Development and Validation of an Innovative Performance-Based Assessment Tool
DOI:
https://doi.org/10.65339/ijsair.V2.I2.162Keywords:
performance-based assessment, nursing education, critical thinking, clinical reasoning, content validity, health assessmentAbstract
Critical thinking is a core competency in nursing education because it supports clinical judgment, decision-making, and safe patient care. However, traditional assessment methods in nursing often emphasize procedural accuracy and knowledge recall rather than higher-order reasoning and applied clinical judgment. This study evaluated the existing assessment tool used in NCM 101 – Health Assessment in Nursing and developed and validated an innovative performance-based assessment tool for Level I nursing students at Amando Cope College. A developmental–descriptive research design integrating quantitative and qualitative elements was employed. Data were obtained from 168 Level I nursing students, seven Clinical Instructors, and seven expert validators. Student and instructor feedback were gathered through structured questionnaires using a 4-point Likert scale, while the newly developed instrument was subjected to expert content validation using the Item-Level Content Validity Index (I-CVI) and Scale-Level Content Validity Index (S-CVI). Findings showed that the existing tool was generally perceived as clear, fair, and aligned with course objectives, but it demonstrated limitations in promoting analytical reasoning, higher-order thinking, and differentiation of student performance. In response, a performance-based assessment tool organized by body systems and aligned with the nursing process was developed. Content validation showed strong expert agreement, with I-CVI values ranging from 0.86 to 1.00 and an S-CVI value exceeding the recommended threshold of 0.90. The validated tool offers a more comprehensive, developmentally appropriate, and evidence-based approach to evaluating cognitive, psychomotor, and affective learning outcomes in nursing education.
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