C921 Task 2 Summative Objective Assessments

C921 Task 2 Summative Objective Assessments 

A1. Student-Facing instructions

This assessment is a True/False assessment where you read the statement to determine whether they are true or false. The questions are allocated 20 minutes and will be available at the end of the week. After accessing your class, click on the button “student summative assessment.” You have exactly 20 minutes to complete the assessment; after answering all questions, the submit button will appear. You can review your answers before submitting them if you still have time. Submit your assessment and then click view grade to view your performance. This assessment is an online exam whose access to resources outside the tab during the exam is prohibited. Kindly note that any attempts to open other browser tabs will automatically lock you out of your examination and will amount to examination irregularities.

A2. Ten objective assessment items with answer key

Struggling to meet your deadline ?

Get assistance on

C921 Task 2 Summative Objective Assessments

done on time by medical experts. Don’t wait – ORDER NOW!

  1. Match the following disaster management stages with their correct definitions
Stage Definition
Disaster Response The restoration of a community/organization back to its original functioning following any impacts from a disaster
Disaster mitigation The process of providing immediate assistance to people and communities affected by natural or human-made disasters
Disaster Preparedness The stakeholders implement activities and actions to lessen the severity of a disaster’s effect taken prior to its occurrence, done before, during, or after a disaster
Recovery Actions and actions that help effectively anticipate, respond to, and recover from the impacts of likely, imminent, or current hazard events or condition
  1. A disaster preparedness plan is created once a disaster occurs. (T/F)
  2. Which among the following activities is implemented in the disaster response phase?
    1. Reconstructing buildings
    2. Life and property loss compensation
    3. Crisis recurrence prevention
    4. Victims, animals, and property rescue
  3. Which among the following healthcare providers’ roles are implemented in the disaster response phase
    1. Stocking drug and equipment
    2. Triaging, first aid, and referral
    3. Restocking disaster response drug and equipment
    4. Report writing and Community Education
  4. Which among the following activities is required for disaster management planning in disaster management?
    1. Loss appropriation
    2. Community needs assessment
    3. Disaster recurrence prevention
    4. Loss compensation
  5. Which of the following statements regarding stakeholders in disaster management is correct?
    1. Each member of the disease relief team has distinct roles and can function independently because all members have distinct roles in disaster management
    2. Government agencies play a central role in coordinating activities in disaster management
    3. Community members are not essential stakeholders in disaster management
    4. Political involvement in disaster management is not required
  6. Which among the following groups of activities for stakeholders represents police officers’ roles?
    1. Rescue victims, control the crowd, protect property and people, manage traffic, and provide first aid.
    2. Rescue victims, victims’ assessment, first aid, triaging, and referral
    3. Rescue victims, test for hazards, building inspections for safety, put out fires, first aid
    4. Rescue victims, coordinate interventions, avail resources, resource allocation, communicate with the public
  7. Match the following government policies to their functions
Policy Function
The Robert T Stafford Disaster Relief and Emergency Assistance Act Ensures smooth transition back to work despite injuries after involvement in disasters
Social Security Act Allows the president to declare a disaster a national emergency. It also enhances the release of funds set aside by Congress for disaster management in the disaster response phase
Presidential Policy Directive (Ppd-B) Enhances access to resources for rebuilding business, social amenities, and health bills
Americans with Disability Act Strengthens the security and resilience of the United States through systematic preparation for the threats that pose the most significant risk to the security of the Nation and requires Homeland Security to prepare to submit a national preparedness goal and an integrated national preparedness system

 

  1. Which among the following statements is true about communication for collaboration and coordination in disaster management?
    1. Stakeholders do not need a common communication channel for collaboration and coordination
    2. Official communication with the public is essential in disaster management only after the disaster has been mitigated
    3. Vital information such as casualties, spread, and damage extent should be kept away from the public
    4. Government agencies play central roles in communication between the respective stakeholders
  2. Stakeholders in disaster management work together as a team, and appointing a lead time improves coordination and collaboration efforts.

Answer Key

Stage Definition
Disaster Recovery The restoration of a community/organization back to its original functioning following any impacts from a disaster
Disaster Response The process of providing immediate assistance to people and communities affected by natural or human-made disasters
Disaster Mitigation The stakeholders implement activities and actions to lessen the severity of a disaster’s effect taken prior to its occurrence, done before, during, or after a disaster
Disaster Preparedness Actions and actions that help effectively anticipate, respond to, and recover from the impacts of likely, imminent, or current hazard events or condition
  1. False
  2. D
  3. B
  4. A
  5. C
  6. A
  7. Match the following government policies to their functions
Policy Function
Americans with Disability Act Ensures smooth transition back to work despite injuries after involvement in disasters
The Robert T Stafford Disaster Relief and Emergency Assistance Act Allows the president to declare a disaster a national emergency. It also enhances the release of funds set aside by Congress for disaster management in the disaster response phase
Social Security Act

 

Enhances access to resources for rebuilding business, social amenities, and health bills
Presidential Policy Directive (Ppd-B) Strengthens the security and resilience of the United States through systematic preparation for the threats that pose the most significant risk to the security of the Nation and requires Homeland Security to prepare to submit a national preparedness goal and an integrated national preparedness system

ORDER A PLAGIARISM-FREE PAPER HERE

  1. D
  2. True

A3e. The assessment methods selected are True/False questions and Matching

A4. This assessment aims to determine the course’s effectiveness in improving nurses’ knowledge and skills in the disaster management process, stakeholders, policies, and other activities.

Disaster Management

  Objective Assessment Items Domain Level
Course Objective 1: By the end of the course, the learner should be able to differentiate the stages of disaster management and their activities. Match the following disaster management Stages with their correct definitions

Which among the following activities is implemented in the disaster response phase?

Which among the following activities occur in the first stage (disaster preparedness) of disaster management?

 

Which among the following other healthcare providers’ roles are implemented in the disaster response phase

 

 

Cognitive Analyzing
Course Objective 2: By the end of the course, the learner should be able to justify the stakeholders in disaster management and their involvement in significance Match the following government policies to their functions.

Which of the following statements regarding stakeholders in disaster management is correct?

Which among the following healthcare providers’ roles is implemented in the disaster response phase

Which of the following statements regarding stakeholders in disaster management is correct

Which among the following groups of activities for stakeholders represents police officers’ roles?

Cognitive Evaluating
Student Learning Outcome 1:

At the end of the course, the learner will sketch a disaster preparedness plan for their community’s disaster preparedness

Which among the following activities is required for disaster management planning in disaster management?

A disaster preparedness plan is created once a disaster occurs.

Cognitive Understanding
Student learning outcome 2: At the end of the course, the learner will explain collaboration and coordination strategies for effective disaster management Which among the following statements is true about communication for collaboration and coordination in disaster management?

Stakeholders in disaster management work together as a team, and appointing a lead team improves coordination and collaboration efforts.

Cognitive Understanding

ORDER A PLAGIARISM-FREE PAPER HERE

A2. SUMMATIVE OBJECTIVE ASSESSMENT
Approaching Competence
The summative objective assessment is missing 1 or more of the given criteria.
EVALUATOR COMMENTS: ATTEMPT 3
The narrative includes a 10-item summative objective assessment. However, questions #3, #5, #6, and #9 have a negatively worded stem. Additionally, question #4 has a stem that is unclear and confusing. Lastly, matching question #7 lacks the appropriate rigor for a summative assessment. Please provide positively worded questions and meet the rigor of a summative objective assessment.
To revise this aspect, edit questions #3, #5, #6, and #9 that have a negatively worded stem. Avoid using words such as “not”, “except”, “never,” “all,” “none,” and “always”, etc. In addition, revise #7 as well to increase the rigor. Review the sources for writing test items.
________________________________________
B1. ALIGNMENT
Approaching Competence
The submission does not logically describe how 1 or more items in the assessment activity align with a course objective or student learning outcome.
EVALUATOR COMMENTS: ATTEMPT 3
The narrative describes how each item in the assessment aligns with a CO or SLO. However, once the SOA has been updated, this aspect can be better evaluated.
Once you have revised aspect A2, this aspect should be update if needed.
________________________________________
B5. POTENTIAL IMPLEMENTATION BARRIERS
Approaching Competence
The description inaccurately presents how the online environment could hinder implementation of the assessment or does not make a reasonable case for why specific design choices will aid in implementing the assessment in the online environment. Or the barrier described is related to test security.
EVALUATOR COMMENTS: ATTEMPT 3
The narrative provided a discussion of students being unfamiliar with the testing platform or the use of online testing. It is unclear how true-false questions enhance thinking and retention of material since it is a 50/50 chance of being correct. Please make a reasonable case for why true-false questions will assist with the online testing environment.
What can you do to minimize barriers to the implementation of this SOA online? Since the ANE will not be present to answer and clarify questions that students may ask regarding the items on the SOA, consider addressing the importance of having clearly written step-by-step instructions for students to complete the questions in the online environment. For your designing of the objective items. Consider the clarity of the question stem and distractors, are they grammatically, correct? This is important whether they are true/false, multiple choice, matching, select-all-that-apply, etc. Check the requirements for writing the items in A2- using positive wording; each item asking a single, discrete question; answer options within each item are grammatically consistent and plausible discrete question; each item has only one correct answer unless otherwise noted in the item stem.

Review these sources for information that you can add on writing good test items and to use as citation: Unit 4 – Essential Reading on page 30 in the COS for designing and developing objective exams.
The McDonald (2018) has some detailed information on writing test questions:
Chapter 4 provides a high-level overview of test questions and has a subsection on developing test blueprints. Chapters 5, 6, 7 and Appendix E discuss writing test items. Appendix E provides some example stems that you can use to create your questions at the assessment, analysis, planning, implementation, and evaluation phases of the nursing process. Appendix D and F may also be helpful.
More resources on writing test questions: Billings and Halstead, Chapter 25.

________________________________________
B8. ASSESSMENT IMPROVEMENT
Approaching Competence
The assessment improvement plan does not provide specific short- and long-term actions for making improvements to the assessment, or do not address 1 or more of the given key assessment results, or are not rigorous, reasonable, or appropriate for the assessment.
EVALUATOR COMMENTS: ATTEMPT 3
The submission notes that the short-term action to improve the assessment based on item discrimination, reliability, and difficulty is to ensure that the test has at least one or two difficult questions and moderate to easy questions to enable discrimination of those who know the content from those who do not know. However, an assessment improvement plan that includes specific short- and long-term actions for making improvements to the assessment is not found.
Based on your understanding of test reliability, item difficulty/p-value, and item discrimination, discuss in detail how they may apply and impact both short-term and long-term actions you will take to improve the assessment. Here are some ideas to consider for short-term and long-term assessment improvements.
When discussing short-term improvements to your assessment, you are to consider goals for making improvements to the assessment during the grading process of the test. The faculty will review the assessment outcomes for test reliability, item difficulty/p-value, and item discrimination, the assessment results/data, the instructions and verify that all content is appropriate and clear. Consider what the educator will need to assess & why. Did the class overall do poorly or excel on one topic or the assessment item? You will be examining areas or items that students did not perform well, and if trends/patterns in the group are discernable. Are the assessment questions on the SOA unclear? Is there a knowledge gap?
These will determine the following: (1). Will the educator accept an additional response or item as, correct? (2). Will the instructor decide to throw out an item or question from the test? Why will these actions be taken? This should be discussed in specific to the assessment outcomes for test reliability, item difficulty/p-value, and item discrimination.

Long-term improvements of your assessment may include such actions as: examining clarity of the questions or prompts, confusing questions, revising, or editing questions, more time to complete, making sure that the assessment aligns with the COs/SLOs of the modules, reviewing the purpose of the assessment, or changing the assessment entirely.

 

Struggling to meet your deadline ?

Get assistance on

C921 Task 2 Summative Objective Assessments

done on time by medical experts. Don’t wait – ORDER NOW!

Open chat
WhatsApp chat +1 908-954-5454
We are online
Our papers are plagiarism-free, and our service is private and confidential. Do you need any writing help?