a guide to curriculum and accreditation mapping using examsoft categories and blueprint features
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A Guide to Curriculum and Accreditation Mapping using ExamSoft© Categories and
Blueprint Features
Mary-Margaret Finney MSN, RN CNEAlisha H. Johnson RN MSN PCCN
Texas State University
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Objectives
1. Design categories specific to individual program needs
2. Construct a plan to implement the use of categories in their programs
3. Demonstrate how to create category folders in ExamSoft© for unique accreditation standards and course outcomes
4. Construct an exam blue print using the categories feature in ExamSoft©
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Key Steps to make Mapping successful
• Mapping takes time!– Lewis and Clark took 2 years
• TEAM effort– All faculty need to buy in to the process
• Limit Super-users– Mapping works best with controlled planning– Limit which faculty can create folders and
categories
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Who are you trying to Please?
• Identify the key stake holders– College or School
• Program and Course outcomes
– University• SACS
– State• Licensing Board• Special requirements for the profession
– National• Requirements from a national body• Example: Nursing is CCNE or ACEN
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Work Smarter/Not Harder
• What are your goals for the use of mapping and categories?– You need to know were you are going in order
to plan
• What is already mapped?– Why redo what is already done– Over-mapping is a risk and creates confusion
• Where does mapping live?– Testing committee– Curriculum committee
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Organization
• Use Folders to your advantage to stay organized
• Sub-Folders are vital• Decide on a consistent method for naming
Folders and Sub-Folders– Folder: Semester
Sub-Folder 1: Master Course Name
Sub-Folder 2: Semester– Individual exams
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Sample of Questions Folders
• We have labeled each question folder by semester at this point as we are actively building our data base and this provides a point of reference.
• Remember that this is the “Questions” section and not the assessments
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Questions or Assessments
• Create a Question• Categories assigned to each question
– Once finalized, Questions are grouped into Assessments
• Blueprints are created once the Questions have been placed in an Assessment
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Developing Categories
• Identify how and where your curriculum is already mapped
• Do not try to recreate what has already been mapped
• Use Categories to tie everything together at the Question level
• Make sure that your policy for Exam Soft explains how you have used Categories
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Developing Categories
• At the School of Nursing, Texas State University: Questions in exam soft are placed in Categories using– Bloom’s Taxonomy– NCLEX Blueprint– Nursing process– Course outcomes
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Developing Categories
• At the School of Nursing, Texas State University: Questions in exam soft are placed in Categories using– Bloom’s Taxonomy– NCLEX Blueprint– Nursing process– Course outcomes
• Make your categories usable and relevant!
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Sample Policy Statement
• The philosophy of the SON is that course outcomes are mapped by the curriculum committee to all required Accreditation Standards (QESN, DECS, BSN Essentials, and Program Outcomes).
• Therefore Course Outcome mapping in Exam Soft serves as a link between course assessment and accreditation standards.
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The Steps of MappingAssessment Question • Starts the Process
Blooms Taxonomy• Levels the Question• Meets BON Requirement
NCLEX Blueprint • Specialty requirement
Course Outcome •Links Program Evaluation Criteria
Program Outcomes •Links to National Standards
BSN Essentials/QUESN/DECS •Exam Question now linked from lowest level to National Standards
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Making Categories Work
• Remember that Categories belong to your program
• Clean up will be required
• Get organized• Stay consistent• Focus
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What a Great ? Looks Like
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The BlueprintCategory Path Category Name
Number of Questions
Percentage of Category
Bloom Taxonomy\03 - Application 03 - Application 26 43.00
Bloom Taxonomy\04 - Analysis 04 - Analysis 21 35.00
Bloom Taxonomy\05 - Synthesis 05 - Synthesis 12 20.00
NCLEX\Health Promotion and Maintenance\Developmental Stages and Transitions
Developmental Stages and Transitions 18 30.00
NCLEX\Health Promotion and Maintenance\Health Promotion-Disease Prevention Health Promotion-Disease Prevention 6 10.00
NCLEX\Health Promotion and Maintenance\Health Screening Health Screening 1 1.00
NCLEX\Physiological Integrity\Basic Care and Comfort\Elimination Elimination 3 5.00
NCLEX\Physiological Integrity\Basic Care and Comfort\Non-Pharmacological Comfort Interventions
Non-Pharmacological Comfort Interventions 5 8.00
NCLEX\Physiological Integrity\Basic Care and Comfort\Nutrition and Oral Hydration Nutrition and Oral Hydration 2 3.00
NCLEX\Physiological Integrity\Pharmacological Therapies\Adverse Effects-Contraindications-Side Effects-Interactions
Adverse Effects-Contraindications-Side Effects-Interactions 7 11.00
NURS 4350 Course Outcomes\4350 Course Outcome 11 4350 Course Outcome 11 9 15.00
NURS 4350 Course Outcomes\4350 Course Outcome 12 4350 Course Outcome 12 1 1.00
NURS 4350 Course Outcomes\4350 Course Outcome 3 4350 Course Outcome 3 41 68.00
NURS 4350 Course Outcomes\4350 Course Outcome 5 4350 Course Outcome 5 48 80.00
NURS 4350 Course Outcomes\4350 Course Outcome 6 4350 Course Outcome 6 18 30.00
NURS 4350 Course Outcomes\4350 Course Outcome 7 4350 Course Outcome 7 3 5.00
NURS 4350 Course Outcomes\4350 Course Outcome 8 4350 Course Outcome 8 20 33.00
NURS 4350 Course Outcomes\4350 Course Outcome 9 4350 Course Outcome 9 8 13.00
Nursing Processes Nursing Processes 1 1.00
Nursing Processes\01 - Assessment 01 - Assessment 16 26.00
Nursing Processes\02 - Diagnosis 02 - Diagnosis 1 1.00
Nursing Processes\03 - Planning 03 - Planning 14 23.00
Nursing Processes\04 - Implementation 04 - Implementation 23 38.00
Nursing Processes\05 - Evaluation 05 - Evaluation 8 13.00
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The Blueprint Analysis
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Let’s Practice!!!!