The use of “high‐stakes testing” in nursing education: Rhetoric or rigor?

Nursing Forum ◽  
2019 ◽  
Vol 54 (4) ◽  
pp. 477-482 ◽  
Author(s):  
Heyward Michael Dreher ◽  
Mary Ellen Smith Glasgow ◽  
James Schreiber
Keyword(s):  
Nursing Education ◽  
High Stakes Testing ◽  
High Stakes

Assessment of High-Stakes Testing, Hopeful Thinking, and Goal Orientation among Baccalaureate Nursing Students

2015 ◽  
Vol 12 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Alice L. March ◽  
Cecil Robinson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Goal Orientation ◽  
High Stakes Testing ◽  
High Stakes ◽  
Undergraduate Nursing Students ◽  
Academic Progression ◽  
Undergraduate Nursing ◽  
Exam Scores ◽  
High Stakes Exams

AbstractBackground and Objectives: High-stakes didactic testing assesses competency. Exams are stressful, and decreasing anxiety may enhance learning. Academic progression and graduation rates may result when higher levels of hopeful thinking (the belief in one’s ability to achieve desired goals), and certain achievement goal orientation (why one desires to succeed) are present.Methods: This non-experimental study engaged undergraduate nursing students via surveys to examined relationships among hopeful thinking, goal orientation, and scores on standardized high-stakes examination of students.Results: Regression analyses (N = 151) indicated that hopeful thinking was significantly related to higher exam scores, and that performance-avoidance goal scores were significantly related to lower scores.Conclusion: The positive relationship between hopeful thinking and exam scores suggests the need to consider supporting hopeful thinking in nursing education. Additional research may explicate the relationship between performance-avoidance and scores on high-stakes exams.

Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Tammy Lynn McClenny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Nursing Program ◽  
Student Experiences ◽  
Valuable Insight ◽  
High Stakes ◽  
High Stakes Tests ◽  
Undergraduate Nursing

AbstractEach year, thousands of students throughout the world are required to complete one or more high-stakes tests as a measure of competency in undergraduate nursing education. Currently, the trend in nursing education is to use high-stakes tests to establish program progression policies. However, use of these tests to block student progression is of serious concern. This article describes findings of a pilot study that used a phenomenographic approach to understand senior nursing students’ experiences of completing multiple high-stakes tests for successful progression within one undergraduate nursing program. Eighteen graduating senior nursing students participated in the study via individual interviews. Students described a multitude of experiences, organized into five main categories of descriptions: high-stakes tests as a value; high-stakes tests as a stressor; high-stakes tests as a high expectation; high-stakes tests as various inconsistencies; and high-stakes tests affecting the transfer of learning. Student perspectives with high-stakes testing contributed valuable insight lacking in the current nursing education literature. Findings suggested if high-stakes tests are to be used for program progression, it is imperative for nurse educators to convene and explore strategies to support student preparation and success with testing, and develop well-defined structures of teaching and learning for the delivery of course content.

High-Stakes Testing in Nursing Education

2018 ◽  
Vol 43 (4) ◽  
pp. 183-186 ◽  
Author(s):  
Jamie Hunsicker ◽  
Tara Chitwood
Keyword(s):  
Nursing Education ◽  
High Stakes Testing ◽  
High Stakes

The High Risks of High-Stakes Testing

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
High Stakes Testing ◽  
High Stakes
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