Scenario testing in undergraduate nursing education: Assessment for learning
AbstractThis paper describes an assessment activity called scenario testing used in an undergraduate nursing education program at Laurentian University in Sudbury, ON. In addition to describing scenario testing, this paper reports on the participants’ satisfaction with the experience and provides observations about the students’ grades on the scenario test and their final standings in the course. Argument is made for the idea that scenario testing can enhance students’ critical and integrative thinking as well as their personal confidence. The guiding theoretical principles for this activity were Brookfield’s (1987) work on critical thinking and Stiggins’ (2002) ideas about assessment for learning. Résumé Cet article décrit une activité d’évaluation nommée « essais fondés sur les scénarios », utilisée dans le cadre d’un programme de premier cycle en sciences infirmières à l’Université Laurentienne, à Sudbury (Ontario). En plus de décrire les essais fondés sur les scénarios, l’article rend compte de la satisfaction des personnes ayant participé à cette expérience et offre aussi des observations en ce qui concerne le rendement des étudiantes et étudiants à l’essai ainsi que leurs résultats finaux dans le cours. De plus, on invoque l’argument que les essais fondés sur les scénarios pourraient effectivement améliorer la pensée critique et intégrative des étudiantes et étudiants ainsi que leur confiance personnelle. Les principes théoriques qui ont dirigé cette activité sont l’oeuvre de Brookfield (1987) sur la pensée critique et les idées de Stiggins (2002) au sujet de l’évaluation dans l’apprentissage
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