Abstract
This manuscript describes the concerns of a 15-member faculty group in a team-taught undergraduate nursing course regarding the quality of its classroom tests. A process of systematic evaluation spanning several semesters resulted in changes both in testing and, subsequently, in the grading policy. The primary goal of the changes was to strengthen the validity and reliability of tests which, in turn, would increase test fairness for the students. Discussion areas include 1) reliability and validity; 2) difficulty and discrimination indices; 3) effects of poor-item elimination; and 4) determination of cut scores. Explanations of how testing and measurement principles were applied occurs in each area.
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