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

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Presentation on theme: "How Computerized Adaptive Quizzing Can Strengthen Active Learning and Raise Test Scores Jodi Orm, MSN, RN, CNE Nurse Educator Photo courtesy of © Lippincott."— 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”. -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? 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 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:Possible Points Percentage of Final Grade Unit Exams (5)50035% Final Exam 10035% Pre-Lecture Mastery Quizzes300 5% Comprehensive Care Plan (2)20015% Teaching Plan10010% Campus Skills Lab CompetencySatisfactory/Unsatisfactory Clinical ExperienceSatisfactory/Unsatisfactory ATI AssessmentsSatisfactory/Unsatisfactory Course Grading Incorporating Adaptive Quizzing


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 (2 nd 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 (3 rd 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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