Teaching to the Test
I worry that the result of testing can lead to teaching to the test. How would you avoid that? One way is to vary the types of questions. There again, it is possible to try and find ways to figure out the question rather than focusing on the answer, and testing strategies take over.
Admittedly, teaching to the test seems like something we should frown on. At the same time, if the course is constructed properly around objectives and the assessments are geared to test mastery of those objectives, we are always teaching to the test. It would be the only right way to do it! One thing I have noticed about certtification tests is that they may have a possible 2000 questions in the test bank, of which there are really 500 questions worded 4 different ways each. And those four different ways could also be using different strategies such as fill in the blank, multi-answer, and short answer, as examples.
The advantages of having a large test bank, however, are complicated by two things. The first is test bank management. The second is to figure out how one student's randomized version of the test is not statistically more difficult than another student's. I have seen quizzes where one student receive 50% fill in the blank questions, where another student received all multiple choice single answer questions. There is no way that those two sudents could feel their test was fair to both of them. And for a student who fails a course with a 64 vs a 65, having a faulty exam is a horrible disaster.
You have to present the concepts around that topic. EX: Respiratory.....O2 sats, work of breathing, interventions. Nursing interventions don't really change, but the presentation might.
1) Raise head of bed
2) Apply O2
3) Apply monitors
4) Start IV, Draw labs, start fluids (If appropriate. Fluid overload wouldn't have this right?)
5) Now deal with the problem, Give lasix if left-sided heart failure, breathing treatment if asthma, COPD etc.
6) Reassess
