C921 Task 1: Formative Assessment Community Health Quiz Guide

C921 Task 1: Formative Assessment Community Health Quiz Guide

Student Name

Western Governors University

C921 Assessment and Evaluation Strategies for Measuring Student Learning

Prof. Name:

Date

C921 Task 1: Formative Assessment Community Health Quiz Guide

Alignment

The formative assessment, including a questionnaire and multiple-choice questions, is designed to ensure that students gain a comprehensive understanding of community health, specifically focusing on vulnerable populations. This module centers on the social determinants of health (SDOH) and their impact on at-risk groups. The assessment uses a discussion-based case study format to enable students to identify barriers to healthcare access and recommend evidence-based interventions. Every assessment component is carefully aligned with the course objectives and student learning outcomes to ensure students not only understand key concepts but are also able to apply nursing skills effectively in community settings (Billings & Halstead, 2020).

What is the purpose of the first assessment item?
The initial question asks students to identify three barriers preventing the homeless population from receiving adequate healthcare. This corresponds directly with the first course objective, which is understanding how social determinants influence vulnerable populations by the end of week 3. It also ties into student learning outcome 1, requiring students to name two vulnerable groups and explain how social determinants affect their health and access to care. The Centers for Disease Control and Prevention (CDC, 2024) emphasizes that factors such as housing, education, and income significantly influence an individual’s healthcare accessibility. Through this question, students build a foundational awareness of community health disparities.

How does the second assessment item contribute to learning?
The second question asks students to propose an evidence-based intervention targeting the barriers identified previously. This aligns with course objective 2, which involves investigating effective interventions for vulnerable populations by week 4. It also supports student learning outcome 2, where students are required to develop three strategies to overcome healthcare barriers. According to Healthy People 2030 (2023), interventions must address both individual and systemic obstacles, promoting accessible and equitable healthcare delivery. This item encourages critical thinking and the application of evidence-based practice, aligning with the American Association of Colleges of Nursing (AACN) Essentials Domains 7 (System-Based Practice) and 8 (Population Health).

What is expected in the third assessment item?
The third item requires students to engage with two peers’ discussion posts by providing constructive feedback and suggesting alternative interventions. This activity supports several student learning outcomes by fostering reflection, effective communication, and collaboration—skills essential for nursing practice. By interacting with different viewpoints, students deepen their understanding of approaches to caring for vulnerable populations (Ernstmeyer & Christman, 2022).

Feedback

Immediate feedback plays a crucial role in this formative assessment. Students receive written comments from both peers and instructors. Peer feedback promotes collaboration and self-reflection, allowing students to analyze other perspectives on healthcare barriers and interventions. Instructor feedback, on the other hand, evaluates the accuracy of social determinants identification, the relevance of proposed interventions, and the depth of critical analysis.

An automated discussion board sends instant notifications to students, enhancing communication flow. Additionally, students have access to email and office hours for further clarification, fostering continuous learning (Dennison et al., 2015). This multi-faceted feedback approach enables students to promptly address misunderstandings and effectively apply public health concepts in real-world community nursing scenarios.

Assessment Theory, Concept, and Principle

This assessment is grounded in Bloom’s Taxonomy and Knowles’ Adult Learning Theory. Knowles’ theory emphasizes that adult learners are self-directed and learn best when content is relevant to their professional lives (Billings & Halstead, 2020). The case study format supports this by providing real-world context.

Bloom’s Taxonomy offers a cognitive framework moving students from basic understanding to higher-order thinking skills. Students start by identifying healthcare barriers (understanding), progress to analyzing the impact of social determinants (analyzing), and finally apply this knowledge by proposing interventions (applying). This progression encourages critical thinking and clinical judgment (Ernstmeyer & Christman, 2022).

The assessment also employs Constructivist Learning Theory, which posits that students learn best through reflection and constructing knowledge from real-life experiences. This theory supports the use of case studies, promoting authentic learning that focuses on complex social health issues rather than rote memorization (Dennison et al., 2015). Authentic assessment ensures learning relevance by exposing students to real challenges nurses encounter in the community.

Potential Barriers

Implementing this online assessment poses several challenges. One significant barrier is student engagement; not all students may participate actively in discussions, which can reduce the depth of learning and their ability to apply complex concepts practically. Another issue is the potential for superficial feedback during peer reviews.

To mitigate these challenges, structured discussions with guided prompts and clear deadlines for initial and peer responses are established. The instructor monitors participation and provides ongoing feedback to promote collaboration and deeper critical thinking. This approach helps foster a sense of community despite the virtual format.

Additionally, the instructor provides an online software guide to assist students in navigating course assessments and quizzes, thereby reducing technological barriers and supporting student success.

Alignment Summary Table

References

American Association of Colleges of Nursing. (2021). The Essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Essentials

Billings, D., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Centers for Disease Control and Prevention. (2024, May 15). Social determinants of health. https://www.cdc.gov/public-health-gateway/php/about/social-determinants-of-health.html

Dennison, R., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education: Designing assignments and evaluating with rubrics. Springer Publishing Company.

Ernstmeyer, K., & Christman, E. (Eds.). (2022). Nursing: Mental health and community concepts. Open RN. https://www.ncbi.nlm.nih.gov/books/NBK590038

Healthy People 2030. (2023). Vulnerable populations and health equity. U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. https://health.gov/healthypeople