2.50
Hdl Handle:
http://hdl.handle.net/10755/316867
Category:
Abstract
Type:
Presentation
Title:
Questions about Exam Questions: What are Students Asking?
Author(s):
Stillwell, Susan B.; Krautscheid, Lorretta C.
Lead Author STTI Affiliation:
Omicron Upsilon
Author Details:
Susan B. Stillwell, DNP, email: stillwell@up.edu; Lorretta C. Krautscheid, PhD, RN;
Abstract:

Session presented on: Friday, April 4, 2014

Faculty may be confronted with student questions during test-taking and not know how to respond to individual questions. During Spring 2013 and Fall 2013 semesters, faculty in two junior-level courses (Introduction to Professional Practice and Pharmacology) in a baccalaureate nursing program, collected data on the number of students who asked questions as well as the types of questions asked.  In lieu of verbally asking questions, students were directed to write the test question number and their specific question onto an anonymous data collection form.  Narrative data was transcribed verbatim from the data collection form into a word document; no identifying student information was retained.  A retrospective audit and content analysis were used to categorize and classify common themes, resulting in four categories.  Findings revealed that 48 of 160 students (30%) asked questions.  Fifty-four percent (54%) of student questions were categorized as “fishing for advice and seeking hints”.  Thirty-eight percent (38%) of questions were about “unfamiliar vocabulary in the test question”.  Twenty-eight percent (28%) of questions were categorized as “struggling to choose between two good answers”.  Finally, fourteen percent (14%) of questions were categorized as “adding language and reading too much into the question”.   Study findings support nursing education recommendations aimed at teaching students problem solving strategies that will help them independently apply critical reasoning and priority setting principles during testing situations.  Recommendations for further research include understanding faculty beliefs and institutional policies about fair testing practices.
Keywords:
fair testing practices; student questions
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleQuestions about Exam Questions: What are Students Asking?en_GB
dc.contributor.authorStillwell, Susan B.en_GB
dc.contributor.authorKrautscheid, Lorretta C.en_GB
dc.contributor.departmentOmicron Upsilonen_GB
dc.author.detailsSusan B. Stillwell, DNP, email: stillwell@up.edu; Lorretta C. Krautscheid, PhD, RN;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/316867-
dc.description.abstract<p>Session presented on: Friday, April 4, 2014</p>Faculty may be confronted with student questions during test-taking and not know how to respond to individual questions. During Spring 2013 and Fall 2013 semesters, faculty in two junior-level courses (Introduction to Professional Practice and Pharmacology) in a baccalaureate nursing program, collected data on the number of students who asked questions as well as the types of questions asked.  In lieu of verbally asking questions, students were directed to write the test question number and their specific question onto an anonymous data collection form.  Narrative data was transcribed verbatim from the data collection form into a word document; no identifying student information was retained.  A retrospective audit and content analysis were used to categorize and classify common themes, resulting in four categories.  Findings revealed that 48 of 160 students (30%) asked questions.  Fifty-four percent (54%) of student questions were categorized as “fishing for advice and seeking hints”.  Thirty-eight percent (38%) of questions were about “unfamiliar vocabulary in the test question”.  Twenty-eight percent (28%) of questions were categorized as “struggling to choose between two good answers”.  Finally, fourteen percent (14%) of questions were categorized as “adding language and reading too much into the question”.   Study findings support nursing education recommendations aimed at teaching students problem solving strategies that will help them independently apply critical reasoning and priority setting principles during testing situations.  Recommendations for further research include understanding faculty beliefs and institutional policies about fair testing practices.en_GB
dc.subjectfair testing practicesen_GB
dc.subjectstudent questionsen_GB
dc.date.available2014-05-13T16:44:18Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:18Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.