What goes into a decision? How nursing faculty decide which best practices to use for classroom testing

Erin Killingsworth, Laura P. Kimble, Tanya Sudia

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)220-225
Number of pages6
JournalNursing Education Perspectives
Issue number4
StatePublished - Jul 1 2015
Externally publishedYes


  • Best practices
  • Classroom testing
  • Decision-making
  • Nursing education

ASJC Scopus subject areas

  • Nursing(all)
  • Education


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