Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.
Author Affiliations: Faculty (Dr Bristol), Walden University, Minneapolis, Minnesota; President (Dr Bristol) and Consultant (Ms Sherrill and Dr Wangerin), NurseTim, Inc, Waconia, Minnesota; and President and Data Scientist (Dr Nelson), Healthcare Environment, St Paul, Minnesota; Faculty (Ms Sherrill), Maricopa Community College, Phoenix, Arizona; and Clinical Assistant Professor (Dr Wangerin), Iowa State University, Ames.
The authors declare no conflicts of interest.
Correspondence: Dr Bristol, PO Box 86, Waconia, MN 55387 (email@example.com).
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Accepted for publication: June 9, 2017.
Published ahead of print: August 15, 2017