objective test bsc second year copy
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OBJECTIVE TYPE TEST
OBJECTIVE TYPE TEST
Objective type tests are highly structured written test that requires the examinee to supply a word or two or to select the correct answer from a number of alternatives.
OBJECTIVE TYPE TEST
Objective test is one that can be provided
with a single predetermined test of correct
answers so that subjective opinion in the
scoring procedure is eliminated.
RL Ebel and DA Frisbe, 1986.
OBJECTIVE TYPE TEST
Objective test items are items
that can be objectively scored
on which persons select a
response from a list of options.
W Wiersma and G Jurs, 1990.
MERITS OF OBJECTIVE TYPE TESTS
Economy of time. Greater reliability. Better validity. Eliminates extraneous factors. Less time for scoring. It measures the higher mental processes.Easy for scoring.
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CLASSIFICATIONOF
OBJECTIVE TYPE TESTS
SUPPLY OR RECALL TYPE
SHORT ANSWER TYPE ITEM
The item is presented as a direct question
which can be answered by a word, phrase,
number or symbol.
E.g. Who discovered penicillin?
THE COMPLETION
VARIETY An incomplete statement is used which
can be completed by a word, phrase,
number or symbol.
E.g. The name of the person who discovered penicillin is --------------
THE ASSOCIATION VARIETY
A few items will be given outside the bracket.
Students are expected to write the exactly related
response in the bracket.
E.g. Write the name of the common instrument
which measure the following: temperature (-----),
blood pressure (---------), heart rate (---------).
SELECTION OR
RECOGNITION TYPE
ALTERNATE RESPONSE TEST
An alternate response item consists of a declarative statement that the examinee is asked to mark true or false, right or wrong, correct or incorrect, yes or no, agree or disagree and the like.
CLASSIFICATION OF ALTERNATE RESPONSE ITEMS
CLASSIFICATION OF ALTERNATE RESPONSE ITEM
ALTERNATIVE RESPONSE
ITEMTRUE - FALSE
YES - NO
RIGHT – WRONG
CORRECTION TYPE
CLUSTERTYPE
TRUE –FALSE VARIETY
A true or false item consist of a statement or proposition
which the examinee must judge and mark either true or
false.
E.g. Penicillin is an effective drug for the treatment of pneumonia.
_ T/F
YES OR NO VARIETY
This consists of direct question or declarative
statement that is to be answered with ‘Yes’ or
‘No’.
E.g. Charaka was called as a father of
medicine in ancient time --------- Y/N.
RIGHT –WRONG VARIETY
In this variety pairs of words are given. Here
the student have been directed, i.e. if two
words have opposite meaning, write an ‘R’
and if not
‘ W’ .
E.g. Like – dislike ( )
Health – wellness ( )
CORRECTION VARIETY
In this, student is required to make every false
statement true by crossing out the incorrect portion
which is usually underlined and replacing it with the
correct word or phrase.
E.g. The square root of 49 is 9.
CLUSTER VARIETY
In this, there is one incomplete stem or statement with
several suggested answers to be judged as true or false.
E.g. The cardinal signs of leprosy are a) Loss of sensation --------- T/F
b) Hypo pigmentation --------- T/F
c) High fever ---------- T/F
MULTIPLE RECOGNITION QUESTIONS
MULTIPLERESPONSE
MULTIPLE CHOICE
THE MULTIPLE RESPONSE ITEM
More than one of the given alternatives is correct, but there is only one precise answer to the question. Selection is based on the best combination of responses.
Example of multiple response item
Which of the following would be included among the group of potassium sparing diuretics?
I. Diamox and Bumet
II. Chlorthalidone and chlorthiazide.
III. Spironlactone and triamterene.
IV. Frusemide and ethacrynic acid.
a) III only
b) II only
c) I and IV.
d) II and III.
MULTIPLE CHOICE ITEMS
THE STEMTHE RESPONSE
MEASURING KNOWLEDGE OUTCOMES
KNOWLEDGE OF TERMINOLOGY
Students are requested to show their knowledge of a
particular term by selecting a word that has the same
meaning as the given term or by choosing a definition of
the term.
Eg. Which of the following terms has the same meaning as the word newborn?
A. Infant.
B. Toddler
C. Neonate
D. Pubescent
MEASURING KNOWLEDGE OUTCOMES
KNOWLEDGE OF SPECIFIC FACTS
It provides a necessary basis for developing understanding,
thinking skills and other complex learning outcomes. The
questions of the who,what,when and where variety are the
common ones.
When did Florence Nightingale start her first nursing school?a) 1901b) 1862.c) 1865.d) 1904.
MEASURING KNOWLEDGE OUTCOMES
KNOWLEDGE OF PRINCIPLES
Multiple choice items can be constructed to measure
knowledge of principles as easily and those designed to
measure knowledge of specific facts.
The principle of capillary action explains how fluids
a) Enter the solutions of lower concentration
b) Escape through small openings
c) Pass through semi permeable membranes.
d) Rise in fine tubes.
MEASURING KNOWLEDGE OUTCOMES
KNOWLEDGE OF METHODS AND PROCEDURES
This includes diverse areas of knowledge of laboratory
procedures, knowledge of methods used in problem solving,
and knowledge of common social practices.
If you were making a scientific study of a problem, your first
step should be to
a) Collect information
b) Develop hypothesis to be tested.
c) Design the experiment to be conducted.
d) Select scientific equipment to be collected.
MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL
ABILITY TO IDENTIFY APPLICATION OF FACTS AND PRINCIPLES.
A common method of determining whether the students learning
outcome has gone beyond the mere memorization of a fact or
principle is to ask them to identify its correct application in a
situation.
Which of the following is an example of an osmotic diuretic?
I. Frusemide
II. Triamterene
III. Mannitol
IV. Aldactone
MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL
ABILITY TO INTERPRET CAUSE AND EFFECT RELATIONSHIP
Measuring the Understanding by asking students to interpret various relationship among facts.
Eg: Bread will not be mouldy as rapidly if placed in a refrigerator because a. Cooling retards the growth of fungi.b. Darkness retards the growth of mould.c. Cooling prevents the bread from drying out rapidly.d. Mould requires both heat and light for best growth.
MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL
ABILITY TO JUSTIFY METHODS AND PROCEDURESSelecting the best of several possible explanation of a method or procedure.
While administering test dose most important thing is to 1) Explain to the patient.2) Circle the area of administration.3) Keep a syringe loaded with adrenaline.4) Ensuring co-operation of relatives.
Variations of multiple – choice
One correct answer
Best answer
Analogy type
Reserve type
EXAMPLES ONE CORRECT ANSWER
What is the normal body temperature?a) 35.20 c b) 36.40 c c) 370 c d) 380 c
BEST ANSWER TYPEThe value of π can be accurately given by
a) 3 b) 22/7 c)3.1 d) 3.142
EXAMPLES
ANALOGY TYPE
Deduce the relationship that exists between the first two parts of the item and then apply it to the third and fourth parts.
Vitamin A : Night blindness: vitamin C : --------
a) beriberi b) Scurvy c) cretinism d) pellagra.
EXAMPLE
RESERVE TYPE Which of the following is NOT related to
heart ?
a) Myocardium
b) Pericardium
c) Endometrium
d) Endocardium
Directions for preparing multiple choice items
The stem should be meaningful and present a definite problem.
Use positive statements in the stem. If a negative statement is to be used then underline it or write in capital letters.
The stem of one should not suggest the answer to another.
The options should be three or more. arranged in systematic order. short and clear. homogenous.
Directions for preparing multiple choice items
• When an incomplete statement format is used, the option should come at the end of the statement.
• Avoid highly technical distractors.• The correct answer should not be consistently
longer or shorter than the distractors.• Avoid giving irrelevant clue to the correct
answers.
Directions for preparing multiple choice items contd….
Avoid the use of clues that may suggest correct
answer.
The distracters and the correct response should
possess homogeneity.
Arrange items having numerical answers in order
from large to small or vice-versa.
Arrange the place for the correct answer, in such a
way that for the test as a whole, no letter
corresponding to a given answer appears more
frequently than some other letter.
MATCHING TYPE ITEM
A B
STIMULUS /PREMISES
RESPONSES
EXAMPLE OF MATCHING TYPE ITEM
COLUMN A
1. short answer2. true false3. matching 4. multiple choice
COLUMN B
A. A supply type of question
B. Student has a 50/50 chance of guessing the true answer
C. Based on a set of similar items in which each piece has two components
D. Consists of a stem and alternatives
E. Student has to choose from 3 or more possible answers
DIRECTIONS FOR PREPARATION OF MATCHING TYPE ITEMS
Matching test should consist homologous items. The number of items should be short. The number of choices should be more than the required answer. Keep the stimuli and response items on the same page to save time and avoiding confusion on the part of the examinee.Give some headings to both the column like A and B.An answer choice may be used more than once. Arrange the answers in some systematic fashion. The premises should be identified with numbers and the responses should be identified by letters.
DISADVANTAGES OF OBJECTIVE TYPE TESTS
• Takes a lot of time and effort in preparing the test.Little opportunity for measurement of student’s ability to organize and express thoughts.Students miss the valuable experience of making comparisons, giving explanations or definitions.Guessing is possible.High Printing cost.
PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST
• Decide on the purpose of the test.• Decide the type of items to be
included in the test.• Be sure that all important contents
are covered.• Determine the total number of items
for the test.• Be sure that each item is
independent.
PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST
• Provide clear, concise, and complete direction.• Maintain confidentiality in test construction.• Allot time properly.• Prepare answer keys and scoring rules before
the actual scoring begins.
PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST contd….
• Avoid tricks and catch questions.• Arrange items in the test in
ascending order of difficulty.• Avoid regular sequence in the
pattern of responses.• Use simple and clear language.
TRUE AND FALSE ITEM
Write statements that are either completely true or false.
Eg.: Penicillin is an effective drug for the treatment of pneumonia.
• Penicillin is an effective drug for the treatment of streptococcal pneumonia.
TRUE AND FALSE ITEM contd….
• Avoid using “all, always, never, none, nothing, no, should, may, sometimes” as a rule.
Eg.: All bacteria cause disease.Pathogenic bacteria cause disease.
TRUE AND FALSE ITEM contd….
Avoid ambigous statement. Write statements in a direct and clear style.
Eg.: Diabetes develop after 40.Incidence of diabetes mellitus is more after the age of 40 years
TRUE AND FALSE ITEM contd….
Avoid the use of negative statements, particularly double negatives.
Eg.: Tuberculosis is not a non communicable disease.
• Tuberculosis is a communicable disease.
TRUE AND FALSE ITEM contd….
Limit true or false items to a single idea.
Eg.: Bleeding of gums is associated with gingivitis, which can be prevented by brushing the teeth daily.
• Daily brushing of teeth will prevent occurrence of ginigivitis.
Completion variety
• Avoid ambiguous statements.
Eg.: Florance Nightingale was born in _________The year of Florance Nightingale’s birth was________
• Make the blanks of uniform length.
Completion variety contd….
Choose statements in which there is only one correct response for the blank.
Eg.: Main function of liver is ……….• Detoxification of toxic substances is one of the
functions of ………
Completion variety contd….
Avoid giving blanks in the beginning of statements.
Eg.: ……….arteries supply blood to myocardium.• Blood vessel that supply to myocardium are
called ……….. arteries.
Completion variety contd….
Provide blanks equal to the number of missing words.
Eg.: Thyroid stimulating hormone is secreted by ……….
• Thyroid stimulating hormone is secreted by ………. gland.
REFERENCES
Basvanthappa BT. Nursing education.jaypee publications. 1st edition 2003; 477 – 96.Sankaranarayan B, Sindhu B.Learning and teaching nursing.Brainfill publications.3rd edition 2009; 81-83.Neeraja KP. Textbook of nursing education.jaypee publications.6th edition 2008; 416-17,421-26.Hedgerken LE. Teaching and learning in schools of nursing: principles and methods.Konark publications.3rd edition 2004; 219-341.
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