Developing Local Evidence about Faculty Written Exam Questions: Asian ESL Nursing Student Perceptions about Linguistic Modification

Joann Mulready-Shick; Jean Edward; Somporn Sitthisongkram

doi:10.1097/01.NEP.0000000000000465

Developing Local Evidence about Faculty Written Exam Questions: Asian ESL Nursing Student Perceptions about Linguistic Modification

Joann Mulready-Shick, Jean Edward, Somporn Sitthisongkram

College of Nursing

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Limited studies address perspectives about exam-writing practices of nursing students for whom English is an additional language. The authors conducted a program-level study of perceptions of 26 nursing students of Asian background who identified as nonnative speakers of English regarding faculty-made, multiple-choice exam questions that had been linguistically modified. Linguistic modification promoted readability and comprehensibility; students preferred the linguistically modified versions 60 percent of the time. This inquiry attends to the need for greater responsiveness to student concerns about test-taking practices and for engendering their ongoing participation in creating local evidence for improving program outcomes.

Original language	English
Pages (from-to)	109-111
Number of pages	3
Journal	Nursing Education Perspectives
Volume	41
Issue number	2
DOIs	https://doi.org/10.1097/01.NEP.0000000000000465
State	Published - Mar 1 2020

Bibliographical note

Funding Information:
About the Authors JoAnn Mulready-Shick, EdD, RN, CNE, ANEF, is a clinical professor, College of Nursing and Health Sciences, University of Massachusetts Boston, Boston, Massachusetts. Jean Edward, PhD, RN, CHPE, is an assistant professor at the College of Nursing and nurse scientist, University of Kentucky HealthCare Markey Cancer Center, Lexington, Kentucky. Somporn Sitthisongkram, MSN, RN, is a PhD candidate, College of Nursing and Health Sciences, University of Massachusetts Boston. This evaluation study received funding from the university’s Asian American Student Success Program, part of a US Department of Education Asian American Native American Pacific Islander Serving Institution grant. For more information, contact Dr. Mulready-Shick at jmulreadyshick@gmail.com. The authors have declared no conflict of interest.

Publisher Copyright:
© Lippincott Williams & Wilkins.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

Asian American Nursing Students
Best Practices in Item Writing
Cultural and Linguistic Diversity
English as an Additional Language (EAL)
Linguistic Modification

ASJC Scopus subject areas

Nursing (all)
Education

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10.1097/01.NEP.0000000000000465

Cite this

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abstract = "Limited studies address perspectives about exam-writing practices of nursing students for whom English is an additional language. The authors conducted a program-level study of perceptions of 26 nursing students of Asian background who identified as nonnative speakers of English regarding faculty-made, multiple-choice exam questions that had been linguistically modified. Linguistic modification promoted readability and comprehensibility; students preferred the linguistically modified versions 60 percent of the time. This inquiry attends to the need for greater responsiveness to student concerns about test-taking practices and for engendering their ongoing participation in creating local evidence for improving program outcomes.",

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Developing Local Evidence about Faculty Written Exam Questions: Asian ESL Nursing Student Perceptions about Linguistic Modification

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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