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),