C921 Assessment and Evaluation Strategies for Measuring Student Learning.docx C921 Assessment and Evaluation Strategies for Measuring Student Learning Western Governors University Assessment and Evaluation Strateg
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C921 Assessment and Evaluation Strategies for Measuring Student Learning.docx C921 Assessment and Evaluation Strategies for Measuring Student Learning Western Governors University Assessment and Evaluation Strategies for Measuring Student Learning Assessment theory, concept, or principle Formative assessment. The formative assessment implemented for this specific course module is an online discussion board, where learners will review the learning resources, and reflect on the information provided in groups to answer 3 questions in paragraph format. Learners will be tasked to provide a comparison and contrasting of the roles and responsibilities of the community health nurse with the public health nurse, discuss common themes, findings, or questions they had as a group, and if they can see themselves one day practicing as a community or public health nurse or neither at all, and explain why. The theory chosen for the specific design of this assessment was the constructivist theory. Fernando & Marikar (2017) purport that the constructivist learning theory enables learners to obtain knowledge actively and utilize previously learned ideas and concepts to build upon and gain insight in order to construct new ideas. This activity will ensure learners will be actively engaging with one another through group discussion regarding their individual findings and feelings about working as either a community health or public health nurse. According to Applefield, Huber & Moallem (2001), constructivist learning theory provides learners with an opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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