Developing Local Evidence About Faculty Written Exam Questions: Asian ESL Nursing Student Perceptions About Linguistic Modification. Issue 2 (March 2020)

• Record Type: Journal Article
• Authors: Mulready-Shick, JoAnn; Edward, Jean; Sitthisongkram, Somporn
• Is Part Of: Nursing education perspectives. Volume 41:Issue 2(2020)
• Publication Date: 2020-03
• Subjects: Asian American Nursing Students -- Best Practices in Item Writing -- Cultural and Linguistic Diversity -- English as an Additional Language (EAL) -- Linguistic Modification; Nursing -- United States -- Periodicals; Nursing -- Periodicals; Nursing -- Study and teaching -- United States -- Periodicals; Education, Nursing; Nursing; Nursing; United States; Periodicals; Periodicals; 610.73071073
• DOI: 10.1097/01.NEP.0000000000000465
• Languages: English
• ISSNs: 1536-5026

Abstract

Abstract : 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.