Nursing Education PerspectivesWhat Goes Into a Decision? How Nursing Faculty Decide Which Best Practices to Use for Classroom TestingKillingsworth, Erin; Kimble, Laura P.; Sudia, TanyaNursing Education Perspectives: July 2015 - Volume 36 - Issue 4 - p 220-225 doi: 10.5480/14-1492 Buy Metrics Abstract AIM To explore the decision-making process of BSN faculty when determining which best practices to use for classroom testing. METHOD A descriptive, correlational study was conducted with a national sample (N = 127) of full-time BSN faculty. Participants completed a web-based survey incorporating instruments that measured beliefs about evaluation, decisionmaking, and best practices for item analysis and constructing and revising classroom tests. RESULTS Study participants represented 31 states and were primarily middle-aged white women. In multiple linear regression analyses, faculty beliefs, contextual factors for decision-making, and decision-making processes accounted for statistically significant amounts of the variance in item analysis and test construction and revision. Strong faculty beliefs that rules were important when evaluating students was a significant predictor of increased use of best practices. CONCLUSION Results support that understanding faculty beliefs around classroom testing is important in promoting the use of best practices. © 2015 Lippincott Williams & Wilkins, Inc.