Making a case for double testing

Abstract

Decisions, decisions, decisions! Making wise decisions simply must be done. However, to arrive at good decisions, data are needed. The role of testing is to provide important, accurate, and relevant information so wise decisions can be made (Mehrens & Lehmann, 1984). Testing, although one of many ways to evaluate student learning, remains one of the most common, valuable, and reliable tools available to educators (Nilson, 2003). In addition to measuring student acquisition of essential knowledge, skills, and attitudes, testing should also assist in discovering learning deficits and provide insight into correcting these deficits. Although the classic, individual testing approach works well to evaluate information retention, it does not always work best to enlighten students regarding their selection of incorrect answers (Wink, 2004). Using a double-testing approach can be helpful in this process, as well as develop and nurture another vital skill in nursing—collaboration. One of the overriding goals of any professional nursing program is to prepare graduates to participate collaboratively to address clients' needs. Programs foster this skill development through group teaching projects, presentations, case studies, and selected clinical experiences. Collaboration is simply a required competency of every nursing graduate. Why not use testing to help assess both knowledge and collaboration abilities? Double testing not only can yield opportunity for critical thinking, identifying, and understanding information deficits and problem solving but also can offer yet another venue for promoting collaboration.