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Evaluation Beyond Exams in Nursing Education : Designing Assignments and Evaluating With Rubrics.
Helps educators to design assignments and rigorous rubrics that truly measure student learning objectives. The ability of students to pass an examination does not necessarily reflect or guarantee their ability to apply knowledge in practice, nor are traditional exams a sufficient means to evaluate a...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Springer Publishing Company,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Dennison, Robin Donohoe. | |
| 245 | 1 | 0 | |a Evaluation Beyond Exams in Nursing Education : |b Designing Assignments and Evaluating With Rubrics. |
| 260 | |a New York : |b Springer Publishing Company, |c 2014. | ||
| 300 | |a 1 online resource (242 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title; Copyright; Contents; Preface; Share Evaluation Beyond Exams in Nursing Education: Designing Assignments and Evaluating With Rubrics; Part I: -Introduction to the Evaluation of Learning Outcomes Using Assignments; Chapter 1: Evaluation Beyond Examinations; Chapter 2: Determination of Student-Learning Objectives and Outcomes; Student-Learning Outcomes; Student-Learning Objectives; Writing Effective Student-Learning Objectives; Conclusion; Chapter 3: Design of Effective Assignments for Evaluation; Matching Evaluation to Learning; Developing an Evaluation Plan. | |
| 505 | 8 | |a Writing an Assignment DescriptionConclusion; Chapter 4: Development and Use of Scoring Rubrics for Objective Grading; What is a Rubric?; Scoring Sheet Versus a Rubric; When Should a Scoring Rubric be Used? Why Use a Scoring Rubric?; What are Criticisms of the Use of an Analytic Scoring Rubric?; What are the Parts of a Scoring Rubric?; How Does One Develop a Rubric?; Conclusion; Chapter 5: Assessment, Evaluation, and Grading; Assessment and Evaluation of Achievement of Student-Learning Objectives; Types of Evaluation; Meaningful Feedback to Students; Summative Evaluation. | |
| 505 | 8 | |a Grading Student Achievement of Learning ObjectivesEthics of Evaluation and Grading; Conclusion; Part II: -Best Practices in the Development of Effective Assignments and Analytic Scoring Rubrics; Chapter 6: Papers; Using Major and Minor Paper Assignments for Evaluation; Writing the Assignment Description; Identifying Prior Knowledge and/or Resources to be Available for Students; Modifying for Online Delivery; Evaluating the Paper; Conclusion; Chapter 7: Presentations; Using Presentations for Evaluation; Writing the Assignment Description. | |
| 505 | 8 | |a Identifying Prior Knowledge and/or Resources to be Available for StudentsModifying for a Group Presentation; Modifying for Online Delivery; Evaluating the Presentation Assignment; Conclusion; Chapter 8: Participation; Using Participation for Evaluation; Writing the Assignment Description; Identifying Prior Knowledge and/or Resources to be Available for Students; Modifying for Online Delivery; Evaluating Participation; Conclusion; Chapter 9: Discussion Board; Using Discussion Boards for Evaluation; Writing the Assignment Description; Prior Knowledge and/or Resources to be Available to Students. | |
| 505 | 8 | |a Evaluating the Discussion Board AssignmentConclusion; Chapter 10: Reflective Journals; Using Reflective Journals for Evaluation; Writing the Assignment Description; Modifying for Online Delivery; Evaluating the Reflective Journal; Conclusion; Chapter 11: Case Studies; Using Case Studies for Evaluation; Types of Case Studies; Creating a Case Study; Writing the Assignment Description; Prior Knowledge and/or Resources to be Available to Students; Modifying the Assignment for Online Use; Evaluating the Case Study Assignment; Conclusion; Chapter 12: Concept Maps; Using Concept Maps for Evaluation. | |
| 500 | |a Writing the Assignment Description. | ||
| 520 | |a Helps educators to design assignments and rigorous rubrics that truly measure student learning objectives. The ability of students to pass an examination does not necessarily reflect or guarantee their ability to apply knowledge in practice, nor are traditional exams a sufficient means to evaluate all learning objectives. Written for both new and seasoned nurse educators, this book is unique in its provision of rigorous rubrics that fully take into account learning objectives and the teaching-learning process, and promote objective grading. It examines a variety of time-tested, alternative eva. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Nursing |x Study and teaching. | |
| 650 | 0 | |a Nursing audit. | |
| 650 | 0 | |a Nursing |x Examinations. | |
| 650 | 2 | |a Nursing Audit | |
| 650 | 6 | |a Soins infirmiers |x Étude et enseignement. | |
| 650 | 6 | |a Soins infirmiers |x Évaluation. | |
| 650 | 6 | |a Soins infirmiers |x Examens. | |
| 650 | 7 | |a HEALTH & FITNESS |x Holism. |2 bisacsh | |
| 650 | 7 | |a HEALTH & FITNESS |x Reference. |2 bisacsh | |
| 650 | 7 | |a MEDICAL |x Alternative Medicine. |2 bisacsh | |
| 650 | 7 | |a MEDICAL |x Atlases. |2 bisacsh | |
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| 650 | 7 | |a MEDICAL |x Family & General Practice. |2 bisacsh | |
| 650 | 7 | |a MEDICAL |x Holistic Medicine. |2 bisacsh | |
| 650 | 7 | |a MEDICAL |x Osteopathy. |2 bisacsh | |
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| 650 | 7 | |a Nursing |x Study and teaching |2 fast | |
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| 700 | 1 | |a Dempsey, Anita. | |
| 700 | 1 | |a Rosselli, John. | |
| 776 | 0 | 8 | |i Print version: |a Dennison, Robin Donohoe. |t Evaluation Beyond Exams in Nursing Education. |d New York : Springer Publishing Company, 2014 |z 9780826127082 |
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