Authentic Writing Assessment In Nursing Education, Low-Tech Digital Assessment In Resource-Constrained Nursing Classrooms
DOI:
https://doi.org/10.56667/de_journal.v7i02.2289Keywords:
authentic assessment, English for Nursing, writing skills, low-tech digital, nursing educationAbstract
This study developed and evaluated a low-tech digital authentic writing assessment for English for Nursing students in resource-constrained learning environments. Grounded in English for Specific Purposes theory, authentic assessment, and language assessment usefulness principles, the product emphasized validity, reliability, authenticity, practicality, and educational impact. An Educational Research and Development design was employed using a modified ADDIE model covering analysis, design, development, expert validation, limited implementation, and evaluation. The pilot involved 37 English for Nursing students and three validators, consisting of one English language expert and two nursing education experts. Data were collected through document analysis, needs analysis, validation sheets, writing tests, practicality questionnaires, and user feedback. Quantitative data were analyzed using Aiken’s V, Cronbach’s alpha, intraclass correlation coefficients, practicality percentages, normalized gain, paired-samples t-test, and Cohen’s d. The needs analysis showed very high demand, with an overall mean of 4.43. The assessment achieved an average Aiken’s V of 0.90, Cronbach’s alpha of 0.891, ICC single measure of 0.82, and ICC average measure of 0.93. Student practicality reached 88.2%, while expert-user practicality reached 91.2%. Writing scores improved from 68.84 to 79.27, indicating promising preliminary effectiveness despite the absence of a control group and its single-institution pilot scope within this initial study
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