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Institute ®, Inc.  \nTable of Contents  \nDESCRIPTION 3  \nCOMPONENTS 3  \nPROCTORED ASSESSMENTS 4  \nONLINE PRACTICE ASSESSMENTS 6  \nREVIEW MODULES 7  \nFOCUSED REVIEW 8  \nREPORTS 9  \nPROFICIENCY LEVEL EXPECTATIONS 11  \nIMPLEMENTATION STRATEGIES 12  \nRESOURCES 14  \nPROCTOR CERTIFICATION 15  \nTEST SECURITY 15  \nPRODUCT SUPPORT 15  \nCONCEPTS GRID 16  \nATI CONCEPT DEFINITIONS 17  \nedUCAtoR ImpLementAtIon GUIde pAGe 2  \n[www.atitesting.com](www.atitesting.com) © 2018 Assessment Technologies Institute® , Inc.  \nDescription  \nTo address the current and evolving needs of nursing schools who host a concept-based curriculum (CBC), Assessment Technologies Institute (ATI) has developed a set of four standardized, nationally benchmarked concept-based assessments. The first of their kind in nursing education, these assessments feature 46 concepts and 245 exemplars commonly shared among concept-based curricula across the U.S. Because of their standardization, these assessments can be used to compare learning outcomes across cohorts and programs. The assessments are designed to be administered at four points or levels in a nursing program and provide robust reports for various outcomes, which are essential for state board approval and accreditation. Each set of level assessments includes online practice and proctored assessments supported by focused remediation for the concepts and exemplars that a student answers incorrectly.  \nComponents  \nThe assessment development process involved conducting a Practice Analysis study, the purpose of  \nwhich was to discover nationwide perspectives on essential concepts and exemplars to include in an  \nideal concept-based program of study.  \nA Steering Committee of ATI nurse educators and researchers spearheaded the study, providing  \nconceptual guidance and oversight throughout the process. A task force of subject matter experts  \n(SMEs) who taught in concept-based programs across the country and had extensive experience in  \nnursing education were invited to be key participants.  \nMembers of the Steering Committee and the SME Task Force conducted an in-depth review of the literature, analyzed the conceptual structure of established programs, and interviewed thought leaders from other concept-based programs to develop a draft list of concepts and related exemplars.  \nWith input from independent reviewers who have CBC experience, this list of concepts and exemplars was further refined, yielding a list that was then disseminated to CBC educators across the country via a large-scale validation survey. Respondents to the validation survey provided feedback on the list and made recommendations regarding the point within a curriculum when each concept and associated  \nexemplars would most likely have been addressed.  \nUsing the empirical data from this survey, the Steering Committee and SME Task Force established the final list of concepts (46), the number of assessment levels to include (4), and the specific level at which each exemplar should be assessed.  \n● At the 25% completion point in the program  \n● At the midpoint of the curriculum  \n● At the 75% completion point in the program  \n● At the end of the CBC program  \nThese assessments were psychometrically developed to be used by any concept-based program  \nregardless of their list of concepts and placement of exemplars in their curriculum.  \nedUCAtoR ImpLementAtIon GUIde pAGe 3  \n[www.atitesting.com](www.atitesting.com) © 2018 Assessment Technologies Institute® , Inc.  \nLIST OF 46 CONCEPTS  \n1. Acid-Base Balance  \n2. Cellular Regulation  \n3. Clotting  \n4. Cognition  \n5. Collaboration/Teamwork  \n6. Comfort  \n7. Communication  \n8. Critical Thinking/ Clinical Reasoning/ Clinical Judgment  \n9. Diversity  \n10. Elimination  \n11. End of Life  \n12. Ethics  \n13. Evidence-Based Practice  \n18. Health Care Law  \n19. Health Care Quality/ Quality Improvement  \n18. Health Policy  \n19. ","cbCaidk6lcNky9jh","https://ap.wps.com/l/cbCaidk6lcNky9jh","pdf",580900,18,"English","# Description\n# Components\n# Proctored Assessments\n# Online Practice Assessments\n# Review Modules\n## Focused Review\n# Reports\n# Proficiency Level Expectations\n# Implementation Strategies\n# Resources\n# Proctor Certification\n# Test Security\n# Product Support\n# Concepts Grid\n# ATI Concept Definitions","[{\"question\":\"What are the concept-based assessments in this guide used for?\",\"answer\":\"They support nursing programs that host a concept-based curriculum by providing standardized, benchmarked assessments to compare learning outcomes across cohorts and programs.\"},{\"question\":\"How were the 46 concepts and 245 exemplars established?\",\"answer\":\"The development followed a practice analysis, steering committee and SME work, literature review and conceptual structuring of existing programs, expert interviews, and refinement through a validation survey to finalize concept lists and placement across levels.\"},{\"question\":\"What assessment formats are included?\",\"answer\":\"The guide includes proctored assessments and online practice assessments, supported by review modules including focused remediation for concepts and exemplars answered incorrectly.\"}]","Concept-Based Assessments - Educator Implementation Guide | PDF",1789939734,45]