA style and formatting for the executive summary, paying particular attention to citations and references.
  • Document format: Include a cover page and a properly formatted APA style reference list.
  • References: Include at least five peer-reviewed scholarly resources from the last 5 years to support your rationale.
  • Length:

• • • Executive summary: 1–2 double-spaced pages (excluding cover page and reference list).

• • • Evaluation template: No page limit.

• • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.

• • • Ensure that the appropriate cognitive, psychomotor, and affective domains have been addressed in a course evaluation.

• • Competency 3: Engage in the development of a classroom examination.

• • • Select an evaluation format that adequately assesses learning and program outcomes.

• • Competency 4: Evaluate the achievement of learning outcomes.

• • • Create a standardized course evaluation template that can be used to evaluate the achievement of learning outcomes in a program offering.

• • • Support the validity and reliability of evaluation methods used in a course evaluation form.

• • Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.

• • • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

• • • Correctly format the assessment, citations, and references using APA style. Assessment 3 Instructions: Course Evaluation Template

Part One

Course Evaluation Template

Course evaluation helps evaluate student understanding of the course and achievement of the learning and course objectives. They are different student assessments due to their objectives and implementation methods. End-of-course evaluations are often surveys of questionnaires that are analyzed to determine students’ understanding and perception of the course and also provide information that is vital to the improvement o the course by the faculty. This essay develops a course evaluation template for the course “Nursing Ethics in Advanced Nursing Practice.”

On behalf of the faculty, I take this opportunity to thank you for your commitment and for participating in this course. Kindly take your time to answer the following course. As part of the course assessment. Kindly answer the questions honestly because they will assist you in professional growth, the instructor in improving the teaching and learning experience, and the faculty in improving the course

1. Course

Tick the most appropriate answer to each question

2. Instructor

Tick the most appropriate answer to each question

3. Facility

Tick the most appropriate answer to each the question

Additional Reflection Questions

1. How difficult was the course? Explain your experience ______________
2. Has the course changed your practice? If not, why? If yes, how will your advanced practice nurse practice differ? ____________
3. How can you rate the overall course on a scale of 1-10? ___________________
4. What did you like or dislike about the course? _______________
5. What improvement suggestions do you have regarding the course in this program?

Part Two

Executive Summary

The course evaluation aligns with the stated learning objectives and program outcomes in various ways. The first learning objective was to explain the concept of ethics in advanced nursing education. The course evaluation prompts evaluated this objective in various ways. The evaluation course entails questions that help determine if the course activities, learning, and assignments were relevant to the course and learning objectives. The first three prompts evaluated the adequacy of the course content in meeting the course objectives. They evaluate if the course materials were adequate if the content met their needs, and if the course was as described in the course description. The items helped determine if the course generated the required knowledge level at the semester’s end. Assessment 3 Instructions: Course Evaluation Template

The course evaluation will also determine if the activities, including assessments, were relevant to the course material and the education level. It will also evaluate the students’ perception of knowledge gained from the course in more than four prompts. The evaluation will help determine if the learners perceive a change in their knowledge and possible changes in practice. It also requires them to explain if the course will change their knowledge and practice. The evaluation will also determine the learners’ perceived hardness of the course which will help improve course delivery through teaching and learning strategies adjustment.

The learners will also help determine the appropriateness of the course to their program. The information provided will help the instructors improve the course. In addition, it will also help determine the faculty and the instructor’s readiness and ability to render the course in the program. Unlike other evaluations, it is difficult for surveys to directly evaluate the achievement of course objectives and students’ learning outcomes, and these prompts helped evaluate the course indirectly

Justification of the Methods Used

Student feedback through end-of-course evaluations helps understand how the students perceive the course, its impact on their knowledge, and how they will be outlined. Kogan (2020) notes that end-of-course evaluations are important in evaluating achievement of course and student objectives and are majorly used to help improve the course. Student assessments can help evaluate the course but are limited to evaluating the course, instructor, and faculty. Course evaluations should be short and precise to avoid boredom and lack of objectivity. The course evaluation method used a questionnaire with a Likert scale and a short reflection prompt for effective course evaluation. The course evaluation entails 20 questions that address the course, instructor, and faculty and a reflection of five questions. Questionnaires are the appropriate and most widely used course evaluation methods (Diaz et al., 2022). Diaz et al. (2022) note that questionnaires are reliable and help evaluate outcomes, and qualitative questions (reflective prompts) help ensure the collection of more relevant and useful for course improvement. The Likert scale was used to help ensure statistical analysis of the prompts, while the feedback provided in the essay prompts will be used to improve the course. Course evaluation using questionnaires allows anonymity in the answers, allowing the students to reflect on their perception of the course without fear of repercussions. Assessment 3 Instructions: Course Evaluation Template

Validity and Reliability

Validity and reliability are important in ensuring the course questionnaires are appropriate and will generate the information required. The validity of tests ensures that the test, in this case, a questionnaire, measures what it is intended to measure. The questionnaire will be subject to the department head and internal board review. The review board will need to approve the evaluation method as reliable in providing the needed feedback. An internal review focuses on each item and the specific groups in a questionnaire and determines their relevance. The review board and the department head can request a revision or invalidate the questionnaire.

Reliability is important for all evaluation methods. Questionnaires are widely used but prone to bias, especially when anonymity is allowed. The response rate is also low, and some of the students answer the questions to pass the time, thus may make the answers unreliable. The best method to ensure the reliability of the questionnaire is the test-retest method (Rey et al., 2020). In this method, the learners must answer the questionnaires administered. After the students complete the questionnaire, the results will be analyzed for each prompt and readministered to the same students after a week. The delay will ensure that students do not just recall answers but answer them. The results are then collected and analyzed using Cronbach’s alpha for similarity. A similarity index above 80% will then show that the questionnaire is reliable, and a score below the questionnaire will be deemed unreliable. Another method that can be used is internal consistency (Rossell et al., 2019). More than one question measures the same thing, and their analysis and comparison can help determine the reliability of the test. Assessment 3 Instructions: Course Evaluation Template

References

Diaz, N. P., Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., Osborne, J. D., & Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 33(3), 285-297.

Kogan, J. R. (2020). Maximizing Effective Feedback and End-of-Course Evaluations. Roberts Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty, 105-119. https://doi.org/10.1007/978-3-030-31957-1_11

Rey, E., Carballo-Fazanes, A., Varela-Casal, C., Abelairas-Gómez, C., & ALFA-MOV Project collaborators. (2020). Reliability of the test of gross motor development: A systematic review. PLoS One, 15(7), e0236070. https://doi.org/10.1371/journal.pone.0236070

Rossell, S. L., Schutte, M. J., Toh, W. L., Thomas, N., Strauss, C., Linszen, M. M., Dellen, W., Heringa, S. H., Teunisse, R., Slotema, C. W., & Sommer, I. E. (2019). The questionnaire for psychotic experiences: an examination of the validity and reliability. Schizophrenia Bulletin, 45(Supplement_1), S78-S87. https://doi.org/10.1093/schbul/sby148 Assessment 3 Instructions: Course Evaluation Template