2. •INTRODUCTION TO TEST :-
• A test is a systematic method for measuring
students’ behaviours and evaluating these
behaviours against standards and norms.
Definitions of Test :-
• A series of questions, problems, or physical
responses designed to determine knowledge,
intelligence, or ability is called a test.
Thus, test may give either qualitative or quantitative
information.
3. •TYPES OF TESTS :-
•The test can either be standardized and teacher made
test (non-standardized tests).
Standardized test
Standardization means uniformity of procedures in
scoring, administering and interpreting the results.
4. •Standardized tests are instruments that measure and
predict the ability/aptitude and achievement.
•A standardized test is a test that is administered and
scored in a consistent, or ‘standard’ manner.
Non-standardized test (classroom tests)
These tests designed by the teacher to determine or
monitor the progress of the students.
Classroom tests play a central role in the evaluation
of students learning.
6. Tests
reliability validity
Internal consistency
Inter rater reliability
Parallel form
Test-retest reliability
Content validity
Face validity
Construct validity
Average inter item Split half
Validity and reliability of test
7.
8.
9. Uses of teacher made tests
•To know the ability and achievements of students
•Helps the teacher to assess the strengths and weaknesses
of the student
•Motivates the students
•Provides continuous evaluation and feedback to the
teacher
•Helps to achieve particular objectives
•Helps the teacher to adopt better instructed methods.
10. Standardized test
Basic skills and complex learning
outcomes
Standardized tests are infrequent.
Standardized procedure.
Specific instruction provide.
Non-standardized test
Tend to neglect complex learning
outcomes
Frequently used in classroom to
evaluate students performance.
Flexible approach.
There is no specific instructions
needed.
11. Construction of tests:-
If a test has to be really made valid, reliable and
practical, then it will have to be suitably planned. For it,
qualitative improvement in the test will have to be
effected.
General guidelines for constructing test items
Make the first test item easy. Place items from easy to difficult or
periodically place easier items in the test.
All items of the same type should be together.
Title the test and each section.
List items in a systematic order.
Arrange the correct alternatives for multiple-choice items
randomly.
12. Steps in construction of the test
Planning an achievement
test
Developing test design
Preparation of blue print
for the test
Construction of items
Organization of the test
Preparation of the scheme
of evaluation
Test administration steps
13. ESSAY TYPE QUESTIONS
•The essay type test refers to any written test that
require an examination to write a sentence, a paragraph
or longer passages.
Uses of essay
questions
Essay questions in the freedom of
response.
Students are free to select, relate and
present ideas in their own words.
Knowledge of factual information.
14. Classification of essay type question
Restricted
response
Extended response
• The restricted response
question usually limits both the
content and the response.
Ex.- state the main differences
between guidance and
counselling.
• It allows students to select any factual
information that they think is pertinent,
to organize the answer in accordance
with their best judgement and to
integrate and evaluate ideas as they
deem to appropriate.
Adv.
•It measures complex learning outcomes.
•It is a device for improving writing skills.
Disadv.
•Lack objectivity
•Unreliability of the scoring
•Mood of examiners.
15. Short answer questions
• Short answer type test is between an essay type test and an
objective type test.
Principles for preparing
short type items
use action
oriented
precise verbs
Each item should
deal with
important content
area.
Provide the necessary
space for answers below
each question asked.
16. Advantages Disadvantages
• Short answer test is
easy to construct them as
they measure only simple
learning outcomes.
• Easy to score
• Reliability of the score is
improved
• Quick response
• It is not suitable for
measuring complex
learning outcome.
• It is not suitable for
judging the power of
analyzing and reasoning
of the student.
17. Multiple choice questions
• Objective items are highly structured and required the student to supply
a word or two or to select the correct answer from a number of
alternatives.
Characteristics of multiple
choice questions item
A MCQ consists of a
list of suggested
solutions.
The correct alternative in
each item is called the
answer or key and the
remaining alternatives are
called distracters.
The list of suggested
solutions may include
words, numbers,
symbols
The problem may be
stated as a direct
question or incomplete
statement and is called
the ‘stem of the item’.
18. Advantages Disadvantages
It can effectively measure
various of knowledge and
complex learning
outcomes.
Ensure objectively,
reliability and validity.
Easy and rapid score.
The wide applicability of the
MCQ
Provide feedback from
students and teachers.
Takes a long time to
construct items
Careful preparation to avoid
questions testing only
recall.
Costly, when the group is
small to respond.
Limited outcomes at the
verbal level
It is not deal with problem
solving skills.
19. Bibliography
1). Mr. Elakkuvana bhaskara raj. D, mrs. nima Bhaskar, text book of nursing education
(second edition) 2019, page no. 244-264 , published by - emmess medical publishers
no. 33/2, 9th ‘A’ cross, west of chord road, mahalakshmipuram, banglore – 560086.
2). Mr. Jaspreet kaur sodhi , comprehensive textbook of nursing education 2017, page
no. 195-248 , published by jaypee brothers medical publishers (P) ltd. 4838/24, Ansari
road, daryaganj new delhi 110002, india.
3). R sudha , nursing education principles and concepts, published by jaypee brothers
medical publishers (p) ltd. 4838/24, Ansari road, daryaganj new delhi 110002, india.
4). Internet.
