Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population

Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population

Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population

You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created two of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.

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In this task, you will choose one of the modules you created in C920 and develop a formative assessment intended to measure student progress and identify potential areas for improvement as the student progresses through the module.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

The completed template (sections A) should be submitted as a separate attachment from the narrative paper (sections B); both submitted at the same time.

A. Design and develop a formative assessment for your chosen module using the attached “Formative Assessment Template” by doing the following:

1. Develop student-facing instructions, including the following:

• duration of the assessment

• how to complete the assessment

• what resources may be used

2. Develop a formative assessment activity that includes items aligned with each course objective and student learning outcome in the module.

3. Design an assessment blueprint by doing the following:

a. Identify the type of assessment.

b. Briefly describe the purpose of the assessment.

c. Identify the module title, two course objectives, and two student learning outcomes (developed in C920) for the chosen module.

d. Identify the Bloom’s taxonomy domain (cognitive, psychomotor, affective) and level of each course objective and student learning outcome.

e. Show the alignment of each formative assessment item with at least one course objective or student learning outcome in the module (use the table in the attached “Formative Assessment Template”).

B. Describe the elements of your assessment by doing the following:

Note: A formal narrative paper will be submitted that includes parts B1 through B4.

1. Describe how each item in this assessment activity aligns with at least one course objective or student learning outcome in the module.

2. Describe the immediate feedback that will be given on the assessment.

3. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.

4. Describe a potential barrier to implementing this assessment in the online environment and how your assessment design choices will minimize its impact.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A1:ASSESSMENT INSTRUCTIONS

NOT EVIDENT

Assessment instructions are not provided.
APPROACHING COMPETENCE

Assessment instructions do not include each of the given elements or fail to provide sufficient information for the average reader to complete the assessment without further clarification.
COMPETENT

Assessment instructions include each of the given elements and provide enough information for the average reader to complete the assessment without further clarification.

A2:FORMATIVE ASSESSMENT

NOT EVIDENT

A formative assessment is not provided.

APPROACHING COMPETENCE

The formative assessment is missing prompts, items, answer keys, or other information necessary to administer the assessment.
COMPETENT

The formative assessment includes all prompts, items, answer keys, and any other information needed to administer the assessment.

A3A:TYPE OF ASSESSMENT

NOT EVIDENT

The type of assessment is not provided.

APPROACHING COMPETENCE

The submission does not accurately identify the type of assessment.

COMPETENT

The submission accurately identifies the type of assessment.

A3B:PURPOSE OF ASSESSMENT

NOT EVIDENT

A description of the purpose of the assessment is not provided.
APPROACHING COMPETENCE

The submission does not accurately describe the purpose of the assessment.
COMPETENT

The submission accurately describes the purpose of the assessment.

A3C:THE MODULE TITLE, COURSE, OBJECTIVES, AND STUDENT LEARNING OUTCOMES

NOT EVIDENT

The module title, course objectives, and student learning outcomes are not provided.

APPROACHING COMPETENCE

The submission does not identify the module title, 2 course objectives, or 2 student learning outcomes for the chosen module.
COMPETENT

ORDER A CUSTOMIZED, PLAGIARISM-FREE Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population HERE

The submission identifies the module title, 2 course objectives, and 2 student learning outcomes for the chosen module.

A3D:DOMAIN AND LEVEL

NOT EVIDENT

Domain and levels are not provided.
APPROACHING COMPETENCE

The submission identifies domains or levels that are inconsistent with Bloom’s taxonomy or do not align to the course objectives and learning outcomes of the given module.
COMPETENT

The submission identifies domains and levels that are consistent with Bloom’s taxonomy and align to the course objectives and learning outcomes of the given module.

A3E:ASSESSMENT ALIGNMENT

NOT EVIDENT

The alignment is not provided.

APPROACHING COMPETENCE

The submission does not show alignment of 1 or more items with 1 or more course objectives or student learning outcomes. Or 1 or more course objectives or student learning outcomes are not aligned to at least 1 item.
COMPETENT

The submission shows alignment of each item with at least 1 course objective or student learning outcome. All course objectives and student learning outcomes are aligned to at least 1 item.

B1:ALIGNMENT

NOT EVIDENT

A description of alignment is not provided.
APPROACHING COMPETENCE

The submission does not logically describe how 1 or more items in the assessment activity align with a course objective or student learning outcome.
COMPETENT

The submission logically describes how each item in the assessment activity aligns with a course objective or student learning outcome.

B2:FEEDBACK

NOT EVIDENT

A description of the feedback is not provided.
APPROACHING COMPETENCE

The feedback does not provide students with a clear understanding of their current state of learning, or the feedback does not explain why a given response is correct or incorrect. Or the feedback does not help students understand what they should focus on based on their performance.
COMPETENT

The feedback provides students with a clear understanding of their current state of learning and explains why a given response is correct or incorrect. The feedback helps students understand what they should focus on based on their performance.

B3:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE

NOT EVIDENT

A description of an assessment theory, concept, or principle that guided design choices is not provided.

APPROACHING COMPETENCE

The description is inaccurate or does not describe the theory, concept, or principle in context of the specific assessment design choices.
COMPETENT

The description accurately summarizes an assessment theory, concept, or principle in the context of specific design choices for this assessment.

B4:POTENTIAL IMPLEMENTATION BARRIERS

NOT EVIDENT

A description of a potential implementation barrier is not provided.
APPROACHING COMPETENCE

The description inaccurately presents how the online environment could hinder implementation of the assessment or does not make a reasonable case for why specific design choices will aid in implementing the assessment in the online environment.
COMPETENT

The description accurately presents how the online environment could hinder implementation of the assessment and makes a reasonable case for why specific design choices will aid in implementing the assessment in the online environment.

C:SOURCES

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

D:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.