Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty

Mohammed Khalfan Ambusaidi

doi:doi:10.11648/j.tecs.20240904.15

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Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty

Mohammed Khalfan Ambusaidi^*

Published in Teacher Education and Curriculum Studies (Volume 9, Issue 4)

Received: 31 October 2024 Accepted: 12 November 2024 Published: 29 November 2024

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Abstract

Background: The demand for nursing faculty to deliver high-quality teaching and assessment has surged, emphasizing the need for accurate learning assessment through effective testing and outcome measurement. Yet, the literature reveals that many nursing faculty are underprepared in measurement and evaluation, lacking essential competencies in test development and often failing to follow established guidelines. While both teacher-made tests (TMT) and standardized test scores are used to inform nursing faculty what the students have learned, the validity and reliability of TMT remain a significant concern. This study, guided by Social Justice Theory, assessed nursing faculty competencies in TMT development within Oman’s College of Health Sciences, evaluating the fairness and effectiveness of these assessments based on content coverage, difficulty level, and test validity and reliability. Methodology: Descriptive statistics were used to portray the sample; Pearson's correlation was used to determine the relationship between TMT and committee-designed standardized end-of-semester final examinations (CDESFE). Results: Results showed a strong positive correlation between student scores on teacher-made tests (TMT) (M = 23.95, SD = 4.74) and committee-designed standardized exams (CDESFE) (M = 31.99, SD = 6.22), r (1672) =.613, p <.001. MANOVA analysis indicated no significant differences between TMT and CDESFE regarding best-practice guidelines and item analysis (Wilk’s Ʌ =.93, F (2, 21) =.78, p =.47, partial ŋ² =.69). Multiple regression analysis further demonstrated that both TMT and CDESFE scores significantly predict students' overall academic achievement (F (2, 1671) = 2241, p <.001, R² =.73), underscoring the predictive value of both testing methods for student success. Conclusion: With a gap in how nurse faculty implement TMT, there are potential negative consequences on students’ progress towards licensure examination. This study contributes to nursing science and education through objective, efficient, fair, and equitable assessment measures in the classroom setting. These findings may also transfer to the clinical setting, where nursing students, staff, and faculty are assessed during and after educational sessions and workshops.

Published in	Teacher Education and Curriculum Studies (Volume 9, Issue 4)
DOI	10.11648/j.tecs.20240904.15
Page(s)	138-151
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teacher-Made Test, End-of-Semester Final Examination, Students’ Test Scores, Academic Achievement, Best Practice Guidelines, Item Analysis

References

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APA Style

Ambusaidi, M. K. (2024). Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teacher Education and Curriculum Studies, 9(4), 138-151. https://doi.org/10.11648/j.tecs.20240904.15

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ACS Style

Ambusaidi, M. K. Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teach. Educ. Curric. Stud. 2024, 9(4), 138-151. doi: 10.11648/j.tecs.20240904.15

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AMA Style

Ambusaidi MK. Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teach Educ Curric Stud. 2024;9(4):138-151. doi: 10.11648/j.tecs.20240904.15

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@article{10.11648/j.tecs.20240904.15,
  author = {Mohammed Khalfan Ambusaidi},
  title = {Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {9},
  number = {4},
  pages = {138-151},
  doi = {10.11648/j.tecs.20240904.15},
  url = {https://doi.org/10.11648/j.tecs.20240904.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20240904.15},
  abstract = {Background: The demand for nursing faculty to deliver high-quality teaching and assessment has surged, emphasizing the need for accurate learning assessment through effective testing and outcome measurement. Yet, the literature reveals that many nursing faculty are underprepared in measurement and evaluation, lacking essential competencies in test development and often failing to follow established guidelines. While both teacher-made tests (TMT) and standardized test scores are used to inform nursing faculty what the students have learned, the validity and reliability of TMT remain a significant concern. This study, guided by Social Justice Theory, assessed nursing faculty competencies in TMT development within Oman’s College of Health Sciences, evaluating the fairness and effectiveness of these assessments based on content coverage, difficulty level, and test validity and reliability. Methodology: Descriptive statistics were used to portray the sample; Pearson's correlation was used to determine the relationship between TMT and committee-designed standardized end-of-semester final examinations (CDESFE). Results: Results showed a strong positive correlation between student scores on teacher-made tests (TMT) (M = 23.95, SD = 4.74) and committee-designed standardized exams (CDESFE) (M = 31.99, SD = 6.22), r (1672) =.613, p F (2, 21) =.78, p =.47, partial ŋ2 =.69). Multiple regression analysis further demonstrated that both TMT and CDESFE scores significantly predict students' overall academic achievement (F (2, 1671) = 2241, p R² =.73), underscoring the predictive value of both testing methods for student success. Conclusion: With a gap in how nurse faculty implement TMT, there are potential negative consequences on students’ progress towards licensure examination. This study contributes to nursing science and education through objective, efficient, fair, and equitable assessment measures in the classroom setting. These findings may also transfer to the clinical setting, where nursing students, staff, and faculty are assessed during and after educational sessions and workshops.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty

AU  - Mohammed Khalfan Ambusaidi
Y1  - 2024/11/29
PY  - 2024
N1  - https://doi.org/10.11648/j.tecs.20240904.15
DO  - 10.11648/j.tecs.20240904.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 138
EP  - 151
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20240904.15
AB  - Background: The demand for nursing faculty to deliver high-quality teaching and assessment has surged, emphasizing the need for accurate learning assessment through effective testing and outcome measurement. Yet, the literature reveals that many nursing faculty are underprepared in measurement and evaluation, lacking essential competencies in test development and often failing to follow established guidelines. While both teacher-made tests (TMT) and standardized test scores are used to inform nursing faculty what the students have learned, the validity and reliability of TMT remain a significant concern. This study, guided by Social Justice Theory, assessed nursing faculty competencies in TMT development within Oman’s College of Health Sciences, evaluating the fairness and effectiveness of these assessments based on content coverage, difficulty level, and test validity and reliability. Methodology: Descriptive statistics were used to portray the sample; Pearson's correlation was used to determine the relationship between TMT and committee-designed standardized end-of-semester final examinations (CDESFE). Results: Results showed a strong positive correlation between student scores on teacher-made tests (TMT) (M = 23.95, SD = 4.74) and committee-designed standardized exams (CDESFE) (M = 31.99, SD = 6.22), r (1672) =.613, p F (2, 21) =.78, p =.47, partial ŋ2 =.69). Multiple regression analysis further demonstrated that both TMT and CDESFE scores significantly predict students' overall academic achievement (F (2, 1671) = 2241, p R² =.73), underscoring the predictive value of both testing methods for student success. Conclusion: With a gap in how nurse faculty implement TMT, there are potential negative consequences on students’ progress towards licensure examination. This study contributes to nursing science and education through objective, efficient, fair, and equitable assessment measures in the classroom setting. These findings may also transfer to the clinical setting, where nursing students, staff, and faculty are assessed during and after educational sessions and workshops.

VL  - 9
IS  - 4
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Author Information

Mohammed Khalfan Ambusaidi

Nursing Program, Oman College of Health Science, ALDahiliya Governate, Nizwa Wilayate, Oman

Contact Email

http://orcid.org/0009-0006-0185-4659

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Ambusaidi, M. K. (2024). Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teacher Education and Curriculum Studies, 9(4), 138-151. https://doi.org/10.11648/j.tecs.20240904.15

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ACS Style

Ambusaidi, M. K. Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teach. Educ. Curric. Stud. 2024, 9(4), 138-151. doi: 10.11648/j.tecs.20240904.15

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AMA Style

Ambusaidi MK. Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty. Teach Educ Curric Stud. 2024;9(4):138-151. doi: 10.11648/j.tecs.20240904.15

Copy | Download

@article{10.11648/j.tecs.20240904.15,
  author = {Mohammed Khalfan Ambusaidi},
  title = {Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty
},
  journal = {Teacher Education and Curriculum Studies},
  volume = {9},
  number = {4},
  pages = {138-151},
  doi = {10.11648/j.tecs.20240904.15},
  url = {https://doi.org/10.11648/j.tecs.20240904.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20240904.15},
  abstract = {Background: The demand for nursing faculty to deliver high-quality teaching and assessment has surged, emphasizing the need for accurate learning assessment through effective testing and outcome measurement. Yet, the literature reveals that many nursing faculty are underprepared in measurement and evaluation, lacking essential competencies in test development and often failing to follow established guidelines. While both teacher-made tests (TMT) and standardized test scores are used to inform nursing faculty what the students have learned, the validity and reliability of TMT remain a significant concern. This study, guided by Social Justice Theory, assessed nursing faculty competencies in TMT development within Oman’s College of Health Sciences, evaluating the fairness and effectiveness of these assessments based on content coverage, difficulty level, and test validity and reliability. Methodology: Descriptive statistics were used to portray the sample; Pearson's correlation was used to determine the relationship between TMT and committee-designed standardized end-of-semester final examinations (CDESFE). Results: Results showed a strong positive correlation between student scores on teacher-made tests (TMT) (M = 23.95, SD = 4.74) and committee-designed standardized exams (CDESFE) (M = 31.99, SD = 6.22), r (1672) =.613, p F (2, 21) =.78, p =.47, partial ŋ2 =.69). Multiple regression analysis further demonstrated that both TMT and CDESFE scores significantly predict students' overall academic achievement (F (2, 1671) = 2241, p R² =.73), underscoring the predictive value of both testing methods for student success. Conclusion: With a gap in how nurse faculty implement TMT, there are potential negative consequences on students’ progress towards licensure examination. This study contributes to nursing science and education through objective, efficient, fair, and equitable assessment measures in the classroom setting. These findings may also transfer to the clinical setting, where nursing students, staff, and faculty are assessed during and after educational sessions and workshops.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Test Item Writing Competence Among Oman College of Health Sciences Nurse Faculty

AU  - Mohammed Khalfan Ambusaidi
Y1  - 2024/11/29
PY  - 2024
N1  - https://doi.org/10.11648/j.tecs.20240904.15
DO  - 10.11648/j.tecs.20240904.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 138
EP  - 151
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20240904.15
AB  - Background: The demand for nursing faculty to deliver high-quality teaching and assessment has surged, emphasizing the need for accurate learning assessment through effective testing and outcome measurement. Yet, the literature reveals that many nursing faculty are underprepared in measurement and evaluation, lacking essential competencies in test development and often failing to follow established guidelines. While both teacher-made tests (TMT) and standardized test scores are used to inform nursing faculty what the students have learned, the validity and reliability of TMT remain a significant concern. This study, guided by Social Justice Theory, assessed nursing faculty competencies in TMT development within Oman’s College of Health Sciences, evaluating the fairness and effectiveness of these assessments based on content coverage, difficulty level, and test validity and reliability. Methodology: Descriptive statistics were used to portray the sample; Pearson's correlation was used to determine the relationship between TMT and committee-designed standardized end-of-semester final examinations (CDESFE). Results: Results showed a strong positive correlation between student scores on teacher-made tests (TMT) (M = 23.95, SD = 4.74) and committee-designed standardized exams (CDESFE) (M = 31.99, SD = 6.22), r (1672) =.613, p F (2, 21) =.78, p =.47, partial ŋ2 =.69). Multiple regression analysis further demonstrated that both TMT and CDESFE scores significantly predict students' overall academic achievement (F (2, 1671) = 2241, p R² =.73), underscoring the predictive value of both testing methods for student success. Conclusion: With a gap in how nurse faculty implement TMT, there are potential negative consequences on students’ progress towards licensure examination. This study contributes to nursing science and education through objective, efficient, fair, and equitable assessment measures in the classroom setting. These findings may also transfer to the clinical setting, where nursing students, staff, and faculty are assessed during and after educational sessions and workshops.

VL  - 9
IS  - 4
ER  -

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