With the widespread use of classroom exams in nursing education there is a great need for research on current practices in nursing education regarding this form of assessment. The purpose of this study was to explore how nursing faculty members make decisions about using best practices in classroom test construction, item analysis, and revision in baccalaureate nursing programs (BSN). A descriptive correlational study was conducted with a national sample (n = 127) of BSN faculty members. The study participants completed a web-based survey accessed via recruitment emails sent to deans and program directors of BSN programs in the U.S. The web-based survey incorporated existing instruments (i.e. Ethical Climate Questionnaire, Melbourne Decision Making Questionnaire, DePew and ELAC surveys) and student researcher developed items measuring faculty beliefs, decision making, and use of best practices related to test construction, item analysis, and revision. Study participants represented 31 U.S. states and were primarily White (92.9%) women (92.1%) with mean age of 53.2 (SD 9.2) years. Of the 26 best practices, the least frequently used were: 1) use of the NCLEX-RN test plan in test construction; 2) peer review of test items; 3) analyzing distractor discrimination; 4) assessment of linguistic/cultural bias; and 5) research-driven changes in domain content. In multiple linear regression analyses, faculty beliefs, decision-making rationales, and decision-making processes accounted for statistically significant amounts of the variance in test construction (R[superscript 2] = 24.9%, p < 0.001), item analysis (R[superscript 2] = 18%, p < 0.01), and revision (R[superscript 2] = 16.9%, p < 0.01). Greater belief that rules were important in classroom evaluation was a significant predictor of greater use of best practices for test construction, item analysis, and revision respectively (p < 0.01). Results support that understanding faculty beliefs around assessment and evaluation is an important consideration in promoting best practices for classroom testing, however a substantial amount of the variance in best practices was not explained. Further research is warranted to investigate how faculty beliefs, along with the external factors such as nursing program policies, student characteristics, and classroom environment affect best practices in testing within BSN programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]