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Jodi Orm, MSN, RN, CNE Nurse Educator

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Presentation on theme: "Jodi Orm, MSN, RN, CNE Nurse Educator"— Presentation transcript:

1 How Computerized Adaptive Quizzing Can Strengthen Active Learning and Raise Test Scores
Jodi Orm, MSN, RN, CNE Nurse Educator Photo courtesy of © Lippincott Williams & Wilkins

2 Objectives Define the meaning of active learning/purposeful learning
List practices to encourage student preparation and class participation in active/purposeful learning Identify the effectiveness of adaptive quizzing on promoting active/purposeful learning

3  The NLN recently released a statement that addresses fair testing, which includes the following:
“Tests and other evaluative measures should be used not only to evaluate student achievement, but, as importantly, to support student learning, improve teaching, and guide program improvements.”


5 Active Learning Involves participation
Stimulates higher cognitive processes Actively engages Increases critical thinking

6 Active Learning Advantages Increases critical thinking
Reveals how students think Reveals misconceptions during the learning process

7 Active Learning Disadvantages Faculty awareness of difficult concepts
Shifts focus Stressful for faculty and students--feeling “naked” Lack of support Poor evaluations

8 “Passive learning is an oxymoron; there is no such thing”
“Passive learning is an oxymoron; there is no such thing” Patricia Cross

9 Purposeful Learning Learning is an intentional, goal-directed activity
Constant reassessment and revision Develop success plans Students examine their purposes for learning Taking ownership of one’s learning To actively set a goal and implement learning activities to meet the goal To recognize the educator as the ‘expert tour guide’ through educational journey

10 Tools to Assist Purposeful Learning
Concept mapping Pathophysiology Care plans Medications Compare/Contrast Educational EHRs Case Studies/Reverse Case Studies Discussions with purpose

11 Concept Mapping

12 PATHOPHYSIOLOGY CONCEPT MAP: Give a brief review of the following related to current disease process: (Include definition, etiology, pathophysiology, clinical manifestations, expected lab tests, medications)


14 Compare/Contrast


16 Reverse Case Studies

17 Medications Task: Amoxicillin 1 gram po BID x 10 days
Clarithromycin (Biaxin) 500 mg po BID x 10 days Omeprazole (Prilosec) 20 mg po BID x 10 days Lisinopril (Zestril/Prinivil) 40 mg po daily Develop a case study and include: Scenario statement Pathophysiology Diagnostic/Lab Tests Clinical Manifestations Nursing Dx Interventions

18 Electronic EHRs


20 “If you study to remember you will forget, but, if you study to understand, you will remember.” anonymous

21 Computerized Adaptive Quizzing

22 Adaptive Quizzing What is it? NCLEX
Every time the examinee answers a question, the computer re-estimates the examinee’s ability With every additional answer, the ability estimate gets more precise NCLEX PASS = 50% of difficult ones answered correctly FAIL = 50% of easier ones answered correctly

23 Prior to Adaptive Quizzing
Reading requirements Before class preparation After class ‘catch up’ Misconceptions missed

24 Adaptive Quizzing Advantages
Learner self-assessment Educator self-assessment Formative assessments Summative assessments

25 Adaptive Quizzing: Learner Self-Assessment
Mastery Levels Student led Chapter or Subject focus Prior knowledge Pre-class assessment Know what you don’t know Post-class assessment Critical Thinking Monitor own progress Evaluate learning goals and revise

26 Adaptive Quizzing: Educator Self-Assessment
Misconception alerts Question validity Presentation of difficult concepts Difficulty level/Bloom’s Taxonomy Identify learner’s needs In class iClicker misconception quiz

27 Question Example


29 "Unlearning is like quicksand. The more you fight it, the worse it gets." -Jack Uldrich

30 Quizzes Educators Formative Summative Set Mastery Levels Proctored
Pre class Post class One through Eight Blooms Taxonomy Client Need Proctored Non-proctored *Academic Integrity policy

31 Additional Educator Advantages
View student activity How many total/per quiz How long What time Strengths/Weaknesses Trends




35 Course Grading Incorporating Adaptive Quizzing
Course Grading: Possible Points Percentage of Final Grade Unit Exams (5) % Final Exam % Pre-Lecture Mastery Quizzes % Comprehensive Care Plan (2) % Teaching Plan % Campus Skills Lab Competency Satisfactory/Unsatisfactory Clinical Experience Satisfactory/Unsatisfactory ATI Assessments Satisfactory/Unsatisfactory


37 References Bastable, S. B. (2008). Nurse as educator (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Stanford, California: Jossey-Bass. Billings, D. M., & Halstead, J. A. (2011). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Saunders Elsevier. KamYuet Wong, F., Cheung, S., Chung, L., Chan, K., Chan, A., To, T., et al. (2008). Framework for adopting a problem-based learning approach in a simulated clinical setting. Journal of Nursing Education, 47(11), Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). Philadelphia: Lippincott Williams & Wilkins. Menix, K. D. (2007). Evaluation of learning and program effectiveness. The Journal of Continuing Education in Nursing, 38(5), Oermann, M. H., & Gaberson, K. B. (2009). Evaluation and testing in nursing education (3rd ed.). New York: Springer Publishing Company, Inc. Sasikarn K., Sang-arun I., & Amnart P. (2010). Electronic learning and constructivism: A model for nursing education. Nurse Education Today, 30(1),

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