UNIT-V

STANDARDIZED AND NON-STANDARDIZED TESTS :

Meaning, characteristics, objectivit, va!i"it, re!iabi!it, #sabi!it, nor$s,
constr#ction o% Tests-
INTRODUCTION:
Education aims at the all-round development of a student not merely imparting
knowledge to him. Evaluation is the process of judging the value or worth of an
individuals achievements or characteristics. It is the judging of the goals attained by the
educational system. In order to evaluate the student knowledge teacher uses diferent
types of tests.
STANDARDISED TESTS:
These are tests in which uniformity of procedure in scoring administering and
interpreting the results.
!"ny e#amination in which the same test is given in the same manner to all students.$
There are two sides of standardi%ed tests
&. It is considered as an economical reliable ' valid assessment in determining
whether some one could enter continue or e#it institutions such as school
university business ' government.
The tests usually use multiple ( choice format tests.
). "ccording to psychometrics such test covers only a narrow band of speciali%ed
intelligence.
E#amples of standardi%ed tests* T+E,- .Test +f English "s ,oreign -anguage/
T+EI0 .Test +f English -anguage Testing 1ystem/
23"T .2raduate 3anagement "dmission 1ystem
NON-STANDARDISED TESTS /ACHIEVEMENT TEST/TEACHER MADE TESTS:
4E,I5ITI+5* " systematic procedure for determining the amount a student has learned
through instruction. .2roundlund/
6opham believes that7 the achievement tests focus upon an e#amineess attainment at
a given point of time7.
&'ASSI(I&ATION O( A&)IEVEMENT TESTS:

"08IE9E3E5T TE1T1


:ritten tests. +ral.
6ractical;performance.
tests
Essay-type. +bjective tests.




E#tended response <estricted response 1election type 1upply
type
type .long essay/ type
a/ 1hort essay a/ True false a/ 0ompletion
b/ 1hort answer b/ 3ultiple choice type
c/ 9ery short answer c/ 3atching type
d/ E#tended matching type
e/ 3ultiple response items
f/ "ssertion reason item
g/ Interpretive item
VA'IDIT*
The accuracy with which a test measures whatever is intended;supposed to measure.
The e=ciency with which a test measures what it attempts to measure. The accuracy
with which test reliability measures what is relevant.
T>6E1 +, 9"-I4IT>
+, &ontent va!i"it: all major aspects of the content area must be ade?uately
covered by the test items and in correct positions.
-, .re"ictive va!i"it: the e#tent to which a test can predict the future performance
of the students.
/, &onstr#ctive va!i"it: it refers to the e#tent to which a test re@ects and seems to
measure a hypothesi%ed trait.
0, &onc#rrent va!i"it: the relationship between scores on measuring tool and criteria
available at the same time in the present situation.
1, (ace va!i"it: when one looks at the test he thinks of the e#tent to which the test
seems logically related to what is being tested.
(A&TORS A((E&TIN2 VA'IDIT*
Anclear direction results to low validity
If reading vocabulary is poor the students fail to reply to the test item.
4i=cult sentences are di=cult to understand unnecessarily confused.
Ase of inappropriate items will lead to dis-organi%ations of matter leads to lower
validity.
Inade?uate weightage to sub-topics objectives forms a ?uestion of a test.
RE'IA3I'IT*
The degree of accuracy consistency with which an e#am test measures what it
seeks to measure a given variable. BThe degree of consistency among test scores.
" test score is called reliable when we have reasons for believing it to be
stable and trustworthy.
MET)ODS
<eliability is e#pressed by a coe=cient of correlation is called as the reliability
coe=cient.
A..ROA&)ES
Test re-test method.
"lternative or parallel forms method.
1plit-half method.
<ational e?uivalence method.
(A&TORS IN('UEN&IN2 RE'IA3I'IT*
4ata collecting method.
Internal between testing occasions.
Test length.
1peed of the method.
4i=culty of the items.
2roup homogeneity.
+bjectivity of scoring is more reliable than subjective scoring.
+ptional ?uestions.
O34E&TIVIT*
" test is objective when the scorers personal judgment does not afect the scoring. It
eliminates C#ed opinion or judgments of the person who scores it.
The objectivity is a prere?uisite of reliability and validity.
The objectivity of a test can be increased by
o Asing more objectivity type items
o 6reparing scoring key
o Two independent e#aminers evaluating the test and using the average score of the
two as Cnal score.
USA3I'IT*
The overall simplicity of use of a test for both constructor and for learner. It is an
important criterion used for assessing the value of a test. 6racticability depends upon
various factors like ease of administrability scoring interpretation and economy.
ESSA* T*.E 5UESTIONS:
Defnition:
2ilbert 1a# believes that Dessay test is a test containing ?uestions re?uiring the student
to respond in writing.
Essay tests emphasise recall rather than recognition of the correct alternative.
Essay tests may re?uire relatively brief responses or e#tended responses.
An essay test presents one or more qestions or ot!er tas"s t!at reqire
e#ten$e$ %ritten responses &rom t!e persons 'ein( teste$ -Ro'ert )E an$
Da*i$ A+,
In essay type ?uestion the student prepares his own answers. It evaluates the
knowledge areas alone. 8andwriting spelling neatness organi%ation ways of
e#pressing ideas may be considered in scoring the items. The element of subjectivity can
be reduced by careful preparation of the ?uestions for the selected content areas to be
tested in advance.
&haracteristic o% essa 6#estion:
,reedom of response.
,ree to select relate and present ideas in their own words.
3easure of comple# achievement.
0an measure learning outcomes concerned with the abilities to select organise
integrate relate and evaluate ideas.
5o single answer can be considered throughout and correct.
The answers vary in their degree of e?uality or corrections.
T7es o% Essa 5#estions:
Eased on the amount of freedom given to a student to organise his ideas and write
his answer. The essay ?uestions are divided into two. They are*

1. Restri-te$ response qestions:
The restricted response usually limits both the content and the response.
The content is usually restricted by the topic to be discussed.
-imitations on the form of response are generally indicated in the ?uestion.
E#ample* 1tate the main diference between kwashiorkor and marasmus.
4escribe two health problems arising out of poor environmental sanitation.
"nother way of restricting the response is by basing the ?uestions on speciCc
problems.
A$*anta(es:
Eecause the restricted response is more structured it is useful for measuring the
learning outcomes re?uiring interpretation and application of data in a speciCc area.
Disa$*anta(es:
-ess valuable in measuring the outcomes emphasising integration organisation and
originality.
1tudent will have less scope because he is told speciCcally the conte#t in which his
answer is to be made.
., E#ten$e$ response qestions:
T8E <E1T<I0TE4
<E16+51E T>6E
T8E EFTE54E4
<E16+51E T>6E
The e#tended response ?uestion allows pupils to select any factual information that they
think is pertinent to organi%e the answer in accordance with their best judgement and to
integrate and evaluate ideas as they deem to appropriate. 5o restriction is placed on the
student as the points he will discuss and the type of organisation he will use.
E#ample* <ole of nurse in the health care team.
4escribe the contributions of ,lorence nightingale towards the development
of nursing.
A$*anta(es:
The ability to select organise integrate and evaluate ideas are made evident.
Disa$*anta(es:
It is ine=cient in measuring more speciCc learning outcomes.
1coring di=culties makes its usage restricted as a measuring instrument.
.rinci7!es %or .re7aring Essa T7e Test
4o not give too many lengthy ?uestions.
"void phrases e.g. G4iscuss brie@yG.
Huestions should be well-structured with speciCc purpose or topic at a time.
:ords should be simple clear unambiguous and carefully selected.
4o not allow too many choices.
"ccording to the level of studentsG di=culty and comple#ity items has to be selected.
A$*anta(es
It measures comple# learning outcomes that cannot be measured by other means.
It emphasises on the integration and application of thinking and problem solving
skills.
It can improve writing skills.
There is an ease with its construction.
Tests the ability to communicate in writingI depth of knowledge and understanding.
The student can have freedom to communicate her ability for independent thinking.
The student can demonstrate her ability to organi%e ideas and e#press them
efectively in a logical and coherent fashion.
Disa$*anta(es
Anreliability of scoring
-ack of objectivity.
6rovides little useful feedback.
Takes long-time to score.
-imited content sampling.
1ubjectivity of scoring.
Essay type possesses relatively low validity and reliability because of the factors like*
&. 0ontaminated by e#traneous factors like spelling good handwriting coloured
writing neatness grammar and length of the answer.
). Eiased judgment by previous impressions.
J. 2ood verbal ability even in the absence of relevant points.
K. 3ood of e#aminers.
L. ,irst impression.
M. Improper comparison of answer of diferent students .Eright and dull/.
N. "mbiguous wording of ?uestions may be misinterpreted results in guessing and
blu=ng on the part of the students.
O. -aborious process both for corrector and for the student.
P. +nly competent teachers can assess.
S#ggestions %or the essa test:
&onstr#ction o% essa 6#estions:
&. Ase essay ?uestions to measure comple# learning outcomes only.
). <elate the ?uestions as directly as possible to the learning outcomes being
measured.
J. ,ormulate ?uestions that present a clear task to be performed.
K. 4o not permit a choice of ?uestions unless the learning outcome re?uires it.
L. 6rovide ample time for answering and suggest a time limit in each ?uestion,
Essay ?uestions can be used to measure attainment of a variety of objectives.
Ste-"/ein 012334 has /iste$ 15 types o& a'i/ities that can be measured by essay
items*
&. 0omparisons between two or more things.
). The development and defence of an opinion
J. Huestions of cause and efect
K. E#planations of meanings
L. 1ummari%ing of information in a designated area
M. "nalysis
N. Qnowledge of relationships
O. Illustrations of rules principles procedures and applications
P. "pplications of rules laws and principles to new situations
&R. 0riticisms of the ade?uacy relevance or correctness of a concept idea or
information
&&. ,ormulation of new ?uestions and problems
&). <eorgani%ation of facts
&J. 4iscriminations between objects concepts or events
&K. Inferential thinking
S((estions &or s-orin( an essay ans%er:
&. 6repare an outline of the e#pected answer in advance
). Ase the scoring method which is more appropriate .point method or the rating
method/
J. 4ecide how to handle factors that are irrelevant.
K. Evaluate all answers to one ?uestion before going to the ne#t one.
L. Evaluate the answers without looking at the students name.
M. If especially important decisions are to be based on the results obtain ) or more
independent ratings.
S)ORT ANS8ER 5UESTIONS:
1hort-answer ?uestions are Dconstructed-response7 or open-ended ?uestions that
re?uire students to create an answer. 1hort-answer items typically re?uire responses of
one word to a few sentences. D,ill in the blank7 and Dcompletion7 ?uestions are e#amples
of short-answer ?uestion types. 3ost appropriate for ?uestions that re?uire student recall
over recognition.
.rinci7!es o% 7re7aring short ans9er t7e 6#estions:
Ase action oriented precise verbs.
Each item should deal with important content area.
Huestion can be as long as possible but answer should be short.
Ase precise simple and accurate language in relation to the subject matter area.
6rovide the necessary space for answers below each ?uestion asked.
Advantages:
1hort-answer ?uestions assess unassisted recall of information rather than
recognition.
0ompared to essay ?uestions they are relatively easy to write.
It is suitable for measuring knowledge of terminology knowledge of speciCc facts
knowledge of principles knowledge of method or procedure and simple
interpretations of data.
Disadvantages:
1hort-answer items are only suitable for ?uestions that can be answered with short
responses.
"dditionally because students are free to answer any way they choose short-answer
?uestions can lead to di=culties in scoring if the ?uestion is not worded carefully.
Its important when writing short-answer ?uestions that the desired student response
is clear.
&onstr#cting short ans9er 6#estions:
a/ :ord the item so that the re?uired answer is both brief and speciCc.
b/ 4o not take statements directly from te#t books.
c/ Elanks for answers should be e?ual in length and in a column to the right of the
?uestion.
d/ 4o not include too many blanks.
Elooms -evels*
Qnowledge
0omprehension
"pplication
E:a$7!es:
The thin membrane that separates the inner ear from the e#ternal ear is commonly
called the SSSSSSSSSSSSS.
This ?uestion is very clear in its desired response. In addition it assesses recall of
knowledge-level processing.
E#ample of a poorly e#ecuted short-answer ?uestion*
T Evaluation designed to assess a program as it develops is SSSSSSSSSSSSSSSSSSSSSS.
This ?uestion does a poor job of specifying e#actly what information it is looking for. Its
conceivable that students could create any number of answers to this ?uestion.
0hanging the ?uestion to DThe type of evaluation designed to assess a program as it
develops is called SSSSSSSSSSS7 creates a more accurate ?uestion clearly asking students
to respond with the name of an evaluation type.
MU'TI.'E &)OI&E 5UESTIONS:
3ultiple choice items not only measures the simple learning outcomes but also the
comple# ones i.e. knowledge understanding and application areas. 3ultiple-choice items
present a ?uestion and ask students to choose from a list of possible answers. 3ost
multiple-choice ?uestions feature one correct answer and two to four UdistractorU
choices that are not correct. Huestions can take the form of incomplete sentences
statements or comple# scenarios.
&haracteristics o% $#!ti7!e choice 6#estions:
0onsists of a problem and a list of suggested solutions.
1tated as a direct ?uestion or an incomplete statement.
The direct ?uestion or the incomplete statement is called the STEM OF THE ITEM
1uggested solutions may include words numbers symbols or phrases.
The suggested solutions are called ALTERNATIVES/ CHOICES/ OPTIONS
The correct alternative in each item is called T8E "51:E< ; QE>
The remaining alternatives are called DISTRACTORS
E;AM.'E:
stem

answer
distracters
<elatively free from response set.
6lausible alternative makes the result amenable to diagnosis.
Insulin is secreted by
Thyroid
6ancreas
8ypothalamus
"drenal corte#
Uses o% $#!ti7!e-choice ite$s:
3easuring knowledge outcomes*
&. Qnowledge of terminology.
). Qnowledge of speciCc facts.
J. Qnowledge of principles.
K. Qnowledge of methods and procedures.
3easuring outcomes at the understanding and application levels*
&. "bility to identify of the facts and principles.
). "bility to interpret cause and efect relationship.
J. "bility to justify methods and procedure.
&onstr#ction o% $#!ti7!e choice 6#estions:
1tem of the item should be meaningful and present a deCnite problem.
1tem should include as much of the item as possible and free of irrelevant material.
Ase negatively stated item only when signiCcant.
"lternatives should be grammatically consistent with stem of item.
Item should contain only one correct or clearly best answer.
Items used to measure understanding should contain some novelty but not too much.
"ll distracters should be plausible.
9erbal associations between the stem and the correct answer should be avoided.
The relative length of the alternatives should not provide a clue to the answer.
The correct answer should appear in each of the alternative positions an
appro#imately e?ual number of items but in random order.
Ase sparingly special alternatives such as Dnone of the above7 or Dall of the above7.
4o not use multiple choice items when other item types are more appropriate.
Ereak any of the above said rules when you have a good reason for doing so.
Advantages:
&. 3easures various types of knowledge and comple# learning outcomes.
). "mbiguity and vagueness are avoided because of the alternatives better structure the
situation.
J. 1tudents cannot receive credit simply.
K. 2reater reliability.
L. Easy to construct.
Disadvantages:
&. 3ore challenging to write.
). The di=culty of Cnding a su=cient number of incorrect but plausible distracters.
J. 5ot well adapted to measure problem solving skill.
K. -imit learning outcome at the verbal level.
L. 3ultiple-choice assesses recognition over recall.
Rating sca!es
<ating is the assessment of a person by another person.
De<nition
<ating is a term applied to e#pression of opinion or judgement regarding some situation
object or character. +pinions are usually e#pressed on a scale of values
-3arr = others
<ate scale records how much or how well it happened. Huantitative ' ?ualitative terms
will be used.
Eg* &. 8ow good was the performanceV
E#cellent very good good average poor
). 8ow many times you will discuss with your friend to take decisionsV
"lways 1ometimes 5ever
T7es o% Rating Sca!es
+, Descri7tive rating sca!e
6rovide for each trait a list of descriptive phrases from which the rater selects the
one most applicable item being rated selected usually by means of a check mark.
-, N#$erica! rating sca!e
The rater assigns a code numbers ' appro#imate number to each trait of the
person being rated or to the descriptive phases. "rranged in order of the degree
level intensity or fre?uency with which they indicate possession or lack of
occurrence of each trait.
/, 2ra7hic rating sca!e
4escriptive phrases closely correspond to the numerical points on the scale printed
hori%ontally at various points from lowest to highest. The rater indicates the
performers standing in respect to each trait by placing a check mark at an
appropriate point along the line.
0, &o$7arative sca!e
The rater has clear knowledge of the activities of the given groups or individuals.
The position on the rating scale are e#plicitly deCned in terms of people with
known characteristics.
Uses o% Rating Sca!e
To evaluate skills product outcomes activities interests attitudes ' personnel
characteristics.
A"vantages o% Rating Sca!e
Easy to administer ' to score
0an be used for a large group of students
:ide range of application
0larity of feedback to students.
Disa"vantages o% Rating Sca!e
3isuse can result in a conse?uent decrease in objectivity.
Desirab!e 6#a!ities o% rating sca!es
0larity variety simple relevance objectivity useful precision uni?ueness
chec>!ist, OS&E?OS.E@Objective str#ct#re" c!inica!?7ractica! e:a$inationA
DiBerentia! sca!es, an" s#$$ate" sca!es, socio$etr, anec"ota! recor",
attit#"e sca!e, critica! inci"ent techni6#e
5#estion ban>-7re7aration, va!i"ation, $o"eration b 7ane!, #ti!iCation
Deve!o7ing a sste$ %or $aintaining con<"entia!it
ADVAN&ED NURSIN2 .RA&TI&E
UNIT-V 3IO-.S*&)O SO&IA' .AT)O'O2*
.atho7hsio!og an" .scho"na$ics o% "isease ca#sation
'i%e 7rocesses, ho$eostatic $echanis$, bio!ogica! an" 7scho-socia! "na$ics
in ca#sation o% "isease, !i%e st!e
&o$$on 7rob!e$s: O:gen ins#Dcienc, E#i" an" e!ectro!te i$ba!ance,
n#tritiona! 7rob!e$s, he$orrhageF an" shoc>, a!tere" bo" te$7erat#re,
#nconscio#sness, s!ee7 7attern an" its "ist#rbances, 7ain, sensor
"e7rivation,
Treat$ent as7ects: 7har$aco!ogica! an" 7re- 7ost o7erative care as7ects,
&ar"io 7#!$onar res#scitation,
En" o% !i%e &are
In%ection 7revention @inc!#"ing )IVA an" stan"ar" sa%et $eas#res, bio-
$e"ica! 9aste $anage$ent,
Ro!e o% n#rse- Evi"ence base" n#rsing 7racticeG 3est 7ractices
Innovations in n#rsing
NURSIN2 RESEAR&)
UNIT-I; ANA'*SIS AND INTER.RETATION O( DATA
.!an %or "ata ana!sis: 6#antitative an" 6#a!itative
.re7aring "ata %or co$7#ter ana!sis an" 7resentation,
Statistica! ana!sis
Inter7retation o% "ata
&onc!#sion an" genera!iCations
S#$$ar an" "isc#ssion
NURSIN2 MANA2EMENT