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Research ArticleEducators' Forum

Supporting the Quality of Measurement and Evaluation in Education

Donna L. Mason, William A. Wentling, Nadine Cozzo Englert, Lynn George, Holly M. Hampe, Susan Hellier, Judith A. Kaufmann, Lisa W. Locasto and Donna S. McDermott
Journal of Nuclear Medicine Technology December 2018, 46 (4) 384-390; DOI: https://doi.org/10.2967/jnmt.118.210385
Donna L. Mason
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
CNMT, NMTCB(RS), RT(N)
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William A. Wentling II
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RT(R)(N), CNMT
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Nadine Cozzo Englert
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RN
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Lynn George
2College of Health and Wellness, Carlow University, Pittsburgh, Pennsylvania
CNE
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Holly M. Hampe
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RN
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Susan Hellier
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
CNE
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Judith A. Kaufmann
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RN
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Lisa W. Locasto
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RN
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Donna S. McDermott
1School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania; and
RN
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  • Article
  • Figures & Data
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Article Figures & Data

Tables

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    TABLE 1

    Survey Outcome Questions and Undergraduate Student Responses

    QuestionMeasureStudent responses (n)Descriptive statistics
    Exam protocol contributed to creation of optimal testing environment5-point Likert scale*58Mean, 2.86; CI, 2.605–3.119; SD, 0.999
    SNHS exam protocol helped to decrease my anxiety when testing because I knew what to expect5-point Likert scale56Mean, 3.589; CI, 3.341–3.838; SD, 0.949
    What effect does exam protocol have on intent to cheat?4-point Likert scale†58Mean, 2.086; CI, 1.869–2.303; SD, 0.844
    • ↵* 1 = strongly agree; 5 = strongly disagree.

    • ↵† 1 = a significant decrease; 2 = a decrease; 3 = no effect; 4 = an increase.

    • CI = confidence interval.

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Journal of Nuclear Medicine Technology: 46 (4)
Journal of Nuclear Medicine Technology
Vol. 46, Issue 4
December 1, 2018
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Supporting the Quality of Measurement and Evaluation in Education
Donna L. Mason, William A. Wentling, Nadine Cozzo Englert, Lynn George, Holly M. Hampe, Susan Hellier, Judith A. Kaufmann, Lisa W. Locasto, Donna S. McDermott
Journal of Nuclear Medicine Technology Dec 2018, 46 (4) 384-390; DOI: 10.2967/jnmt.118.210385
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    • Abstract
    • MATERIALS AND METHODS
    • RESULTS
    • DISCUSSION
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    • DISCLOSURE
    • APPENDIX A: BYLAWS OF MET (AMENDED MAY 2016)
    • APPENDIX B: EXAM PROCEDURE—SNHS (UNDERGRADUATE)
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Keywords

  • measurement
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  • Best Practice
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Supporting the Quality of Measurement and Evaluation in Education
Donna L. Mason, William A. Wentling, Nadine Cozzo Englert, Lynn George, Holly M. Hampe, Susan Hellier, Judith A. Kaufmann, Lisa W. Locasto, Donna S. McDermott
Journal of Nuclear Medicine Technology Dec 2018, 46 (4) 384-390; DOI: 10.2967/jnmt.118.210385

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