Test Item Writing and Analysis

University of South Alabama
College of Nursing
NU 620: Principles of Teaching, Learning, and Assessment for Nurse Educators
Test Item Writing and Analysis Assignment
This week’s class focused on the NCLEX test plan, Next Gen NCLEX, and how to properly develop a test for use in nursing education. We also discussed test item analysis, test security, computerized testing, and test reviews. Therefore, our assignment this week will focus on all of those concepts as well! As a future nurse educator in a hospital or academic setting, you will be responsible for evaluating student learning. A major way that educators do that is through tests! So in this assignment you will be practicing test item writing and determining how those would fit into an overall test blueprint, analyzing sample test items, and discussing considerations for computerized testing, test security, and test reviews.
The goal of this assignment is that is helps you gather information on these topics, practice test item writing and analysis, receive feedback on your test items, and then it is intended that you can use these test items one day as an educator. You will use the skills you learn in this module and through this assignment frequently as an educator! Additionally, if you decide to take the Certified Nurse Educator (CNE) exam, you will definitely see example test item analysis statistics and have to evaluate those and make recommendations for what to do with the question.
Assignment
Course Objectives explored by completion of assignment
NLN Academic Nurse Educator Competencies applicable to assignment
NLN Academic Clinical Nurse Educator Competencies applicable to assignment
Test Item Writing and Analysis Assignment
5-7
III
VI
This assignment is worth 25 points, as outlined below and in the rubric, and it is meant to be completed as a worksheet where you just fill in the answers. This is NOT a formal paper, however in-text references and a reference list is required where indicated.
Here are the necessary steps to complete this assignment.
Step 1: Select one of the following types of test items on the CURRENT NCLEX. These are also typically used in faculty developed exams in the classroom.
o Multiple choice items
o Multiple response items (select all that apply)
o Hot spot questions (student clicks on the ‘hot spot’ in a picture)
o Ordered Response questions (drag and drop into correct sequence)
o Exhibit questions (look at a chart to help answer the question)
o Audio questions (listen to something and then answer the question)
o Graphic questions (every answer option is a picture)
After selecting your question type, viewing your lecture, and researching your item type in your textbooks and the literature, answer the following questions. You should cite at least one textbook or literature reference in your answers below. (3 points)
1. Describe the test item type you chose. What is it? How is it formatted?
2. What are the best ways to write this type of test item? What are some tips?
3. Is that type of test item effective based on what you read in your text and the literature?
Step 2: Create a test item for the type that you chose and fill in the corresponding test item writing template located in Module 6. There is also an example filled out template if you need it. You will submit the template either merged with your answers to the other questions on this worksheet, or you can submit it as a separate document. (5 points).
Step 3: Select one of the following types of test items expected to be on the Next Generation NCLEX. These may or may not be able to be incorporated into faculty developed test or classroom activities.
o Next Gen NCLEX Case Study item type – extended multiple response
o Next Gen NCLEX Case Study item type – extended drag and drop
o Next Gen NCLEX Case Study item type – Cloze (Drop-Down)
o Next Gen NCLEX Case Study item type – Enhanced Hot Spot
o Next Gen NCLEX Case Study item type – Matrix/Grid
o Next Gen NCLEX Stand Alone item type – Bowtie
o Next Gen NCLEX Stand Alone item type – Trend
After selecting your question type, reading your written lecture, and researching your item type in the literature and on websites, answer the following questions. You should cite at least one textbook or literature reference in your answers below. (3 points)
1. Describe the test item type you chose. What is it? How is it formatted?
2. What are the best ways to write this type of test item? What are some tips?
3. Is that type of test item effective based on what you read in the literature and on websites?
(Hint there might not be too much literature out there about it. Just do the best you can. I have linked in several journal articles in the written keynote for Next Gen NCLEX. You could use one of those journal articles to discuss how the Next Gen NCLEX item type is helping to test the Clinical Judgement Model or you could use one of the articles to discuss how you think faculty can start using this particular item type in class or start incorporating the Clinical Judgement Model in class to help prepare students to take these item types).
Step 4: Create a test item for the type that you chose and fill in the corresponding test item writing template located in Module 6. There is also an example filled out template if you need it. You will submit the template either merged with your answers to the other questions on this worksheet, or you can submit it as a separate document. (5 points).
Step 5: Review the sample item analysis reports for three example test items. You will need to provide an analysis of the: (a) difficulty (ease index); (b) the discrimination index (including both the actual number and if it is + or -); (c) evaluate each distractor; and (d) make your recommendations for each item prior to using it again on a test. You can type your answers directly in this document. Hint: I go over how to do this in the recorded video lecture this week! (6 points)
Example Test Item #1
p=.615
PBI=.428
Answer Choice A selected by .615 (PBI = 0.428) (correct answer)
Answer Choice B selected by 0.000
Answer Choice C selected by 0.275 (PBI = – 0.218)
Answer Choice D selected by 0.11 (PBI = – 0.489)
Difficulty (ease index) discussion:
Discrimination index discussion:
Item answer options discussion:
Recommendations for test item improvement:
Example Test Item #2
p = .675
PB I= 0.289
Answer Choice A selected by .675 (PBI = 0.289) (correct answer)
Answer Choice B selected by .103 (PBI = – 0.561)
Answer Choice C selected by .123 (PBI = 0.081)
Answer Choice D selected by .099 (PBI = 0.110)
Difficulty (ease index) discussion:
Discrimination index discussion:
Item answer options discussion:
Recommendations for test item improvement:
Example Test Item #3
Here is the actual question for Test Item #3
A child has hives and is prescribed Benadryl 5 mg/kg/per day in divided doeses every 6 hours. The child weighs 40 pounds. How many miligrams will the nurse give with each dose?
A. 4.5 mg
B. 22.75 mg
C. 11.45 mg
D. 50 mg
p=.901
PBI = 0.17
Answer Choice A selected by 0.033 (PBI = -0.10)
Answer Choice B selected by 0.901 (PBI = 0.17) (correct answer)
Answer Choice C selected by 0.033 (PBI -0.07)
Answer Choice D selected by 0.033 (PBI = -0.10))
Difficulty (ease index) discussion:
Discrimination index discussion:
Item answer options discussion:
Recommendations for test item improvement:
Step 6: Select ONE of the following topics that are typically of concern when examining tests in the academic setting. After selecting your topic, reviewing your lecture, and researching your topic in your textbooks and the literature, answer the questions following the topic. Please provide at least one reference in your answer. Your answer can be typed directly into this document. (3 points)
o Concerns about computerized testing – can we incorporate current and NGN style test questions into computerized testing platforms? What are some concerns about giving computerized tests both in-person and in the remote setting?
o Test security – what do faculty need to be concerned about when examining test security? What are some ways that test security can be breached? Should faculty use textbook test banks?
o Test Reviews – should faculty do test reviews? If so, what are the best ways for faculty to conduct test reviews after giving a test to help students understand the content they missed? How do faculty ensure test security when conducting test reviews?

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