Promoting Best Practices in Item Writing and Exam Construction: Faculty and Institutional Approaches
Abstract
Course exams are used for summative evaluation in nursing programs. Graduates of prelicensure nursing programs are required to pass the National Council Licensure Examination (NCLEX) before becoming licensed as a nurse. The NCLEX is comprised of multiple choice, multiple response, fill in the blank, and technology-enhanced items. Nursing faculty have a responsibility to evaluate students using well-developed assessments tools and to prepare graduates for the NCLEX, therefore, item writing and test construction skills are vital. However, item writing and exam construction skills and formal item writing training are lacking among many faculty.1,2 Best-practices for item writing and test construction exist.3 If faculty are not using best practices, exams may not be accurately discerning students’ true achievement of learning outcomes.
A recent integrative review4 highlighted the need for formalized faculty development programs specific to item writing and exam construction. Current faculty development approaches focus on continuous improvement, ongoing professional development, peer and expert collaboration, and the using current item writing and exam construction resources.4 Despite this, gaps exist in faculty abilities and confidence in item writing1, as well as institutional initiatives to promote exam best practices.4,5
This presentation will provide educators with a checklist to assist in developing comprehensive programs to promote item writing and exam best practices with institutional and individual components. The checklist and associated exemplars will be presented to illustrate how schools can address the recommended components. Areas that will be explored include using educational theories to prepare faculty in item writing, test construction, and item analysis through individual and group approaches, evaluating faculty item and exam development skills, incorporating linguistic modification, scaffolding faculty development from multiple-choice to technology-enhanced item writing, developing mentoring structures using faculty champions, creating comprehensive organizational policies, and incorporating sound program evaluation plans. Outcome evaluation plans will be discussed and will include student, faculty, and program level outcomes. The creation and implementation of programs to improve item writing and exam construction promotes valid and reliable evaluation of student learning, supporting competency attainment and readiness for practice.
Notes
References:
1. Moran V, Wade H, Moore L, Israel H, Bultas M. Preparedness to write items for nursing education examinations: A national survey of nurse educators. Nurse Educ. 2022;47(2):63-68. doi:10.1097/NNE.0000000000001102
2. Oermann M, Gaberson K, & De Gagne J. (2024). Evaluation and Testing in Nursing Education. 7th ed. Springer, 2024
3. Moore WL. Does faculty experience count? A quantitative analysis of evidence-based testing practices in baccalaureate nursing education. Nurs Educ Perspect. 2021;42(1):17-21. doi:10.1097/01.nep.0000000000000754
4. Hensel D, Moorman M, Stuffle ME, Holtel EA. Faculty development needs and approaches to support course examination development in nursing programs: An integrative review. Nurse Educ. 2024, DOI: 10.1097/NNE.0000000000001706
5. Bristol TJ, Nelson JW, Sherrill KJ, Wangerin VS. Current state of test development, administration, and analysis: A study of faculty practices. Nurse Educ. 2018;43(2):68-72. doi:10.1097/nne.000000018-000000425
Sigma Membership
Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Testing Strategies, Competence
Recommended Citation
Holtel, Elizabeth; Stuffle, Megan; and Moorman, Margaret, "Promoting Best Practices in Item Writing and Exam Construction: Faculty and Institutional Approaches" (2025). International Nursing Research Congress (INRC). 37.
https://www.sigmarepository.org/inrc/2025/presentations_2025/37
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Promoting Best Practices in Item Writing and Exam Construction: Faculty and Institutional Approaches
Seattle, Washington, USA
Course exams are used for summative evaluation in nursing programs. Graduates of prelicensure nursing programs are required to pass the National Council Licensure Examination (NCLEX) before becoming licensed as a nurse. The NCLEX is comprised of multiple choice, multiple response, fill in the blank, and technology-enhanced items. Nursing faculty have a responsibility to evaluate students using well-developed assessments tools and to prepare graduates for the NCLEX, therefore, item writing and test construction skills are vital. However, item writing and exam construction skills and formal item writing training are lacking among many faculty.1,2 Best-practices for item writing and test construction exist.3 If faculty are not using best practices, exams may not be accurately discerning students’ true achievement of learning outcomes.
A recent integrative review4 highlighted the need for formalized faculty development programs specific to item writing and exam construction. Current faculty development approaches focus on continuous improvement, ongoing professional development, peer and expert collaboration, and the using current item writing and exam construction resources.4 Despite this, gaps exist in faculty abilities and confidence in item writing1, as well as institutional initiatives to promote exam best practices.4,5
This presentation will provide educators with a checklist to assist in developing comprehensive programs to promote item writing and exam best practices with institutional and individual components. The checklist and associated exemplars will be presented to illustrate how schools can address the recommended components. Areas that will be explored include using educational theories to prepare faculty in item writing, test construction, and item analysis through individual and group approaches, evaluating faculty item and exam development skills, incorporating linguistic modification, scaffolding faculty development from multiple-choice to technology-enhanced item writing, developing mentoring structures using faculty champions, creating comprehensive organizational policies, and incorporating sound program evaluation plans. Outcome evaluation plans will be discussed and will include student, faculty, and program level outcomes. The creation and implementation of programs to improve item writing and exam construction promotes valid and reliable evaluation of student learning, supporting competency attainment and readiness for practice.
Description
Incorporating best practices in item writing and exam construction is critical to assess student achievement of learning outcomes. Many faculty lack skills in item writing and exam construction and there is an absence of comprehensive programs among institutions to ensure alignment with best practices. Incorporating the findings from an integrative review, this presentation will provide a checklist and exemplars to help educators develop programs to enhance item writing and exam practices.