How do I go about answering the following question please:

One of the Curriculum Committee members proposed using only the text banks that come with the programs textbooks. How should the Curriculum Committee respond? How do you plan to develop your own test banks for your courses?

Also any suggestions for the attached assignment. Thanks so much!

Chamberlain College of Nursing NR523 Assessment Evaluation Techniques in Education Developing aTest Blueprint-Based Exam Application Exercise #2 Guidelines Scoring Rubric Purpose The purpose of this assignment is to help students apply Bloom's Taxonomy (CO 1, 3); distinguish between course objectives and content (CO 1); use a test blueprint to assure the reliability and validity of an exam (CO 3); apply various types of test questions and test formats (CO 1, 3); and assemble, administer, and score examinations based on course objectives (CO 1, 3). Course Outcomes Through this assignment, the student will demonstrate the ability to (CO1) employ evidence-based assessment and evaluation strategies that are appropriate to diverse learners (PO 4, 5, 6, 7, 8, 9, 10, and 11); and (CO3) apply measurement theory to the construction and use of educational evaluation instruments (PO 1, 2, 9, and 11). Due Date: Sunday 11:59 p.m. MT at the end of Week 5 Total Points Possible: 225 REQUIREMENTS: Page One, the title page 1. Use the APA template in \"Course Resources\" for this assignment so you will have appropriate running heads. 2. You will not need a reference list unless you site a source. Page Two, course outcomes 1. List five course outcomes for a specialty course, such as \"pediatric nursing\" or \"medicalsurgical nursing.\" This should be a course you would like to teach some day. 2. To understand what course outcomes look like, do a search on an internet course you would like to teach. You should find several sample university syllabi and course outcomes. 3. Course outcomes all begin with a Bloom's taxonomy verb. The verb is the most important part of the course outcome when you are developing a test blueprint. The verb reflects the level of thinking expected of students in the course. Your task will be to decide how you will allot 100 points across these verbs, according to how much weight you would like to give to each of them. 1 Chamberlain College of Nursing NR523 Assessment Evaluation Techniques in Education 4. Recall that course outcomes are broad, e.g. \"medical-surgical patients,\" \"pediatric patients,\" or \"women's health.\" Course outcomes do not refer to a particular disease, such as \"stroke,\" \"juvenile diabetes,\" or \"cancer.\" Page Three: 1. Copy the test-blueprint template available in \"Course Resources\" onto page 3. 2. Place your five Bloom's taxonomy verbs from your course outcomes across the first row of the test blueprint table. Be sure that 2 or 3 of these course outcomes are higher level Bloom's taxonomy verbs. From the Week 1 list of cognitive verbs, these are as follows: develops, evaluates, prioritizes, integrates, critiques, defends, or creates. 3. Then, consider the content you are testing. Keep it simple, just four or five topics. Place the appropriate content for the lesson topic in the left-most vertical column of the table. 4. Allot points according to the value or importance of the course outcome verb that is met by the content. For example, if you think Course Outcome 2 is worth more than Course Outcome 1 for this content, you would allot more points to Course Outcome 2. 5. For simplicity, you will be writing a 10-question examination worth 100 points. Each question will be worth 10 points, or 10 percent of the exam. 6. Note that you do not need to allot points to every cell. Page Four and Beyond: Write a 10-question quiz based on your test blueprint. 1. Provide instructions for your students, including all necessary information for the exam. This includes the purpose of the exam, a brief description, the number of points, instructions on how to mark answers, and anything else you think your students need to know. 2. Write eight of your 10 questions in multiple choice format and the remaining two questions in an alternate format of your choice. 3. At least five of your multiple choice questions should be at the higher levels of Bloom's Taxonomy (see above). 4. Label each of these five questions with the Bloom's taxonomy verb reflected in the question (develops, evaluates, prioritizes, integrates, critiques, defends, or creates). 5. Mark the correct responses for each multiple choice or true or false question with an asterisk. This helps your faculty member determine the intent of your exam question. 6. You are not likely to cite any literature in this assignment but, if you do, citations and a reference list are required. PREPARING THE PAPER Assignment criteria: 1. Write five broad course outcomes that do not refer to a specific disease and that begin with a Bloom's taxonomy verb. Two or three of these course outcomes should begin with verbs that are higher level. 2. Place the Bloom's taxonomy verbs for those five outcomes in the top row of the test blueprint template. 3. Place content for your exam, four or five major points, in the left-most column. 4. Allot the number of points into the cells of the table in accordance with the weighting you would like to give each cell (verb X content area). 5. Make sure that the points in the test blueprint add up to 100. 6. Remember that at least eight of the questions should be multiple choice questions. 2 Chamberlain College of Nursing NR523 Assessment Evaluation Techniques in Education 7. At least five of the multiple choice questions should be higher level test questions (see verbs above). 8. The basic principles for writing test questions should be applied. 9. The basic principles for writing multiple choice questions should be applied. 10. The basic principles for writing alternative format questions should be applied. 11. An APA title page and running heads are required. 12. Appropriate grammar, punctuation, and spelling should be used. 3 Chamberlain College of Nursing NR523 Assessment Evaluation Techniques in Education Feedback Table Category Possible Points Provides five course outcomes that are broad and do not refer to a specific disease 10 Provides Bloom's taxonomy verbs in the top row of the test blueprint 10 Places content in left-most column of the test blueprint. 10 Allots points to content-X-objective cells totaling 100 points 15 Provides clear and complete instructions to students for the exam 20 Writes at least eight multiple-choice questions 15 At least five of the multiple choice questions are at the application level on Bloom's taxonomy or higher 40 Questions are labeled with a plausible cognitive label - see list of cognitive domain verbs in Lesson 1 10 Applies the overall principles for writing test questions 25 Applies the principles for writing multiple-choice test questions 25 Applies the principles for writing alternate format test questions 25 APA: Title page and running head; reference page only if citations are used 10 Grammar, spelling, and punctuation are consistent with formal academic writing. 10 Total 225 Points Earne d Remarks A quality assignment will meet or exceed all of the above requirements. 4 Chamberlain College of Nursing NR523 Assessment Evaluation Techniques in Education GRADING RUBRIC Assignment Criteria Needs Improvement (38%) Poor or failing level of performance Developing (0) Unsatisfactory level of performance Exceptional (100%) Outstanding or highest level of performance Exceeds (88%) Very good or high level of performance Meets (80%) Competent or satisfactory level of performance 10 Points 9 Points 8 Points 4 Points 0 Points Provides course outcomes that do not refer to a specific disease Provides course outcomes but a few refer to a specific disease Provides course outcomes but most refer to a specific disease Provides five course outcomes but they all refer to a specific disease Does not provide course outcomes 10 Points 9 Points 8 Points 4 Points 0 Points Provides Bloom's taxonomy verbs in the top row of the test blueprint without specifying the content to be tested. Provides course outcomes or Bloom's taxonomy verbs on the top row of the test blueprint but 25% of them are related to specific content Provides course outcomes or Bloom's taxonomy verbs on the top row of the test blueprint but 50% of them are related to specific content Provides course outcomes or Bloom's taxonomy verbs on the top row of the test blueprint but 75% of them are related to specific content Does not provide objectives or Bloom's verbs on the top row of the test blueprint' 10 Points 9 Points 8 Points 4 Points 0 Points Everything in the left- Content and Content and Content and Content and Content Possible Points = 205 Points Provides five course outcomes that are broad and do not refer to a specific disease Provides Bloom's taxonomy verbs in the top row of the test blueprint Places content in left-most column of the test blueprint. NR523 Directions Rubric.docx 5 Chamberlain College of Nursing Allots points to content-Xobjective cells totaling 100 points Provides clear and complete instructions to students for the exam Writes at least eight multiple-choice questions NR523 Directions Rubric.docx NR523 Assessment Evaluation Techniques in Education most column is related to content, and objectives are not included. objectives are mixed; 92% or more of the left-most column consists of content. objectives are mixed; 84% or more of the leftmost column consists of content. objectives are mixed; 76% or more of the leftmost column consists of content. objectives are mixed; 50% or more of the left-most column consists of content. 15 Points 13 Points 12 Points 6 Points 12-0 Points Points are allotted to cells logically, totaling 100 points. Most of the points are allotted to cells logically, totaling 100 points. Points are not allotted to cells logically, or the blueprint points do not total 100 points. Points are not allotted to cells logically, and the blueprint points do not total 100 points Points are not allotted to cells 20 Points 18 Points 16 Points 8 Points 0 Points 92% or above of the instructions are clear and complete. 84%-91% of the instructions are clear and complete. 76%-83% the instructions are clear and complete. 60%-76% of the instructions are clear and complete. 59% or below of the instructions are clear and complete. 15 Points 13 Points 12 Points 6 Points 0 Points Eight to 10 questions on the exam are multiple choice questions. Seven questions on the exam are multiple choice questions. Six questions on the exam are multiple choice questions. Five questions on the exam are multiple choice questions Four or fewer questions on the exam are multiple choice questions. 6 Chamberlain College of Nursing At least five of the multiple choice questions are at the application level on Bloom's taxonomy or higher Questions are labeled with a plausible cognitive label - see list of cognitive domain verbs in Lesson 1 Applies the overall principles for writing test questions Applies the principles for writing multiple-choice test questions NR523 Assessment Evaluation Techniques in Education 40 Points 36 Points 32 Points 16 Points 0 Points Five or more questions on the exam are at the application level on Bloom's taxonomy or higher and are labeled. Only four questions on the exam are at the application level on Bloom's taxonomy or higher and or labeled. Only three questions on the exam are at the application level on Bloom's taxonomy or higher and/or are labeled. Only two questions on the exam are at the application level on Bloom's taxonomy or higher and/or labeled Only one question on the exam is at the application level on Bloom's taxonomy or higher. 10 Points 9 Points 8 Points 4 Points 0 Points All Questions are labeled with a plausible cognitive level Nine questions are labeled with a plausible cognitive level Eight questions are labeled with a plausible cognitive level A few of the questions are labeled with a plausible cognitive level None of the questions are labeled with a plausible cognitive level. 25 Points 22 Points 20 Points 10 Points 0 Points Fully follows the overall principles for writing test questions Violates one of the overall principles for writing test questions Violates two of the overall principles for writing test questions Violates three of the overall principles for writing test questions Violates four or more of the overall principles for writing test questions 25 Points 22 Points 20 Points 20 Points 0 Points Violates one of the basic principles for writing multiple choice test questions Violates two of the basic principles for writing multiple choice test questions Violates three of the basic principles for writing multiple choice test questions Violates four or more of the basic principles for writing multiple choice test questions Fully follows the basic principles for writing multiple choice test questions NR523 Directions Rubric.docx 7 Chamberlain College of Nursing Applies the principles for writing alternate format test questions NR523 Assessment Evaluation Techniques in Education 25 Points 22 Points 20 Points 10 Points 0 Points Fully follows the basic principles for writing alternate format test questions Violates one of the basic principles for writing alternate format test questions Violates two of the basic principles for writing alternate format test questions Violates three of the basic principles for writing alternate format test questions Violates four or more of the basic principles for writing alternate format test questions _____of 205 points Content Subtotal Format Possible Points = 20 Points APA: Title page and running head; reference page is needed only if you use citations, which is unlikely. Grammar, spelling, and punctuation are consistent with formal academic writing. 10 Points 9 Points 8 Points 4 Points 0 Points APA formatting is correct with 0-2 errors 3-5 errors 6-8 errors 9 errors 10 or more errors 10 Points 9 Points 8 Points 4 Points 0 Points No more than 0-2 errors in grammar, punctuation, and spelling 3-5 errors 6-8 errors Format Subtotal Total Points NR523 Directions Rubric.docx 9 errors 10 or more errors _____of 20 points _____of 225 points 8