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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. A role play activity was chosen as the formative assessment for
the Introduction to Community & Public Health Nursing module. This assessment type is
designed to monitor the learners’ progress towards comprehension of the course content, student
learning outcomes (SLOs), and course objectives (COs). The interactive learning strategy of
Role Play promotes teamwork, collaboration among students, and the development of critical
thinking skills. During the role-play scenario, the nursing instructor will have opportunities to
intervene in complex concepts and observe the class for feedback. This interactive learning
activity allows students to move about the classroom and have fun learning.
The Cognitive-Social Learning Theory aligns with this formative assessment design
choice. This theory suggests that learning and behavior can be acquired by observing and
imitating the behavior of others. Observational learning theory can help the teacher in training
the skills and various topics. (Aliakbari, Parvin, Heidari, & Haghani, 2015). In this module role
play assessment, volunteer students will act out a specifically given nursing role within public
health. Students will have a unique opportunity to imagine themselves in the public health nurse
Page 2 of 9
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role, while peers learn by observing the details acted out, and answering questions about the
given scenario.
Summative Performance Assessment. The summative performance-based assessment
will occur in the Global Health & Emergency Preparedness module, using a hypothetical case
study, with ten open-ended questions. This assessment will allow the educator to evaluate the
learners’ understanding and knowledge progression of the course material. The case study
activity gives the learner an opportunity to gather relevant information of health determinants,
Page 3 of 9
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. A role play activity was chosen as the formative assessment for
the Introduction to Community & Public Health Nursing module. This assessment type is
designed to monitor the learners’ progress towards comprehension of the course content, student
learning outcomes (SLOs), and course objectives (COs). The interactive learning strategy of
Role Play promotes teamwork, collaboration among students, and the development of critical
thinking skills. During the role-play scenario, the nursing instructor will have opportunities to
intervene in complex concepts and observe the class for feedback. This interactive learning
activity allows students to move about the classroom and have fun learning.
The Cognitive-Social Learning Theory aligns with this formative assessment design
choice. This theory suggests that learning and behavior can be acquired by observing and
imitating the behavior of others. Observational learning theory can help the teacher in training
the skills and various topics. (Aliakbari, Parvin, Heidari, & Haghani, 2015). In this module role
play assessment, volunteer students will act out a specifically given nursing role within public
health. Students will have a unique opportunity to imagine themselves in the public health nurse
Page 2 of 9
, 3
role, while peers learn by observing the details acted out, and answering questions about the
given scenario.
Summative Performance Assessment. The summative performance-based assessment
will occur in the Global Health & Emergency Preparedness module, using a hypothetical case
study, with ten open-ended questions. This assessment will allow the educator to evaluate the
learners’ understanding and knowledge progression of the course material. The case study
activity gives the learner an opportunity to gather relevant information of health determinants,
Page 3 of 9
