The Journal of Korean Academic Society of Nursing Education (한국간호교육학회지)

The Korean Academic Society of Nursing Education (한국간호교육학회)
권호 표지
DOI QR코드

DOI QR Code

Development of a Program Outcomes Assessment System based on Course Embedded Assessment for Nursing Education

Course Embedded Assessment 기반 간호교육 프로그램학습성과 평가체제 개발

  • Received : 2016.12.06
  • Accepted : 2017.02.17
  • Published : 2017.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

Keywords

References

  1. Accreditation Board for Engineering Education of Korea. (2015, January). Standard of Accreditation Engineering Education (KEC2015). Retrieved January 6, 2015, from the Accreditation Board for Engineering Education of Korea Web site: http://www.abeek.or.kr/intro/stendard
  2. American Association of Colleges of Nursing. (2008, October). The Essential of Baccalaureate Education for Professional Nursing Practice. Retrieved July 6, 2014, from the American Association of Colleges of Nursing Web site: http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
  3. Ammons, J. L., & Mills, S. K. (2005). Course Embedded Assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19. https://doi.org/10.2308/iace.2005.20.1.1
  4. Bae, H. S. (2008). Theory-driven educational program evaluation. Seoul: Wonmisa.
  5. Gerretson, H., & Golson, E. (2004). Introducing and evaluating Course Embedded Assessment in general education. Assessment Update, 16(6), 4-6.
  6. Goodrich, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
  7. Han, J. Y. (2009). The review on adaptation of Course Embedded Assessment for program outcome assessment in engineering education. Journal of Korean Engineering Education, 12(3), 96-106.
  8. Kang, J. C., & Lee, S. S. (2011). Design Based Research (DBR) as field research method to improve instructions. Journal of Korean Educational Methodology, 23(2), 323-354. https://doi.org/10.3946/kjme.2011.23.4.323
  9. Kim, B. K., & Park, J. Y. (2008). A study on assessment method of program outcomes. Journal of Korean Engineering Education, 11(4), 46-51.
  10. Kim, B. N., & Kim, S. O. (2014). A study on assessment system for nursing bachelor degree program outcomes: Focused on communication ability improvement. Journal of Korean Academy Nursing Administration, 20(1), 154-166. https://doi.org/10.11111/jkana.2014.20.2.154
  11. Kim, C. S. (2007). A study of strategic approach for course and program outcomes assessment. Journal of Korean Engineering Education, 10(2), 73-86.
  12. Kim, J. G. (2014). A development on the Course Embedded Assessment model for program outcome assessment in engineering education. Journal of Computer & Communication Research, 10(1), 67-79.
  13. Kim, M. L., Yoon, W. Y., Kim, D. H., & Chung, J. T. (2007). Model development and strategy plan for implementing program outcomes and assessment. Journal of Korean Engineering Education, 10(4), 29-42.
  14. Kim, S. (2012). The concept and necessity of learning outcome. Korean Journal of Medical Education, 24(2), 89-92. http://dx.doi.org/10.3946/kjme.2012.24.2.89
  15. Kim, S. H., Kim, S. Y., Seo, M. W., & Yang, G. S. (2009). Development of standards for meta evaluation. Journal of Korean Educational Evaluation, 22(3), 557-585.
  16. Korean Accreditation Board of Nursing Education. (2014, September). Nursing education accreditation presentation. Paper presented at the workshop of Korean Accreditation Board of Nursing Education, Seoul.
  17. Lee, J. Y. (2014, October). An application of Course Embedded Assessment to NCS based engineering education. Paper presented at the Korean Institute of Electrical Engineers Conference, Seoul.
  18. Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment Research & Evaluation, 7(25), 1-10.
  19. Moskal, B. M. (2000). Scoring rubrics: What, when and how?. Retrieved July 3, 2014, from http://PAREonline.net/getvn.asp?v=7&n=3
  20. Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: Validity and reliability. Retrieved July 3, 2014, from http://pareonline.net/getvn.asp?v=7&n=10
  21. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what's being reported? critique and recommendations. Research in Nursing and Health, 29(5), 489-497. https://doi.org/10.1002/nur.20147
  22. Reeves, T. C. (2000). Enhancing the worth of instructional technology research through "design experiments" and other development research strategies. International Perspectives on Instructional Technology Research for the 21st Century, 27, 1-15.
  23. Saaty, T. L. (1994). Highlights and critical points in the theory and application of the analytic hierarchy process. European Journal of Operational Research, 74(3), 426-447. https://doi.org/10.1016/0377-2217(94)90222-4
  24. Shin, H. J., Kim, S. P., & Kang, W. H. (2008). An analysis for the Course Embedded Assessment tool to validate program outcomes. Journal of Korean Society of Manufacturing Process Engineers, 7(4), 82-95.
  25. Soung, Y. M. (2012). Development of a rubric for assessing students' science writing. Unpublished doctoral dissertation, Korea National University of Education, Cheongju.
  26. Whitfield, D. (2003). From university wide outcomes to Course Embedded Assessment of CS1. Journal of Computing Sciences in Colleges, 18(5), 210-220.
  27. Yoon, S. Y. (2013, July). Classification of learning outcomes in the field of nursing. Paper presented at the workshop of Korean Accreditation Board of Nursing Education, Daejeon.
  28. Yang, H. M., & Hwang, S. Y. (2014). Development of clinical scenarios and rubric for a program outcome-based evaluation for students' adult health nursing practice. Journal of Korean Academic Society of Adult Nursing, 26(6), 653-667. http://dx.doi.org/10.7475/kjan.2014.26.6.653
  29. Zimmaro, D. M. (2004). Developing grading rubrics. Retrieved October 12, 2014, from http://bsuenglish101.pbworks.com/f/rubricshandout.pdf

Cited by

  1. 교과기반(CEA) 프로그램학습성과 평가를 위한 전산시스템(Web-based) 개발 및 적용 vol.5, pp.1, 2017, https://doi.org/10.17703/jcct.2019.5.1.67
  2. 간호교육 프로그램 학습성과 간접측정도구의 활용을 위한 신뢰도 및 타당도 검증 vol.21, pp.8, 2017, https://doi.org/10.5392/jkca.2021.21.08.608