Test Writing Strategies

Brieanna Bradford, Hussah Bubshait, Linda Quackenbush, Amy Scalise

Definition of Norm-referenced:
Norm referenced interpretation means to interpret data regarding the
standards of a team of people who are being evaluated. In this kind of
referenced evaluation, most of the time there is one person who has achieved
the highest level, and one who has reached lowest level.
Advantage: Allow evaluators to make a comparison between the learners
within the same group or with students in other groups and to use the
information for predictive goals such as admission purpose.
Disadvantage: This interpretation emphasizes on a comparison, which may
enhance a sense of competitiveness among the learners.
Example: The result of IQ test, when the evaluator compares the result of
one group with the result of another external group.
Definition of Criterion referenced:
Criterion referenced interpretation reflects the level of principle attainment
and outcomes are judged against the pre-established policy.
This interpretation is typically used in competency- based teaching style in
which the purpose is to help the students to accomplish competence in or
mastery of particular learning results.
Advantage: focus on competency and potential for all students to improve
learner motivation, sharing and cooperation among students, and ability to
provide a clear record of students.
Disadvantage: Evaluators are unable to compare students with each other
or with external groups.
Example: A driver test, it is either pass or fails and no need to compare the
result with another driver.
 Criterion Referenced V.S Norm Referenced
https://www.123rf.com/photo_26367588_children-height-measure.html

Test Writing Resources:

https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-
test-questions/
The link above is helpful for understanding the components of writing
multiple choice questions. These basic concepts will be helpful for a nurse
educator that needs to write exam questions. If the nurse educator desires to
take it to the next level and make higher level learning questions those are
based upon Bloom's taxonomy.
Writing test questions
This link helps support the instructor with step by step guidelines for
developing questions. Committees are the most effective way to develop tests,
but understanding what details are chosen to allow for effective questions.
What is the NCLEX RN and how is it organized?
The NCLEX RN is a standardized test nursing graduates need to pass in order
to practice safely, in order to be an entry level registered nurse. There are four
sections of the test based off of client needs and two topics go into further
detail.
Safe and Effective Care Environment

o Management of Care

o Safety and Infection Control

Health Promotion and Maintenance

Psychosocial Integrity
Physiological Integrity

o Basic Care and Comfort

o Pharmacological and Parenteral Therapies

o Reduction of Risk Potential

o Physiological Adaptation

The types of questions include multiple choice questions that have four answer
options or it can go into many other different types of questions. Click this link
to view the different types of questions the NCLEX RN distributes. types of
questions
Article 1:
Mee, C.L., Hallenbeck, V.J. (2015). Selecting standardized tests in nursing
education. Journal of Professional Nursing, 31 (6), 493-497.

So much of a nursing schools reputation and evaluation of performance is based on the

students pass rate on the National Council Licensure Examination or NCLEX, and there needs
to be efficient testing at the undergraduate level to evaluate learning. Faculty, in turn, need
sound guidance in what criteria is most important to consider for a standardized test that
evaluates students readiness to take this NCLEX examination. One recommendation made in
the article to help faculty find the best tests are checking the validity of the tests by measuring
the tests against other schools NCLEX pass rates, including considering different types of
schools and student populations. Another recommendation is to consider who is writing the test
questions and why the writer is qualified if they are considered content experts, and how they
are trained in test writing. The test should meet the needs of the faculty and the students, with
results being easy to read and interpret. The practice test should also be compatible with
current technology at the institution and should be affordable, especially if students are
themselves paying to take the examination. Using all of these recommendations, faculty are able
to make an informed decision about the appropriate standardized testing program to use at their
institution.
Article 2:
Pullen Jr., R.L. (2017). A prescription for NCLEX-RN success. Nursing2017. 47(6). 19-24
Nursing education programs need to maintain specific standards to have success on the
NCLEX exam. There are changes constantly to what nurses need to know. For education
programs to keep up with these changes, colleges and universities need to reevaluate their
programs regularly.
Utilizing an entrance exam like the HESI A2, helps to determine the aptitude abilities in
vocabulary, mathematics, and reading comprehension. Students who are unable to pass this
initial exam usually are unable to complete the program, and if they do complete the program
they are challenged to pass the NCLEX. As students progress through the program maintaining
a passing grade of 75% or higher also supports the ability to pass the NCLEX.
During the final course, students take two HESI E2 exams to prepare them for the NCLEX.
Through this course students complete HESI RN practice exams, evolve adapted quizzes and
attend a three-day live review. At the end of the course, the student takes the HESI E2 again.
The passing rate for the NCLEX increased significantly for the students who completed these
exams.
References:
Billings, D. M., & Halstead. (2016). Teaching in nursing: A guide for
faculty. St. Louis: Elsevier Saunders.
National Council of State Boards of Nursing (2013). NCLEX-RN detailed test
plan. Retrieved
from, https://www.ncsbn.org/2013_NCLEX_RN_Detailed_Test_Plan_Candi
date.pdf