| Multiple-choice questions (MCQs) are widely used to measure student achievement in prelicensure nursing education. However, little is known regarding the use of recommended practices in test construction and administration. This study explored New York State (NYS) nurse educators' self-reported testing practices, as related to nurse educator characteristics (educational preparation, age, years teaching nursing), and institutional characteristics (program type, program size, policies). It also described the prevalence of use of MCQs.;A 49-question online survey of testing practices and program characteristics was administered to 1559 nurse educators who taught in prelicensure nursing education programs in NYS. The response rate was 19 percent.;Sixty-five percent of the respondents indicated that at least 80% of the typical course grade was derived from testing; MCQs comprised a mean of 81% of the questions on a typical test. Testing constituted a greater proportion of course grades in associate degree programs (p < 0.05). Nurse educators engaged in a mean of 7.3 of 12 recommended testing practices. Nurse educator characteristics and nursing education program characteristics did not affect use of recommended practices. Respondents in programs with written testing policies engaged in more recommended practices (p < 0.05). Mentoring and professional development activities were the most important source of faculty learning about measurement of student achievement.;Because MCQ testing is so widely used, leaders in nursing education should ensure the existence of and adherence to written testing policies, and that educators are well prepared through mentoring and professional development to use tests to measure student achievement. |
