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Development of Evaluation Instruments in Academic Settings


Module 3 Discussion

Development of Evaluation Instruments in Academic Settings

Your first step in developing a rubric is determining the criteria or objective (Links to an external site.)s (Links to an external site.) (you may use the objectives or topics of your choice). Next, determine the levels of performance (Links to an external site.). Remember, you will need at least four criteria and four to five levels of performances as you construct your rubric. You will then describe the characteristics of the task(s) that will be performed for each of the criteria. It is important to be clear with your description to avoid any misunderstandings from the learners or other educators who may be using the rubric. Your final step will be to assign a score and accompanying grade for that score.


In this discussion, you create a rubric, focused on the topic of your choice. You determine the objectives for the task that you want to evaluate. Those objectives can include QSEN competencies (Links to an external site.) or skills for a specific task such as a rubric for health assessment, or community health. If you are evaluating skills in academic clinical laboratory, your rubric might be focused on listening to lung sounds or performing venipuncture. RubiStar (Links to an external site.) and iRubric (Links to an external site.) are free online rubric makers that can assist you during the development. The following steps will assist you for this discussion:


Create an analytical rubric.


Submit your rubric to the discussion thread.


Explain your rationale for the levels of performance, supported by evidence.


Discuss your rating score and grade assigned for the score.


Explain how you would determine validity and reliability for the rubric.


Think about your own personal experience as a nursing student and as a practicing clinician. Reflect on what you have learned in this module about assessment and evaluation of clinical competencies. Consider how you can use assessment and appropriate evaluation methods to bridge the theory and practice gap.


Respond to your classmates by critiquing their rubrics and making suggestions for improvement.


You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.


Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”


To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.




This discussion will be graded using the M3D1 discussion board rubric specifically designed for this rubric development discussion. (This rubric is designed to measure achievement of SLPOs 3 and 6). Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.


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