Assignment On Intelligence Test: Submitted To: Submitted by

ASSIGNMENT ON
INTELLIGENCE
TEST
SUBMITTED TO: SUBMITTED BY:

MRS.VICTORIA,M.SC(N), G.KANIMOZHI,M.SC(N),1 ST YEAR
ASSOCIATE PROFESSOR, OUR LADY OF HEALTH&COLLEGE OF
OUR LADY OF HEALTH &COLLEGE OF NURSING,
NURSING,
THANJAVUR. THANJAVUR.
Intelligence test
Intelligence:
. “It is an organization comprising the abilities of readiness, correctness and of
understanding complicated and abstract things, exhibits necessary mental control
and action in solving problems”. - S P CHAUBE,1983
Intelligence is a capacity of excellence individual in the various area.
According to the TERMAN “Intelligence is the ability to things.”
“Intelligence is the ability to give responses that are true.” –THORNDIKE
Types of intelligence:
1.Mechanical intelligence
2. Social Intelligence
3. Abstract or (general) intelligence.
TEST OF INTELLIGENCE:- “ French Psychologist, ‘ ALFRED BINET’ the father of intelligence

test construction movement
. Based on number of individuals to be tested

1.Individual tests –One individual are tested at a time.
2. Group tests – Group of individuals are tested at a time.
Based on the form of test:-

1. Verbal tests– Uses language or paper and pencil
2. Non – Verbal tests – For example performance tests.
1.INDIVIDUAL INTELLIGENCE TEST
This test can be administrated to only one individual at a time.
TYPES OF INDIVIDUAL INTELLIGENCE TEST:-
•Verbal method.
•Non Verbal method.
•Performance test.
1. VERBAL METHOD:- In this method language ability is essential. The individual

can answer through to verbal way such as reasoning memory and numerical
abilities. Verbal test can not be administrated to dumb, your condition or those
who doesn’t understand your languages
2. NON-VERBAL METHOD:- Non verbal method is deals with diagram and

picture. This test free from language barriers and do not require reading skill. 
Non verbal test can administrate illiterate and natives.
3. PERFORMANCE METHOD:- It is one of the non verbal test but is assess the
subject (person) has to do something to rather than to some.E.g.solve your
problem, assemble e.g. a pattern of blocks, assemble animal picture.
GROUP INTELLIGENCE TEST:-
In this method test can be administrate to a group of individual at a time.

Individual intelligence test was born in France but Group intelligence test in
America. Group intelligence test started during first war for selecting shoulder in
larger number.
TYPES OF GROUP INTELLIGENCE TEST:-  Verbal test  Non Verbal test
INTELLIGENCE TESTS BASED ON SCIENTISTS:-
1. Wechsler test
A. Wechsler adult intelligence test scale(WISE)
B. Wechsler intelligence test scale for children(WISC)
2. The Stanford Binet intelligence scale
3.Ravens progressive matrix
4. Vineland social maturity scale.
1.WECHSLER TEST :-
This test decribed by American Psychologist Wechsler. From this we can assist
the individual intelligence scale for all age group
A) WISE – Used for people between ages of 16-75. 
B) WISC – Used for children at age group between 5-16 years.
Wechsler assist the intelligence through the verbal scale involving used of word
concepts and numbers. It consists of six subsets.
 Test of general information

 Test of general comprehension
 Test of Arithmetic reasoning
 Test of Digit Span
 Test of distinction between similarity
 Test of vocabulary
1.INFORMATION: - In this test ask general knowledge and the individual

information status particular object.
2. COMPRIHENTION: - Are deals with more abstract questions e.g. nature of

necessity of laws.
3. ARITHMETIC: - It s deals with the problems solving method and measure by

scoring.
4.DIgIT SpAN:-The subject required to repeat for backward series of numbers
e.g.6,4,3,9 increasing member by backward or forward.
5. SIMILARITIES:-The subject is asked to identify Paris similar.
6. VOCABULARY: - The meaning of the words has to be given.
PERFORMANCE INTELLIGENCE TEST:
 Performance (scale) test have 5 sub test i.e

 Picture arrangement test
 Picture completion test
 Object assembly test
 Block design test
 Digit symbol test
PICTURE ARRANGEMENT:- This subject is given mixed up sets of picture to tell

sensible strong.
PICTURE COMPLETION:- The subject should find out the missing picture.
OBJECTIVE ASSEMBLY:- In that are subject assemble the object to the complete
one. Generally many small ports or blocks given to the will arrange complete
object.
BLOCK DESIGN:- Block is a coloured blocks to produced picture according to given
pattern.
DIGIT SYMBOL:-It is arithmetic procedure to find out the answer of digit valve
here provide correction in the right side box.
2. STANFORD BINET TEST:-  HISTORY:- Stanford Binet Test (1965) intelligent this
is a new version of Binet Simen test .In 1905 two French Psychologist Binet and
Simen discover this intelligence test. After that it was modified American
Psychologist Termon with Binet at Stanford University for current use of
intelligence assessment. In 1986 it is known as Stanford Binet intelligence test
form.
STANDFORD BINET TEST:-

This test can useful for measurement of general intelligence test. It can useful for
2 year to superior adults up to 45 years. It is very effective only to 16 years. For
adults this test result is not accurate or satisfactory.
IQ INTERPRETATION
Below 20 Profound Mental retardation
20 - 35 Severe MR
35-50 Moderate MR
50-70 Mild MR
91-110 Slow learner
111-120 Average
121-140 Superior
140 and above Gifted
. Nearly 35% belongs to low IQ and only 5% belongs to high.
Some of the examples of Binet test/Standford Binet Test.
1.For 2 years old:-Various names of body parts on the tap picture.
2.For 3 year old –Copy of drawing circle.
3.For 4 year old – Explain correctly why we have houses or books.
4.For 5 year old-Define words like or stove, copy a drawing different type of
square.
5.For 9 year old – Can rhymes.
3.RAVENS PROGRESSIVE MATRIX:-
This test is given by J.C. Raven’s British psychologist. It based on ability to identify
spatial relationship with object. This test used for 6-65 years. This test can assist
through the matrix for children colour box adult black and white colour .From the
matrix find out missing piece or ordinary pattern to find out 6-8 often on the same
page. For this test there is no time limitation but normally consider for 20 minute.
4.VINELAND SOCIAL MATURITY SCALE-
This scale is devised by Doll and his associates at Veneland School in America. It
naturally Assesses ones maturity status in a particular situation. But it is not
primarily an intelligence test. This test differs from other test because it is not
directly assessing the object but through the care giver like parents, neighbours,
nurse ect.This score recorded in from of SA (Social age).
USES:-
1.To assess the individual social behaviour skills and relationship.
2.To assess the social maturity behavior
3. It is applicable in medical field.
CONCLUSION:
The description of intelligence is focused on the individual trait, which is the

ability to understand, think, reason and other cognitive processes. The concept of
intelligence seems to be a broad field which has occupied many researchers for
years without they reaching a definite conclusion.
BIBLIOGRAPHY:
 Baskar nima & bhaskar elakkuvana ``text book of nursing

education `` first edition (2013),published by emmess medical
publishers Basavanthappa b.t . nursing education ,2nd edition ,new
delhi :jaypee brothers medical publishers (P) ltd 2009
 Neeraja kp. Textbook of communication and education technology
for nurses ,1st edition ,new delhi :jaypee brothers medical
publishers (P) lts :2011
 Sankaranarayanan b. learning &teaching nursing .calicut:brainfill
publications:2003
 r.sudha nursing education principles and concepts ,1st edition
jaypee publications
ASSIGNMENT ON
APTITUDE TEST

NURSING,
Aptitude Test:
According to Bingham and Freeman, Aptitude test are tests that will predict
success to some degree. It help us to measure the probability of success in an
activity.
NOT JUST WRITTEN TEST……. An aptitude test can also be….. Reading , writing
and speaking abilities are also involved in aptitude test for various jobs and
student’s scholastic tests for fair judgment of the position or admission. Students
or employ with superior aptitude are preferred for the positions.
USES OF APTITUDE TEST
Admissions. Aptitude tests can be used in admitting candidates for various types
of professional training such as engineering, medicine and training etc.
Guidance. Aptitude test can be used for the purpose of guidance in selecting
subjects for studying in educational institutions.
Selection for jobs. The employer can use aptitude test for selecting persons for
jobs.
Scholastic aptitude test. Scholastic aptitude tests are helpful in giving educational
and vocational guidance to students.
PURPOSE OF APTITUDE TEST
Aptitude tests are made by analyzing the particular occupation or activity for
which aptitude is to be measured for example
Art Aptitude Test
Clerical Aptitude Test
Manual Aptitude Test
Mechanical Aptitude Test
Medical Aptitude Test

Musical Aptitude Test
Scholarly Aptitude Test
Scientific Aptitude Test
Teachers Aptitude Test
IMPORTANCE: Aptitude test can provide information that helps in determining

the
 Learning readiness
 Individualizing instructions
 Organizing classroom groups
 Identifying underachievers
 Diagnosing learning problems
 Help students in their educational and vocational plans
 help to predict success to some degree
 It help to measure the probability of success in an activity
Abstract reasoning – This is the ability to contextualize information and quickly

recognize patterns, a critical metric for individuals that seek to enter
management.
Spatial visualization – this section evaluates a candidate’s ability to manipulate

two and three dimensional shapes cognitively
Manual dexterity – tests ability to perform manual tasks and micro-manual tasks
Numerical aptitude – an assessment of the candidate’s proficiency at math

Creative skills – this gauges the test-takers ability at non-divergent thinking
Literary skills – evaluates literary abilities
Organizational skills – rates the person’s skills in managing multiple dynamic

variables
Leadership skills – this will show you if the applicant can manage human
resources if placed in an executive role
Spelling – a further evaluation of the candidate's linguistic skills
Perceptual speed and accuracy – if applicable for the position this can also be part
of the abstract reasoning or spatial visualization
Scientific skills – again where applicable this assesses base knowledge in science.
May be part of a test for lab technicians for example
Mechanical reasoning and understanding – this evaluates the test-takers ability

to comprehend machine workings cognitively
ADVANTAGES OF APTITUDE TESTS
 Negates Cultural Effects – Some candidates might be able to use certain

cultural advantages to achieve success in both education and industry.
Standardized/aptitude tests put all test-takers on an equal playing field. Or
at least they are designed not to have a cultural or socio-economic bias.
 Objective, efficient comparisons – Many organizations use aptitude testing
to help them make better promoting or hiring decisions. Compared with
interviews, such tests are usually more efficient at establishing if someone
can handle responsibility. Also, aptitude tests allow employers to compare
various candidates in a fair manner, without creating (mostly unconscious)
leanings , example: due to attractiveness or ethnicity.
 Standardization – Since many aptitude tests are standardized, it can be
assured of reliable and valid results. If any legal dispute arises about your
recruitment practices, you can challenge them using the test results.
 Training needs assessment – Different people in your organization require
different skills to be efficient in their work. For instance, some people might
need to improve their customer care skills, while others might need to
improve their time management. Aptitude tests can help you establish the
training needs of your employees and thus organize an appropriate training
program.
 Minimizes anxiety – many people might behave erratically or
uncharacteristically when subjected to the pressure of a one to one
assessment. This allows applicants to show their true colors without the
filter of an interviewer that could compromise or completely change a
person’s response.
 Cost effectiveness – Most aptitude tests are carried out on computers. As a
result, they are very cost-effective and easy to administer. It also expedites
the grading process, minimizing the period that a position (maybe even an
important position) is left vacant and the labor hours dedicated to
recruitment, as it’s possible to have a viable candidate much sooner.
DISADVANTAGES OF APTITUDE TEST
 Cultural bias – Our abilities and accomplishments are based on experiences

such as our upbringing, home setting, education and opportunities. All
these will have an impact on the results of the aptitude test. For example,
an aptitude test might require proficiency in the English language.
 Aptitude does not necessarily result in good performance – The fact that
someone has an aptitude for something does not necessarily mean that
they will perform well. Besides aptitude, there are also other factors that
affect performance. This includes training, motivation and interest
 Test Anxiety – There is a psychological effect that may negatively affect the
performance of candidates known as test anxiety. This type of stress can
manifest itself psychosomatically in various symptoms; increased blood
pressure and heart rate, dizziness, chest tightening and shortness of breath.
The emotional effects can inhibit an individual's ability to perform, which
might cost you a viable and valid candidate
CONCLUSION:
An aptitude test is an exam used to determine an individual's propensity to

succeed in a given activity. Aptitude tests assume that individuals have
inherent strengths and weaknesses, and have a natural inclination toward
success or failure in specific areas based on their innate characteristics .
BIBLIOGRAPHY:

publications:2003
jaypee publications
ASSIGNMENT ON
PERSONALITY
TEST

NURSING,
PERSONALITY TEST:
A test, usually involving a standardized series of questions or tasks,
used to describe or evaluate a subject's personality characteristics. Also
called personality inventory.
INTERVIEW • The most common method of judging personality.The aim of an

interview is to collect information about an individual characteristics,
behaviour, interests, assests and weaknesses.
. TYPES OF INTERVIEW INTERVIEW STRUCTURED UNSTRUCTURE
OBSERVATION
yields useful information about personality characteristics. An individual

should be observed in various situations for several days before some
conclusion about his personality traits are arrived at.
RATING SCALE
one of the oldest and most versatile of assessment techniques • Rating scales
present users with an item and ask them to select from a number of choices. •
The rating scale is similar in some aspects to a multiple choice test
Integration of the information that is obtained from various sources about the
individual is done. It requires many interviews with the individual.
OBJECTIVE PERSONALTY TESTS
PAPER PENCIL TEST • Used to assess the relatively stable and enduring
characteristics of a person in the form of a questionnaire or inventory. There
are no right or wrong answer. These are usually paper pencil tests and can be
given cheaply and quickly to a large number of people.
EXAMPLE:I enjoy experimenting with new ways of doing things 1)Strongly

agree 2)Agree 3)Neither agree nor disagree 4)Disagree 5)Strongly disagree
The best known objective personality test • created primarily to measure
psychopathology • contains several validity scales
• MMPI-2 is now the more commonly used edition
→MMPI was designed to identify people with tendencies toward certain

psychological disorders. Sometimes it is used as an aid in determining what
diagnosis will be given to people psychological problems.
MMPI
1. • Developed over several decades of research by Raymond B. Cattell and

his colleagues. • (16PF), released in 1993, is the fifth edition of the original
test.Fifth Edition contains 185 multiplechoice items which are written at a
fifth-grade reading level. →Administration of the test :35–50 minutes for
the paper-and-pencil version and about 30 minutes by computer.
McGIL PAIN QUESTIONAIRE(MPQ) • Developed at by Dr. Melzack at McGill

University in Montreal Canada and has been translated into several languages. •
Used to evaluate a person experiencing significant pain. • Used to monitor the
pain over time and to determine the effectiveness of any intervention
Sections: (1) What Does Your Pain Feel Like? (2) How Does Your Pain
Change with Time? (3) How Strong is Your Pain?
EYSENCK PERSONALITY • A questionnaire to assess the personality traits of

a person QUESTIONAIRE • devised by the psychologists Hans Jürgen
Eysenck and his wife Sybil B. G. Eysenck
PROJECTVE PERSONALITY TESTS
RORSCHACH TEST Hermann Rorschach,a swiss psychiatrist developed the

first major use of projective techniques around 1910.Test consists of ten
ambiguous,symmetrical inkblots.Inkblot card appears as if a blot of ink was
poured onto a piece of paper and folded over.These 61/2 x 91/2 ink blot
cards are the standard stimuli
Henry murray developed the TAT in 1943 at Harvard psychologic clinic • consists
of a series of ten black and white pictures that depict the individuals of both sexes
and of different age groups involved in a variety of different activities
SENTENCE COMPLETION TEST A sentence completion test presented with

incomplete sentences and is asked to complete each sentence with the first
response that comes to mind. e.g: My father seldom__________________
Most people don’t know that i’m afraid of_________________ When i was
a child,i_________________ When encountering frustration, i usually
_________________
Advantages:- 1)Short administrative time. 2)Variety of instruments 3)Ease of

contruction
Disadvantages:1)Lack of reliability 2)lack of validity Lack of ease of fabrication and

deception
HOLTZMAN INKBLOT TECHNIQUE(HIT)
developed in an attempt to minimize certain statistical difficulties that arise in the

analysis of Rorschach results. >subject responds to each of a series of 45
ambiguous inkblots These responses are scored to describe and to classify the
personality of the subject
Strength:-Only one response per card,making research less troublesome.
Weakness:-Not widely accepted and rarely used,not directly comparable to

Rorschach interpretive strategies.
FIGURE DRAWING • an individual is instructed to draw a person, an object, or a

situation so that cognitive, interpersonal, or psychological functioning can be
assessed. • Strength:-Quick administration. • Weakness:-Interpretive strategies
have typically been supported by research.
MAKE A PICTURE STORY similar to TAT however,stimulation may be

manipulated by patient. assist the practitioner in arriving at differential
diagnoses and understanding the individual psychodynamics in any particular
patient
Strength:-Provides idiographic personality information through thematic analysis.

Weakness:-Minimal research support and rarely used.
CONCLUSION
In conclusion after researching and analysing this research on the use

of personality tests for work-place assessments I believe that personality tests in
work place assessments are indeed very good and very effective. ... The most
important personality criteria are those that reflect actual performance in the job.
BIBLIOGRAPHY:

publications:2003
jaypee publications
ASSIGNMENT ON
SOCIOMETRY

NURSING,
INTRODUCTION
Sociometry which is a quantitative method for measuring social

relationships and is based on the fact that people make choices in
interpersonal relationships.
MEANING
The word sociometry came from the Latin “socius,” meaning social and the Latin
“metrum,” meaning measure.
DEFINITION
• Oxford Dictionary defines sociometry as “the study of relationships within a

group of people”. • Jacob Moreno (1887-1974)defined sociometry as "the inquiry
into the evolution and organization of groups and the position of individuals
within them”
NEED OF SOCIOMETRY
 Focusing on achieving business or organization targets

 Focusing on key contributors who create value - - the informal leaders
 Knowing what is really going on -- enhancing the informal relationship
networks • Focusing on culture – providing
,SOCIOMETRY TEST : • The basic technique in sociometry is the sociometric test

.This is a test under which each member of a group is asked to choose from all
other members those whom he prefers to associate in a specific situation . • The
situation must be real one to the group under study . • Eg. Group study
Requirements of sociometric test are:
1: The limits of the group should be indicated to the subjects.
2.The number of choice allowed should be specific & depend on the size of the
group tested .
3. Each subject should be permitted to make his choices and rejections privately
without the presence of other members in the group
4.A specific criteria for choice should be used with reference to the • functional
activity of group .
5.Different levels of preference should be designed for each choice .

USES
 It enables the teacher to get a comprehensive picture of structure of social

relationship.
 It is a special method of obtaining the information through oral question,
written response and analyzing the record in studying the group
 It is technique where by each
 member is asked to state the kind of relationship or to discover group
structure and relation of any one person to the group as a whole.
 It is useful in assigning committees for students.
 It help to organize class projects.
 This technique is simple
 to use and speedy in administration.
Scoring sociometric choices
1.One method is to count the member of limits an individual is chosen

disregarding the order of choice this is the most simple method .
2.Another method is to score the order of choice for: 3 points to first choice 2 to
second and one point to third choice.
3.Third plan is to use a rating scale each subject may be asked to rate each one of
the other members in a five point scale 4,3,2,1,0 for 4 means “ would • Like to
work with him very much and 0 means “would not want to work with him at all.
PROCESS OF SOCIOMETRY
A sociogram is an important tool for teachers. The sociogram is the chart used to
actually apply sociometric in the classroom. • Its value to teacher is in its
potentiality for developing greater understanding of group behaviour. • This
shows the positive nature of sociometry and once the relationship is understood
by the teacher, group work can be better facillitated for greater learning to occur.
• The data for the sociogram may also be displayed as a table or matrix of each
person’s choices. Such a table is called a sociomatrix.
METHODS OF ANALYSIS OF SOCIOMETRIC DATA
There are 3 important methods of sociometric analysis :
1.Sociometric matrix
2.Sociogram
3.Sociometric index
SOCIOMETRIC MATRIX • A matrix is a rectrangular arrangement ) of numbers of

other symbols , sociometric is a squre or in x n matrix . • Eg: A group of 6
members respond to a sociometric questions with whom whould you like to work
on such & such projects during the next 3 months ? choose any 3 individuals .The
responses made are choices of a member • choose another ,non - choise is
denoted by 0.
Eg
• ADVANTAGES OF SOCIOMETRIC MATRIX: • A. It is inclusive i.e relationship •

between every single pair is specifically recorded . • B. Joint relationship among
paris are recorded . • C. Matrices may be combined and compared .
SHORT COMINGS OF MATRIX: • It is not suitable for a large group • It is a poor
graphic device . • It is a poor tool for detecting mutual choices and other aspects
of group structure . Sociogram • A sociogram is a graphic representation of social
links that a person has. • It is a graph drawing that plots the structure of
interpersonal relations in a group situation
GRAPHIC REPRESENTATION MALE FEMALE MUTUAL ONEWAY STAR A F C E D B
. Sociometric index: • Sociometric choices or other relations are also measured

by indices .A large member of medics are possible . • Choice states index : •
CSA Σ𝐶𝐴/ n-1 • (n-1)is used because one cannot choose oneself. • Where
CSA=Choice states of person A, • ΣCA= sum of choices in common A, • n-
1member individual in the group .
Group cohesiveness index: • GC = Σ(MC)/ n(n-1)/ 2 • Where GC=group

cohesiveness • ΣMC=sum of mutual choices or pairs.
• n=the member of individual in the group. • Group cohesiveness index: is the

proportion of mutual choices to the member of possible pans. • Social intensity
index =Σ acceptance+Σrejections (n-1) • Choise –rejection status :The member of
choices minis the member of rejections
BRANCHES OF SOCIOMETRY
1.research sociometry
2. applied sociometry.
LIMITATIONS
Not necessarily stable relationship.
Some members of the group may not reveal their real relationships on account of
some fear or other considerations .
CONCLUSION:
 Most important of all, the analysis of patterns of participation and

sociometric choices demonstrates that this type of brief training can
produce marked changes from hostile and emotionally toned and individual-
centered interpersonal relations to friendly and work-centered and group-
centered interactions.
Bibliography:
publications:2003
jaypee publications
ASSIGNMENT ON
ESSAY TYPE TEST

MRS.JEYAVANITHA,M.SC(N) G.KANIMOZHI,M.SC(N),1 ST YEAR
HOD OF PEDIATRIC DEPARTMENT, OUR LADY OF HEALTH&COLLEGE OF
NURSING,
ESSAY TYPE TEST

INTRODUCTION
Education choose essay question over other forms of assessment because

essay items challenge students to create a response rather than to simply
select a response. • Some educators use them because essay have the
potential to reveal students abilities to reason, create, analyse, synthesize
and evaluate. • In short ,essay items are used for the advantages they offer.
Despite the advantages associated with essay question there are numerous
disadvantages also. However , easy type questions are the most frequently
used method of evaluation in most frequently used method of evaluation in
most Indian universities, colleges, and schools.
Definition
• Essay question are defined as a test item which require a response
composed by the examinee, usually in the form of one or more sentences ,
of a nature that no single response or pattern of response can be listed as
correct , and the accuracy and quality of which can be judged subjectively
only by one skilled or informed in the subject. - john M. stalnkar
• An essay type test presents or more questions or other tasks that require
extended written responses from the person being tested. - Robert L.E &
David A.F
Based on Stalnaker's definition, an essay question should meet the

following criteria: 1.Requires examinees to compose rather than select
their response 2.Elicits student responses that must consist of more than
one sentence 3.Allows different or original responses or pattern of
responses 4.Requires subjective judgment by a competent specialist to
judge the accuracy and quality of responses
Features of essay type question

 Questions are should both as formative and summative assessments.
 They require a great deal of thought and planning.
 Students prepare their own answers.
 They evaluate knowledge areas alone.
 Students handwriting, spelling, neatness, organization and way of
expressing ideas may be considered while scoring the items.
 No single answer is permitted freedom of response.
 The examinee is permitted freedom of response.
 Answer vary in their degree of quality or corrections.
Purpose Of Essay Type Question

 Essay type questions are subjected to criticism by educationists but still
used in university exams across the globe.
 Once might wonder if there are so many loopholes, why they are
consistently being used for evaluation in nursing.
 This is because essay type question serve distinct purpose which cannot be
accomplished by any other type of questions.
These purpose are discussed below:
1. Students get a chance to express own views • It provides students with an

opportunity to express their views o particular phenomena.
2. To assess factual recall of knowledge • Sometimes teachers might be

interested in knowledge how well students can recall the facts they have learned.
• This can be fulfilled by having essay type questions in the test paper.
3.Analysis and explanation of relationships • When the teacher is interested in

knowledge how well the students can explain the relationship between two or
more concepts essay type questions are used based no other from of question
can serve this purpose.
4.Assessment of non- content attributes of students • Creativity, writing style,

organization, neatness and cleanliness are some other attribute that can be more
appropriately assessed through essay type of question.
Principles/criteria for Construction Of Essay Type Question

• The following guidelines must be followed for the construction of essay type
questions: • The learning objective supposed to be evaluated by an essay type
question should be clearly defined in simple words.
1. Survey the landscape. When you first get the test, look over the whole thing.
Figure out what the tasks are, paying special attention to how many essays you're
asked to write (be sure to note any choices offered) and, most important, how
much time you're supposed to devote to each. You'd be amazed at how many
students make a mistake about the basic instructions.
2. Budget your time. Craft each essay around the time you have available.
Professors who allot one hour expect longer and more detailed essays than ones
who ask you to write for 20 minutes. Don't have a one-size-fits-all approach to
essay questions. (By the way, it wouldn't hurt to take a working watch to the
exam. Not all professors want to track the time for you.)
3. Scan (in your mind) all the resources. Before you start writing your answer,
think through what elements of the course might be relevant for your answer.
Most students are primed to think first about the lectures that bear on the topic.
But if you can bring in materials from the reading or discussion sections, and if
they're relevant, your answer is likely to be stronger.
4. Don't waste time. Some students begin an essay exam by writing elaborate
outlines—so elaborate that they run out of time after writing a sentence or two of
the actual answer. If you need to jot down a few notes before you start, that's
fine, but you need to spend most of your time writing the answer, not preparing
to write it.
5. Don't introduce. Essay exams are not the time to give lengthy introductions or
"setups" to the topic. Usually the time is budgeted tightly, and there's not time for
this. Begin your answer in the very first sentence. Nailing the main point down
right up front puts your essay on track for an A.
6. Don't gesture. Some students think the answer is so obvious—and the

professor knows it, after all—that they only need to wave their hands at the
answer (rather than wasting all that ink to spell it out). But the prof is looking for
you to demonstrate your knowledge and understanding of the material, which
can only be done if you take the time to make explicit your points. Be sure your
answers can be understood by a reasonably intelligent person, not one who is
previously familiar with the material (like the professor).
7. Write quickly and neatly. More detail equals a better grade (usually). Legible
handwriting equals a better grade (usually).
8. Keep it real. Answer in simple, clear language. Avoid fillers, and eliminate
irrelevant material. When an instructor is reading 70 essays on the same topic,
information not related to the topic really stands out like a sore thumb. Some
graders just ignore it, but others take off for it.
9. Don't be afraid to go back. It's OK to go back to a previous essay to fill in some

important point you just thought of. Just draw an arrow to the margin or to the
top of the paper and add in your latest brainstorm.
Constructing Essay Exams
Learner • Hears and reads instructions • Interprets the question • Recalls relevant
information • Prepares a response according to the verbal directive, either
mentally or written, either outlined or "mapped", • Writes response • Reviews
and edits if time permits
Essay tests can evaluate more complex cognitive or thinking skills • Assuming that
rote memory and recall tasks are assessed more appropriately through objectives
tests as true-false and multiple choice questions. These cognitive challenges are
reflected in the verbs of the questions themselves, from simple to complex (c.f.
lists of verbs in objects...)
• Knowledge: recall, define, arrange, list, label, identify, match, reproduce
• Comprehension: describe, explain, recognize, restate, review, translate,

classify; give examples; (re)state in own words
• Application: apply, illustrate, interpret, operate, solve, predict, utilize

• Analysis: analyze, compare, contrast, distinguish, examine, experiment,
diagram; outline
• Synthesis: design, develop, formulate, propose, construct, create, reorganize,

integrate, model, incorporate, plan
• Evaluation: evaluate, argue, assess, compare, contrast, conclude, defend, judge,

support, interpret, justify
Characteristics of Essay Test The distinctive feature of essay type test is the
“freedom of response”. Pupils are free to select, relate and present ideas in their
own words.
Uses of Essay Test

1. Assess the ability to recall, organize, and integrate ideas.
2. Assess the ability to express oneself in writing.
3. Ability to supply information.
4. Assess student understanding of subject matter.
5. Measure the knowledge of factual information.
Types /Form of Essay Test

• Restricted Response/ Controlled Response.
• Extended Response/Uncontrolled Response. Restricted Response Extended

Response
Restricted Response Essay Questions Restricted response usually limits both the
content and the response by restricting the scope of the topic to be discussed.
Useful for measuring learning outcomes requiring interpretation and application
of data in a specific area.
Advantages of Restricted Response Questions • Restricted response question is

more structured. • Measure specific learning outcomes. • Restricted response
provide for more ease of assessment. • Any outcomes measured by an objective
interpretive exercise can be measured by a restricted response essay question.
Limitations of Restricted Response Questions Restricted response question

restricts the scope of the topic to be discussed and indicating the nature of the
desired response which limits student opportunity to demonstrate these
behavior.
Extended Response Essay Questions
Extended response question allows student to select information that they think
is pertinent, to organize the answer in accordance with their best judgment, and
to integrate and evaluate ideas as they think suitable. They do not set limits on
the length or exact content to be discussed.
Advantages of Extended Response Questions • This type of essay item is mostly

useful in measuring learning outcomes at the higher cognitive levels of
educational objectives such as analysis, synthesis and evaluation levels. • They
expose the individual differences in attitudes, values and creative ability.
Limitations of Extended Response Questions • They are insufficient for

measuring knowledge of factual materials because they call for extensive details
in selected content area at a time. • Scoring such type of responses is usually
difficult and unreliable since the examinees have free will in the array of factual
information of varying degree of correctness, coherence and expression.
Advantages Of Essay Questions
 The freedom of response allows the student to express himself in his

own words.
 It measures complex learning outcomes that cannot be measured by
other means.
 Essay tests promotes the development of problem-solving skills.
 It helps students to improve their writing skills such as writing speed.
 It encourages creativity by allowing their own unique way. It is easy
and economical to administer.
 It encourages good study habits in students.
 Essay item is easy to construct and does not take much time
 It can be used to measure in-depth knowledge especially in a
restricted subject matter area.
 It does not encourage guessing and cheating during testing.
Disadvantages of Essay Questions

 Scoring is not reliable because different examiners can grade the
score answer differently. In fact, the same examiner can grade the
same question differently at different times.
 Grading of essay tests is time-consuming.
 Subjective scoring of essay questions.
 Essay questions do not cover the course content and the objectives
as comprehensively as possible.
 Evaluating essay questions without adequate attention to the
learning outcomes is just like “three blind men appraising an
elephant” . One teacher stresses factual content, one organization of
ideas, and another writing skill.
Suggestion For Scoring Essay Question • Score the responses question-by-

question rather than student-by- student. • Disassociate the identity of students
from their responses during the grading process. • Determine in advance what
aspects of the response will or will not be judged in scoring.
Analytical scoring • This scoring method requires that the instructor develop an
ideal response and create a scoring key or guide. The scoring key provides an
absolute standard for determining the total points awarded for a response.
Student responses are compared to the scoring standard and not to the
responses of their classmates.
Holistic Scoring: • The reader forms an impression of the overall quality of a

response and then transforms that impression into a score or grade. The score
represents the quality of a response in relation to a relative standard such as
other students in the class.
CONCLUSION:
Essay type questions have a distinct place in the assessment of cognitive skills.
They are primarily used to assess learning outcomes of a higher level such as
problem solving ability, which cannot be tested by other methods. Open
ended essays have severe limitations. Structured essay questions are better.
BIBLIOGRAPHY:

publications:2003
jaypee publications
ASSIGNMENT ON
CHECK LIST

NURSING,
CHECKLIST
A checklist, is a list of response categories that respondents check if appropriate.
Checklist is a selected list of words, Phrases, Sentences and paragraphs following
which an observer records a check mark to denote a presence or absence of
whatever is being observed. • A basic example is ‘to do list’
Purpose :
 Checklists are occasionally useful for descriptive purposes.
 The main purpose of checklist is to call attention to various aspects of an
object or situation, to see that nothing of importance is overlooked.
 Responses to the checklist items are largely a matter of fact, not of
judgment. It is an important tool in gathering facts for educational surveys.
Uses :
Checklists are used for various purposes. As it is useful in over daily life, it is also
useful in educational field in the following way.
 To collect acts for educational surveys.

 To record behavior in observational studies.
 To use in educational appraisal, studies – of school buildings, property,
plan, textbooks, instructional procedures and outcomes etc.
 To rate the personality.
 To know the interest of the subjects also. Kuder’s interest inventory and
Strong’s Interest Blank are also checklists.
Hints on Constructing Checklist :
Items in the checklist may be continuous or divided into groups of related items.
Items should be arranged in categories and the categories in a logical or
psychological order.
Terms used in the items should be clearly defined.
Checklist should be continuous and comprehensive in nature.
Analysis and Interpretation of Checklist Data :

• The tabulation and quantification of checklist data is done from the responses.
• Frequencies are counted, percentages and averages calculated, central
tendencies, measures of variability and co-efficient of correlation completed as
and when necessary.
Characteristics of checklists:
Checklists should:
 have criteria for success based on expected outcomes

 be short enough to be practical (e.g., one sheet of paper)
 have tasks chunked into logical sections or flow from start to finish
 highlight critical tasks
 have sign-off points that prevent students from proceeding without
approval, if needed
 be written with clear, detailed wording to minimize the risk of
misinterpretation
 have space for other information such as the student’s name, date, course,
examiner, and overall result
 be reviewed by other instructors
Merits :
o Students can measure their own behaviour with the help of checklist.
o Easy and simple to use and frame the tools.
o Wanted and unwanted behaviours can be included.
o Personal - Social development can be checked.
Limitations :
o Only the presence or absence of the ability can be tested.

o Yes or no type judgment can only be given.
o How much cannot be tested through checklist.
o For Example, you want to test the story telling still of a student. You
can check only whether the student developed or not developed the
skill but you cannot study how much he has developed
Conclusion: • The conclusions from checklist data should be arrived at carefully

and judiciously keeping in view the limitations of the tools and respondents. •
When we want to check ‘yes’ or ‘no’ of any ability, checklist is used. Check Your
Progress - Q.1 Prepare a checklist for any skill.
BIBLIOGRAPHY:
o Siddhu Kulbir Singh (1992). Methodology of Research in Education,

Sterling Publisher, NewDelhi.
o Sukhia S. P. and Mehrotra P. V. (1983). “Elements of educational
Research” Allied Publisher Private Limited New Delhi
o Denscombe, Martyn (1999). “The Good Research Guide” Viva Books
Private Limited, New Delhi.
ASSIGNMENT ON
rating scales

NURSING,
INTRODUCTION
• Rating is the assessment of a person by another person. Rating is a term applied
to expression of opinion or judgement regarding some situation, object or
character. Opinions are usually expressed on a scale or value. Rating techniques
are devices by which such judgements may be quantified.
• A rating scale is a method by which we systematize the expression of opinion

concerning a trait. The rating is done by parents, teachers, a broad of interviewers
and judges and by the self as well. These ratings scale given an idea of the
personality of an individual. Rating scales resemble checklists but are used when
finer discriminations are required. Rating scales provides an indication of the
degree or amount of a particular characteristic and use either numbers or
descriptions.
. DEFINITION …
• “Rating techniques are devices by which judgments may be qualified. A rating

scale is a device by which the opinion concerning a trait can be systematised.”
• “Rate scale records how much or how well it happened. Quantitative and
qualitative terms will be used. A rating scale is a set of categories designed to
elicit information about a quantitative or a qualitative attribute.”
“The rating scale method offers a high degree of structure for appraisals. Each
employee trait or characteristic is rated on a bipolar scale that usually has several
points ranging from "poor” to "excellent" (or some similar arrangement)”.
The traits assessed on these scales include employee attributes such as

cooperation, communications ability, initiative, punctuality and technical (work
skills) competence. The nature and scope of the traits selected for inclusion is
limited only by the imagination of the scale's designer, or by the organization's
need to know.
Example:
1. How good was the performance? • Excellent • Very good • Good • Average •
Poor
2. How many times you will discuss with your friend to take decision? • Always •
Sometimes • Never
. Uses of Rating Scale • The uses may be classified into three evaluation areas:
(1) Procedure (2) Product (3) Personal social development.
Procedure Evaluation In many areas, achievement is expressed specifically

through student’s performance. Examples include ability to give a health
education, work effectively in a group, performing various procedure, etc. Such
activities do not result in a product that can be evaluated and paper and pencil
tests are generally inadequate. Rating scale are especially useful in evaluating
procedures because they focus on the same aspect of performance in all pupils
and have a common scale on which to record judgements.
Product Evaluation: When pupil performance results in some type of product, it

is frequently more desirable to judge the product rather than the performance.
The ability to make a model of sanitary well, for example, is best evaluated by
judging the quality of the product itself. Little is to be evaluated by observing the
student’s performance.
Evaluating personal-social development: One of the most common uses of rating

scales in the schools is rating various aspects of personal- social development.
Rating personal social characteristics is quite different from procedure and
product evaluation. When judging procedure and products, the ratings are usually
made during or immediately after a period of observation. In contrast, ratings of
personal-social development are typically obtained at periodic intervals and
represent a kind of summary of teacher’s general impression.
Desirable Qualities of Rating Scales
Clarity
• Variety
• Simple
• Relevance
• Objectivity
• Useful
• Precision
• Uniqueness.
Limitations for Rating Scales
1.It is difficult or dangerous to fix up rating about many aspects of an individual.

2.Halo effect in the judgment may take place
. 3.Chance like the rater may overestimate the qualities of a known person and
underestimate those of unknown persons.
TYPES OF RATING SCALE

1.NUMERICAL RATING SCALES: • This is one of the simplest types of rating scales.
The rater simply marks a number that indicates the extent to which a
characteristic or trait is present. The trait is presented is a statement and values
from 1to 5(a maximum of 10) are assigned to each trait that is rated. In numerical
rating scale the rater puts a check (x) or circles a number to indicate the degree to
which a characteristic is present.
Example: Direction: Encircle the appropriate number showing the extent to which
the pupil exhibits his skill in questioning. Key: 5-outstanding, 4-above average, 3-
average, 2-below average, 1-unsatisfactory. 1. To what extent does the student
participate in discussion? 1 2 3 4 5
Graphic Rating Scale • As in the case of the numerical rating scale, the rater is
required to assign some value to specific trait. This time, however, instead of
using predetermined scale values, the ratings are made in a graphic form- a
position anywhere along a continuum. • In rating scale, each characteristic is
followed by a horizontal line. The rating is made by placing a check on the line. A
set of categories identifies specific positions along the line, but the rater is free to
check between these points.
ADVANTAGES OF GRAPHIC RATING SCALE
(1) They are fairly easy to construct;
(2) They have a fairly high level of user acceptability.
(3) They have face validity
. Descriptive rating scale
• Provide 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. • The descriptions are brief details that convey in behavioural terms how
pupils behave at different steps along the scale, only the centre and end positions
are defined. In others, a descriptive phrase is placed beneath each point. A space
for comments is also frequently provided to enable the rater to clarify the rating
or to record behavioural incidents pertinent to the rating or to record behavioural
incidents pertinent to the characteristics being rated.
Example • Directions: Make your rating on each of the following characteristics by

placing an x anywhere along the horizontal line, under each item. In the space for
comments, include anything that help clarify your rating. 1. To what extent does
the student participate in discussion? • Never participates • Participate more than
others • participate as much as others
Advantages of Rating Scales
 Easy to administer and to score.

 Technically, rating-scale is standard device for recording qualitative and
quantitative judgements about observed performance
 They measure specified outcomes or objectives of education deemed to
be signified or important to the teacher.
 They evaluate products such as typed letter, responses of demonstration,
a speech, sample of handwriting, sample of diagram in charts, and art of
work performed
 The evaluation is asked to rate, according to his /her best judgement, the
learners competency for each item of some point on a continuum such as
excellent poor, achieved- not achieved etc
 In general, rating scales with behaviourally expressed items are more
helpful than those with items expressed as a list of traits; the behaviours
are less ambiguous
 They tend to be very adaptable and flexible
 They can be efficient and economical in the use of a teacher’s time
 They can be comprehensive in the amount of information recorded
 They evaluate procedures such as playing an instrument, operating an
equipment or machine. Working in laboratory, demonstrating the nursing
procedures, typing, cooking, oral reading, acting in play, etc.
 They evaluate personal social development
 They help teachers to rate their students periodically on various
characteristics such as punctuality, honesty, cheerfulness,
cooperativeness, considerations of others and other personality traits
 They can also be used by a student to rate himself
 They can be used with a large number of students
 They can help to reduce the subjectivity and unreliability that are usually
associated with observations method.
Disadvantages of Rating Scales

 Rating scale has certain limitations that must be considered when a
practice evaluator is determining their use within a program.
 Misuse can result in a consequent decrease in objectivity.
 There is a lack of uniformity with which terms are interpreted by
evaluators. This is particularly true with used to designate various intervals
in the rating continuum. An operational definitions of accept-able
behaviours for each interval can facilitate reliability
 There are several common sources of errors in rating scales. All of these
sources affect the validity of a rating.
 Error may be due to- i . Ambiguity ii. Personality of the rater: Halo effect;
personal bias; logical error. iii. Attitude of the rater Iv. Opportunity for
adequate observation.
Improving the Rating Scale • Identify educationally significant traits. • Clearly

define the traits to be rated and the scale points to be used. • If the line showing
the continuum is used, it should follow immediately after the question.
Improving the rater • The rater should know: (a) the value of accurate and honest
ratings (b) the kinds of errors commonly committed and how they may be
avoided or at least minimised. • Motivate the rater to do as accurate a job as
possible. • Select persons who can provide objective, unbiased ratings.
Factors Improving Validity of Rating • Take care in the construction of the scale
and the selection of the raters. • Encourage Raters not to rate those traits or
persons for which or for whom they have insufficient or no knowledge. • Rate
only one trait or characteristics at a time.
COMMON ERRORS IN RATING • Certain types of errors occur so often in ratings

that special efforts are needed to counteract them. These include errors due to :-
• (a) Personal bias (b) halo effect and (c) logical effect.
PERSONAL BIAS ERRORS Personal bias errors are indicated by a general tendency
to rate all individuals at approximately the same position on the scale. • Leniency
or generosity error results when the teacher tend to rate all students towards the
high end of the scale. • Severity error is the opposite of leniency tending to rate
all students towards the low end of the scale. • Central tendency error is
hesitancy to make either end of the rating scale and instead use only the midpoint
of the scale.
HALO EFFECT Halo effect is an error that occurs when a rater’s impression of a
person influences the rating of individual characteristics. If the rater has a
favourable attitude towards the person being rated, there will be a tendency to
give high ratings on all traits, but if the rater’s attitude is unfavourable the ratings
will be low. This differs from the leniency or generosity and severity errors in
which the rater tends to rate everyone high or everyone low.
LOGICAL ERROR A logical error results when two characteristics are rated as more
alike than they actually are because of the rater’s beliefs concerning their
relationship.
PRINCIPLES OF RATING SCALE
• It directly relates to learning objectives.
• Needs to be confined to performance areas that can be observed.
• Clearly define the specific trait or mode of behaviour.
• The trait or behaviour should be readily observable, it should be observed in

number of situations.
• Allow some space in the rating scales card for the rater to give supplementary
remarks.
• 3 to 7 rating positions may need to be provided.
• All raters should be oriented to the specific scale as well as the process of rating
in general.
• The rater should be unbiased and trained.
• Consider evaluation setting, feedback and student participation
• All raters should be aware that rating scales are open to errors resulting to
subjective judgment required of the observers. Error may be due to leniency,
contrast error and halo effect, etc.
• Have expert and well-informed rater. .
Conclusions.
Rating scales are fundamental to data collection, and any loss of measurement
quality at this level, will degrade the quality of clinical studies.
BIBLIOGRAPY
• Basavanthappa BT. “Nursing research”.2nd edition.Jaypee.pno.467- 471,2007
• NEERAJA K.P, “Textbook of nursing education” ist edi, jaypee brothers, pno
419-420
• Laura.A.Talbot. “principle and practice of nursing research”. Mosby’s

publications.pp no.189-190.
• Polite. Hunglar “ nursing research principles and methods”.Lippincott

company.Pno.279-284
• Shankararnarayan B Sindhu B, “Learning and teaching nursing 2nd edi, Pno 161-
171, 180-181.
ASSIGNMENT ON
osce/ospe

NURSING,
OSCE
Assessment of clinical practice skills in health profession’s education poses

several challenges in terms of its objectivity. • Objective Structured Clinical
Examination (OSCE) is one form of objective evaluation method that is
gaining more importance and is being adopted by educators of various
disciplines
OSCE -OBJECTIVE • All the candidates are presented with the same test •
Specific skill modalities are tested at each station • History taking •
Explanation • Clinical examination • Procedures
OSCE - Structured • The marking scheme for each station is structured •

Structured interaction between examiner and student
OSCE-Clinical examination
Advantage-OSCE • Wider sampling than traditional methods • Every

candidate does same examination • Greater opportunity for objectivity •
OSCE Stations are re-useable • Better psychometrics than traditional
methods
Focus
• It involves use of cognitive skills like critical thinking and problem solving.
OSCE also enhances good interaction between the teacher and the
student .Although OSCE is practiced worldwide in nursing education, its
practice in India and other developing countries is scarce.
• The nurse educators from India and other developing countries should be
encouraged to utilize this form of evaluation.
Core Assessment area OSCE is an approach to the assessment of clinical

competence in which the components of the competence are assessed in a
planned or structured way, with attention being paid to the objectivity of
the examination (Harden, 1988).
OSPE In a non clinical area e.g. Biochemistry/Anatomy Physiology lab setting), a
similar approach may be adopted and in this context, it is referred to as an OSPE
(Objective Structured Practical Examination)
PURPOSES OF OSCE According to Boursicot, Ware, and Hazllet (2011), the

purposes of OSCE are to – Measure clinical skills – Match assessment to intended
constructs – Promote structured interaction between student and examiner –
Make structured marking scheme possible – Present all candidates with the same
test – Promote objectivity
COMPONENTS ASSESSED IN OSCE Various components of clinical competence are

assessed using OSCE, – For example, the components of advance clinical nursing
practice skills typically assessed by OSCE are…
1. Interpersonal and communication skills
2. History taking skills
3. Physical examination of specific body system
4. Mental health assessment
5. Clinical decision making including the information of differential diagnosis
6. Interpretation of clinical findings and investigations ,management of a clinical

situation including treatment and referral
7. Patient education
8. Health promotion
9. Clinical problem solving skills
10.Acting safely and appropriately in an urgent clinical situation
11.Critical thinking in therapeutic management
Quality of Assessment
Reliability of a test • measure reproducibility of scores across raters, questions,
cases, occasions • capability to differentiate consistently between good & poor
students
Reliability
Validity of a test • MeasureContent is deemed appropriate by relevant experts •

Test measures the characteristic (e.g. knowledge, skills) that it is intended to
measure • Performance of a particular task predicts future performance
Feasibility • Is it a reasonable task to expect the candidates to perform? Is it

authentic? • Can the task be examined at an OSCE station? Match clinical
situations as closely as possible • Some tasks may require simulated patients •
Some tasks may require manikins • Some tasks simply cannot be examined in this
format
congruence • Is the station testing what you want it to test? • Station construct:
describe what station is testing
• Ensure that all parts of station coordinate Candidate instructions • Marking

schedule • Examiner instructions • Simulated patient instructions • Equipment
Train the examiner
THE COMPONENTS OF THE OSCE The OSCE (Objective Structured Clinical

Examination) has reached a stage of development that allows clear recognition of
key components that bring structure and organization to its construction,
implementation and assessment of its performance
Blueprinting • Content of the assessment should align with the learning objectives
of the course • Blueprinting allows mapping of test items to specific learning
outcomes • ensures adequate sampling across subject area and skill domains
Bp-System based
BP-Discipline based
Possible station • Communication – a telephone conversation • Counseling
– a trained SP • Reading a CVP – special equipment • Intubation –
anaesthetic manikin • Excision biopsy – a pig skin and equipment • Breast
palpation – silicon simulations • Form completion – a collection of forms •
CPR – Resus Annie • Suturing – RCS suture jig • Assembling equipment – IV
infusion set • Traction – SP and equipment • Bandaging – masses of crepe
bandage
History taking station
Procedure station
Physical examination station
Major components are
1.The (examination) coordinating committee
2. The examination coordinator
3. Lists of skills, behaviors and attitudes to be assessed
4. Criteria for scoring the assessment (marking scheme of checklist)

5. The examinees
6. The examiners
7. Examination site
THE COMPONENTS OF THE OSCE Examination stations
1.Time and time allocation between stations
2 Anatomic models for repetitive examinations (Breast, Pelvic/Rectum)
3 Couplet Station
4 Examination Questions
5 Environment of Exam Station

6 Examination Station Circuit
The Examination Coordinating Committee The Examination Coordinating

Committee • An examination coordinating committee is made up of members
who are committed to the evaluative and educational process and whether
appointed or volunteered must give this effort high priority in order for the OSCE
to be developed and implemented. • It is the responsibility of the
examinationcommittee to determine the content of the examination,
development and implementation
The Examination Coordinator • The functions of the examination coordinator

(M.D. or Ph.D. educator) are the catalyst that facilitates the smooth working of
the committee in developing, implementing and assessing the performance of the
OSCE
Lists of Skills, Behaviors and Attitudes to be Assessed • The examination will

measure objectively the competencies in specific areas of behavior, techniques,
attitudes and decision-making strategies based on the objectives of the course or
the requirement of the licensing body. • The OSCE should be able to reliably
assess clinical competence in history taking, physical examination, laboratory,
radiographic and other data interpretation, technical and procedural skills as well
as counseling and attitudinal behaviors
Criteria for Scoring the Assessment (Marking Scheme or Checklist) • A marking

scheme or checklist is prepared for each station. Preparation of the checklist
requires predetermined objective criteria that are agreed upon by the
examination committee, based on faculty input. • Marking scheme/checklist
should be concise, unambiguous and written to contribute to the reliability of the
station.
Rating
Likert scale
The Examinees • The examinee is the student, resident, or fellow in training or at

the end of training of a prescribed course designed to teach certain clinical
competencies that the examinee can use in a clinical situation to make an
assessment and develop a diagnostic formulation that culminates in a therapeutic
plan.
The Examiners • Most stations will require an examiner, although some stations
do not. The examiner at the station where clinical skills (history-taking, physical
examination, interviewing and communication) are assessed, may be either a
physician or a standardized patient
The Examination Site • The examination site is part of a special teaching facility in
some institutions. When such facilities are not available, the examination may be
conducted in an outpatient facility or other space where offices are available in
close proximity to each other.
Examinations Station • The total number of stations will vary based on a function
of the number of skills, behaviors and attitudinal items to be tested. 8.1 .Time
Allocation and Time between Stations – The competency being assessed in
particular station will define how much time should be allotted per station. The
length of time will range from 5-20 minutes. – The time allocated per station
should be as uniform as possible thus facilitating the smooth movement of
examinees from station to station
OSCE DESIGN
e.g., a 10 minute station, 9 minutes is allocated for the task and one minute
transit time to the next station. The examiner can complete the checklist
prior to the entry of the next examinee.
Anatomic Models for Repetitive Examinations (Breast, Pelvic/Rectum) • The

skill, behavior or attitude to be tested in a station determines whether the
station requires a real patient, simulated patient Chronic patients (stable)
may serve well in this situation with proper training. • Simulated patients
who are well-trained offer reliability and consistency in the quality of their
presentations.
.Couplet Station • Some competencies may best be assessed by coupled or linked
stations. For example, a couplet station may consist of a history- physical
examination combined with a problem-solving station.
Examination Questions • Examination questions are designed to assess the ability

to interpret information and critical thinking. The questions deal with diagnostic
investigations, differential diagnostic and management plans.
.Examination Station environment The Examination Station environment should

be conducive to the competency to be tested, including adjustable lighting for
fundoscopic examinations and appropriate examination tables for focused
physical skills assessment. • Stations where auscultatory skills are being assessed
should be either well insulated or in appropriately quiet areas of the examination
site. Clearly marked directions leading from one station to the next should be
displayed.
.Examination Stations Circuit Stations • The Examination stations should be clearly

marked in a logical sequence that allows easy, unimpeded transit from one
station to the next.
EXAMPLE S . No Station Task/Question 1. I Check and record Blood Pressure 2. II

List five factors which helps in maintaining Blood Pressure 3. III Take oral
temperature and record it 4. IV Rest station 5. V Using the formula, convert 39 °C
into Farenheit 6. VI Test the urine for sugar and albumin 7. VII List five causes of
albuminuria
As number of stations affects reliability, often overall OSCE’s reliability is quite low
because often can’t practically run more than 20 stations 9.Patient (Real) or
Simulated • A standardized patient is an individual with a health problem that is
in a chronic but stable condition. Standardized or simulated patient may be used
when properly trained for history and physical assessments. • Simulated patients
may come from the ranks of volunteers, or acting guilds.Detailed instruction
package is provided for both the standardized and simulated patient. The
instructions describe how the patient responds to history questions and physical
exam, as well as how the patient should dress.
.Timekeeper, Time Clock and Time Signal • Appropriate personnel for the position
of official timekeeper and exam facilitators need to be identified and properly
instructed. A well functioning time clock and time signal are critical. • One
support person per three stations is recommended.
.Contingency Plans • A contingency plan includes reserve standardized patients

who are trained to assume a number of roles, and a patient trainer who circulates
to deal with any patient problems that arise. • A number of reserve stations
should be available. A contingency plan must be developed for students who
must leave the exam when the situation arises.
Assessment of the Performance of the OSCE • The OSCE should be tested for
appropriate measurement characteristics such as validity, reliability, feasibility
and credibility. • A valid OSCE station measures what it was designed to measure.
A reliable station measures it consistently. • Grading can be based on a criterion-
referenced system, norm-referenced system, or a combination of both. The
Examination committee needs to decide in advance which system best meets its
fundamental purposes for the exam.
Objective Structured Practical Examination (OSPE) • Objective structured

practical examination (OSPE) is a new pattern of practical examination, in which
each component of clinical competence is tested uniformly and objectively for all
the students who are taking up a practical examination at a given place.
Steps of OSPE
• In order to organize an OSPE successfully, one has to spell out the objectives
of practical experiences in a given discipline related to a particular subject.
1. Demonstrate Practical Skills. For example, for demonstration of practical

skills, monitoring and recording oral temperature, blood pressure, converting
39.4 degree centigrade to Fahrenheit and testing urine for sugar, etc. can be
given
2. Make Accurate-Observations Differentiate between the normal and abnormal

ECG, identify the type of arrhythmias from the ECG.
3.Analyze and Interpret Data Hemogram report, liver function report, urine or
blood sugar report and other laboratory reports.
4. Identify the Patient's Problems • The student has to identify the patient's
problem in order to organize her work. • Problems such as Dyspnea, • Rigor
following blood transfusion and • CSF rhinorrhea following head injury.
5. Plan Alternative Nursing Interventions • In case of airway obstruction, the

student is expected to keep the patient in side lying position. • Do Oro pharyngeal
suction. • Start O2 inhalation if required
Types of Stations
• Procedure station: It requires a student to perform a task, e.g. monitoring of

oral temperature. When a student performs the task, simultaneously she is
observed and marked against the checklist being prepared in advance, by a silent
but vigilant examiner.
The question station/the response station • The student answers the question
being asked on the answer sheet provided and leaves it in the place specified
Scoring Students in OSPE • For each specific skill, a checklist is prepared by

breaking the skill being tested into essential steps and score is assigned to each
step which is proportional to the importance of the step related a particular
procedure.
Procedure of Conducting OSPE • Examiners A, B, C stand in a place from where

they can have a good view of what a candidate is doing at a particular station.
They have a checklist on which they tick as they observe. The score of each
student is entered separately and confidentially.• The students are given clear
instructions regarding how they will rotate around the stations and the time limit
in each station and what they are supposed to do in each station (demonstrate a
skill, make observation, make calculation from the data provided or answer the
question asked).
Conclusion
The OSCE has several distinct advantages. In view of these, the nurse
educators can adopt it as an objective method for clinical evaluation. This
will help the students to improve their clinical competence. The emphasis is
on assessing what students can do rather than what they know. Therefore,
OSCE gives direction for attaining the ultimate aim of the teaching- learning
process.
BIBLIOGRAPHY
1.Jaspreet K S, Comprehensive Textbook of Nursing Education,First edition

2017, Jaypee Publication, Page No.219-222
2.Suresh K S, Communication And Education Technology In Nursing, second

Edition 2015,Elsevier publication,Page No.397-403
3.R Sudha,Nursing education principles and concepts,Frist Edition 2013,

Jaypee Publication, Page No.187-188 
4.http://www.oscehome.com/What_is_Objective-Structured- Clinical-
Examination_OSCE.html  5 http://www.oscepass.com/
ASSIGNMENT ON
psychometric exercises

NURSING,
INTRODUCTION:
Psychometrics is the field that is concerned with theory and technique of
psychological measurement.It includes the measurement of knowledge, abilities,
attitudes, personality traits and educational measurement.
It has two major research tasks.
1.The construction of instruments and procedure for measurement.
2.The development refinement of theoretical approaches to measurement.The

persons who practice psychometrics are known to be called as
psychometrican’s.All psychometrican’s possess a specific qualification.
PSYCHOMETRIC TESTS……..Personality assessments provide a measure of

how individuals work with people, approach their tasks, communicate, approach
change, and deal with stress.When an organization uses Psychometric Test to
match an individual’s skills to the job requirements, the person will learn quicker,
be more satisfied and successful, and stay in the job longer.Person’s performance
is based on their behavior.Behavior is the way the person act, react i.e like,
dislike, comfort, discomfort etc.
These are formal, structured exercises designed by psychologists to measure
psychological qualities such as reasoning ability and personality factors.They are
carefully researched and tested to ensure that they are fair, reliable and
valid.They are administered and scored in a standardized way, allowing your
results to be compared with people who have taken the tests before.Comparison
groups used will often be other university students or recent graduates.
two main types of psychometric test:

 one that assesses your personality and character traits –for example, are
you empathetic, communicative or ambitious
 The second kind tends to be longer and harder and assesses your
reasoning or cognitive ability,-how good you are at things such as words,
numbers, problem-solving or spatial awareness. And sometimes employers
will tailor these according to the type of job. The tests are usually done
online and most tests are multiple-choice.
uses
Recruiting a new employee can be expensive and employers need to make sure
they get the right person. Some characteristics, like team working skills, empathy
and the ability to reason are difficult to assess at interview and psychometric tests
are a more reliable indicator.Psychometric tests also have the big advantage of
removing any potential unconscious bias on behalf of the interviewer. All
applicants, whatever their race, gender or ethnicity are judged on exactly the
same criteria, which makes the process fairer for everyone.
TYPES OF PSYCHOMETRIC TESTS Types of Tests Psychometric Selection Tests

Personality & Interest Tests Aptitude & Ability Tests
Ability & Aptitude Tests (usually verbal, numerical and diagrammatic)
Personality Inventories (questionnaires)
Types of Tests Intelligence Tests Achievement Tests Creativity Tests Interest

Inventories Behavioural Tests Neuropsychological Tests Assess capability Assess
traits Assess intelligence Assess degree of accomplishment Assess capacity for
novelty Assess preference for activities Measure behaviours and their
antecedents/consequences Measure cognitive, sensory, perceptual, or motor
functions
Employers uses:
1 Fair and objective measure of a skill/ability or the potential to acquire it
2 Gives a more rounded picture of suitability for a role
3 Objectively compares candidates’ performance with ‘norm’ levels for a

similar ‘population’
4 Reliable predictor of how well someone is likely to perform in a given job

5 Measuring potential rather than attainment 6 Free from cultural bias
Integrated Selection Strategy Job Performance criteria Performance

prediction system Test Selection Job Analysis Performance appraisal VALIDATION
Personality tests Tests that use projective techniques and trait inventories to
measure basic aspects of an applicant’s personality, such as introversion, stability,
and motivation. Disadvantage • Personality tests—particularly the projective type
—are the most difficult tests to evaluate and use. Advantage • Tests have been
used successfully to predict dysfunctional job behaviors and identify successful
candidates for overseas assignments. Measuring Personality and Interests
Types of Personality Tests 16 PF MBTI Big Five Thomas Personal Profiling System
FIRO-B
The “Big Five” Extraversion The tendency to be sociable, assertive, active, and
to experience positive effects, such as energy and zeal. Emotional
stability/neuroticism The tendency to exhibit poor emotional adjustment and
experience negative effects, such as anxiety, insecurity, and hostility. Openness to
experience The disposition to be imaginative, nonconforming, unconventional,
and autonomous. Agreeableness The tendency to be trusting, compliant, caring,
and gentle. Conscientiousness Is comprised of two related facets: achievement
and dependability.
The Myers-Briggs Type Indicator(MBTI)  Based on theories of Gustav Jung 

Most widely-used questionnaire based test  Uses four bi-polar dimensions 
Sensing –Intuition (SN)  Thinking – Feeling (TF)  Extraversion-Introversion (E-I)
 Judging-Perceiving (J-P)  To create 16 ‘Personality Types’
MBTI is used for: Individual development Management and leadership

development Team building and development Organizational change Improving
communication Education and career counseling Relationship counseling
Personality Factor model (16PF)  Developed in the 1940s and refined in

the 60s  Attempts to define the basic underlying personality 
Questionnaire based  Analysis using 16 personality factors 16 PF is used
for:  Selection  Development  Executive coaching  Teambuilding
The 16 factors with their word descriptors of each scale
1. The DISC Personality Model  Developed in 1920s to understand ‘why

people do what they do’  Simple questionnaire based  Uses four
categories of human behavioral styles – "D" for Dominance-Drive-Direct, –
"I" for Influence – "S" for Steadiness or Stability – "C" for Compliant,
Conscientious, or Cautious Direct, Influencing, Steady and Compliant
behaviors
DISC is used for:  As a learning tool  For career development  Training,

coaching and mentoring  Organisational development and performance
2. FIRO-B:  Devised by American psychologist, Will Schutz, in the 1950's 

Helps people to understand themselves and their relationships with others
 Based on a 2-hour, 54-question questionnaire  Describes interpersonal
behavior in terms of three primary dimensions: 1. Need for Inclusion 2.
Need for Control 3. Need for Affection FUNDAMENTAL INTERPERSONAL
RELATIONSHIP ORIENTATION-BEHAVIOUR
3. FIRO-B is used for  Team building and team development  Individual

development and executive coaching  Conflict resolution  Selection and
placement  Management and leadership development  Relationship
counselling
Selecting and Testing Items Validity Reliability  A test is valid if it measures

what it says it measures  A test is reliable if it is self-consistent  It should
also give the same score for each subject when they are re-tested, this is called
re-test reliability
4. . Selecting and Testing Items Types of Validity The extent to which the test
appears to the user to test the attribute in the question. Its main value is in
gaining co-operation from test takers The question here is whether the test
fully describes the variable being measured Face Validity Construct Validity
5. . Selecting and Testing Items Types of Validity This answers the question
‘Does this test measure all aspects of the variable in question?’ Content
Validity This establishes the predictive value of the test; whether it can
predict some measured, real-world criterion Criterion-related Validity
A psychometric test should be:

Objective: The score must not affected by the testers' beliefs or values
Standardized: Must be administered under controlled conditions
Reliable: Must minimize and quantify any intrinsic errors
Predictive: Must make an accurate prediction of performance Non

Discriminatory: Must not disadvantage any group on the basis of gender, culture,
ethnicity, etc.
Testing Program Guidelines:
1 Use tests as supplements
2 Validate the tests
3 Monitor your testing/selection program
4 Keep accurate records
5 Use a certified psychologist
6 Manage test conditions
7 Revalidate periodically
There is no “pass-or-fail” in Psychometric Test.

It’s about “job-fit”.There is a job for everyone, HR’s task to find the right
candidate to fit in the role/ job.Psychometric Test are based on the assumption
“Past behavior is the best predictor of future behavior”.
Personality/motivation questionnaires These tests attempt to find out how you

behave in a working environment, what motivates you and how you work with
others. There are no right or wrong answers in these type of tests. They typically
take the form of a question with two or more answers. Although you may agree
with more than one answer, you are asked to choose the one you most prefer or
agree with. Ability/aptitude tests These generally test your ability to reason and
think logically, rather than any specific skills related to the role. They usually take
the form of multiple-choice questionnaires, but this time with definite right and
wrong answers. The tests are often timed and may test your numerical, verbal
and logical abilities.
VERBAL ABILITYWhich of phrases given below each sentence should replace

the phrase printed in bold type to make the grammatically correct? If the
sentence is correct as it is, mark 'E' as the answer. The small child does whatever
his father was done. A. has done B. did C. does D. had done E. No correction
required Answer: Option C
Numerical AbilityThree times the first of three consecutive odd integers is 3

more than twice the third. The third integer is: A.9 B.11 C.13 D.15 Answer: Option
D Explanation: Let the three integers be x, x + 2 and x + 4. Then, 3x = 2(x + 4) + 3 x
= 11. Third integer = x + 4 = 15.
PERSONALITY INVENTORIES
For each statement choose the response that best represents your opinion:
Strongly Disagree If you strongly disagree or if the statement is definitely false.--

DisagreeIf you disagree or if the statement is mostly false.-/+Neutral If you are
neutral about the statement, if you cannot decide, or if the statement is about
equally true and false+AgreeIf you agree or if the statement is mostly true.+
+StronglyAgree If you strongly agree or if the statement is definitely true.
Conclusion:
Psychometric tests are a standard and scientific method used to measure
individuals' mental capabilities and behavioural style. Psychometric tests are
designed to measure candidates' suitability for a role based on the required
personality characteristics and aptitude (or cognitive abilities).
BIBLIOGRAPHY:
publications:2003
jaypee publications
ASSIGNMENT ON
OBJECTIVE TEST
HOD OF PEDIATRIC DEPARTMENT OUR LADY OF HEALTH&COLLEGE OF
NURSING,
TEST:
•Test is a systematic procedure for observing persons and describing them with
either a numerical scale or a category system.  Test commonly refers to a set of
items or questions under specific conditions
Types of test ESSAY TYPE SHORT ANSWER TYPE TEST OBJECTIVE TYPE TAT
( thematic Apperception test)
SHORT ANSWER TYPE TESTS
 Short answer items requires the examinee to respond to the item with a
word, short phrase, number or a symbol.
 Exp:  Write a one-sentence definition of each of the following terms. 

(a):Weather  (b):Friend
Characteristics
•The test has supply response rather than select or identify
•In the form of question or incomplete statement
•The test can be answered by a word, a phrase, a number or symbol
FORMS OF SHORT ANSWER ITEMS  Question form  Identification or

association form  Completion form
ADVANTAGES
 Very easy to construct
 Low probability of guessing the answer because it has to be supplied by
the examinees rather than select identify from the given answers .
 They are good to test the lowest level of cognitive taxonomy (knowledge,
terminology, facts)
Objective type test:
It is generally call for single words, phrases, numbers, letter and other symbols as
response to items. • Is defined as one for which the scoring rules are so specific
that they do not allow scorers to make subjective inferences or judgments.
Categories of Objective Test • Selected Response Format • Constructed Response

Format
Selected Response Format - Selection type - True or False - Matching Type -

Multiple Choice
Constructed Response Format - Supply type - Enumeration - Labeling -

Identification - Completion type - Simple Recall
Advantages
o The sampling of the objective examination is more representatives

and so measurement is more extensive.
o Handicaps such as poor vocabulary, poor handwriting, poor spelling,
and poor grammar and the like do not adversely affect the ability to
make reply.
o Scoring is not subjective because the responses are single words,
phrases, numbers, letters and other symbols with definite value
points and hence, the personal element of the scorer is removed.
o The objective test is better prepared than the essay test because
there are principles to be applied in its construction.
Disadvantages
 It is harder to prepare.
 Generally, it measures factual knowledge only.
 It does not help in nor encourage the development of the ability of the
students to organize and express their ideas.
 It encourages memory work even without understanding.
 It is easier to cheat in an objective examination than in essay examination.
Types of Objective Test - True or False - Matching Type - Multiple Choice -

Enumeration - Labeling - Identification - Completion type - Simple Recall
True or False Test Type - An objective type test presented in a form simple
declarative statement, to which the pupils respond indicating whether the
statement is true or false. It is applicable to all learning areas.
Types of True or False Test
o Simple True or False

o Modified True or False
o True or False with correction
o Cluster True or False
o True or False with options.
o Fact or Opinion
Construction:
• Do not copy statement from the book.
• As general practice, keep variety of proportions of true and false statements.
• Express your statement in a simple language as possible.
• Keep your sentences reasonably short or restrict them to have one central area.
• If you wish to score the papers right minus wrong (R- W), state so in the
directions.
• Be very careful about the grammatical structure of the sentences.
Example: Direction: Write T if the statement is true and F if the statement is false.
Write your answer on the space provided before the number. 1. The serial
number of the last score in ranking is the same as the number of cases. 2. Identify
is the behavioral term of comprehension. 3. Synthesis proposes a plan for
experimental from different areas into plan for solving problems. 4. Criterion-
Referenced test is a measure which compares student’s performance with other
students’ performance in the class.
Identification type of test - An object type of test in a form of completion test

which is defined, describe, explained or indicated by a picture, diagram or a
concrete object and the term referred to is supplied by the pupil or student.
construct the identification type test
1. The definition, description or explanation of the term may be given by means of

phrase or incomplete statement if its not indicated by a picture, diagram or
complete object.
2. The statement should also be phrased that there is only one response.
1. How to construct the identification type test
2. Ex. Direction: Identify the following _____1. The best and the most
accurate measure of variability. Answer: Standard Deviation _____2. It is
the process of evaluating a test of evaluating a test item to determine
value, discriminating power an the effectiveness of the item. Answer: Item
Analysis
MATCHING TYPE TESTS  A test consisting of a two column format, premises

and responses that requires the student to take a correspondence between
the two
ADVANTAGES
 Simile to construct and score

 Well suited to measure association
 Reduce the effect of guessing
 They can be used to evaluate examinee’s understanding of concepts,
principle, schemes for classifying objects, ideas or events
LIMITATIONS
•They generally provide clues
•They are restricted to factual information which encourages memorization
•If the same number of items are written in both the columns, the matching type
is converted to MCQs at late stage and in the end it is converted to true and false
category
MULTIPLE-CHOICE TEST
Multiple-choice Test
• Is a test used to measure knowledge outcomes and other types of learning

outcomes such as comprehension and applications.
• Most commonly used format in measuring student achievements in different

levels of learning.
Consist of three item:
1. Stem – represents the problem question.
2. Keyed option – correct answer
3. Distracters – incorrect options or alternatives
General Guidelines of constructing Multiple-choice test • Guidelines for

constructing the stem • Guidelines for constructing options • Guidelines for
constructing Distracters • Examples • Advantages • Disadvantages
GENERAL GUIDELINES in Constructing the Multiple-choice Test
1. Make a practical test.
2. Use diagram or drawing when asking questions about application, analysis or

evaluation.
3. Use tables, figures, or charts when asking question to interpret.
4. Use pictures when students are required to apply concepts and principles.
5. When ask to interpret or evaluate quotations, present actual quotations
6. List of choices vertically not horizontally.
7. Avoid trivial questions.
8. Use one correct answer only.
9. Use to three to five options.
10. Be sure to use effective distracters.
11. Increase similarity of the options.
12. Do not use “none of the above” when asking for best for a best answer.
13.Avoid using “all of the above” options.
Guidelines in Constructing the Stem

1. The stem should be written in question form or completion form.
2. Do not leave blank at the beginning or at the middle of the stem in completion
form
. 3. Clear and concise.
4. In a positive form. Avoid using negative words, if you do underline or

capitalize. Ex: Which of the following does not belong to the group? Or which of
the following does NOT belong to the group? 5. Stem is grammatically correct.
Example; 1. “World War 2 was:”
Which of the following philosophical schools was most identified with the Greek
Philosopher Aristotle? A. Stoicism C. Platonism B. Agnosticism D. Empiricism •
Guidelines in Constructing Options 1. One correct or best answer only. 2. List of
options are vertical. 3. Avoid creating a pattern. 4. Options must be homogenous
in content. 5. As much as possible options must be in the same length. 6. Avoid
the phrase “all of the above”, “none of the above” or “I don’t know.”
Which of the following philosophical schools was most identified with the Greek
Philosopher Aristotle? A. Stoicism C. Platonism B. Agnosticism D. Empiricism •
Guidelines in Constructing Distracters 1. The distracters should be plausible. 2.
Should be equally popular with the rest of the options.
Advantages;
 Measures learning outcomes.

 Scoring is highly objective, easy and reliable.
 Scores are reliable than subjective type of test.
 Distracters can provide diagnostic information.
Disadvantages;
 Time consuming
 Difficult to construct plausible distracters.
 In some cases, there are more than one possible answer.
 Ineffective in assessing problem solving skills of the students.
 Not applicable in assessing the students’ ability to organize and express
ideas.
 GOAL Our goal is to design questions that students who understand will
answer correctly and students who do not understand will answer
incorrectly.
Completion type Test
• An objective type of test that includes series of sentences which certain
important words of phrase has been omitted for the pupils to fill in a
sentence may contain one or more blanks and the sentences may be
disconnected or organized into a paragraph. Each blanks counts one point.
construct completion type of test
 Omit only words that are essential to the meaning of the statement
or sentence.
 Do not omit any words in a statement. The statement may lose its
meaning.
 Make the blanks equal in length to avoid clues. Long blanks suggest
long answers, short blanks suggest short answers.
Example • Direction: Fill up the blanks with the correct answer. 1. The
Father of educational testing is ________. Answer: Edward L. Thorndike 2.
Alfred Binet a French psychologist and also known as the _________.
Simple Recall Test
• Objective type of test that sometimes require the student to supply an

answer to direct question and sometimes require him to complete a
statement where a word or phrase has been omitted.
construct Simple Recall Test
o Do not lift statement from the book verbatim.

o Frame the questions so that one correct answer is possible.
o Avoid extraneous hints that give the students clues to the answer.
o Design the test items so that the blank comes at the end of the
statement.
o If the item requires the pupils to compute figures in order to arrive at
an answer, always indicate the units to express the answer, whether
it is feet, inches or in seconds, minutes or hours and minutes.
Example Direction: Follow the directions in each of the problem below.

Write the answer to each problem in the blank provided at the left. You
may use the side of this sheet for computation. 14.90 1. The following
are the scores of Mathematics student 18, 12, 16, 10, 10, 22, 15, 13, 17,
& 18. What is the mean? A. Benit 2. Who is the father of mental/modern
testing?
Labeling Type Test
• An objective test in which the names of parts of diagrams, map,

drawing or picture are to be indicated.
construct the labeling type of test
o Make the diagram, map, drawing or picture to be labels very

clear and recognizable especially the parts to be labeled.
o The parts to be labeled should indicate by the arrows so that
labels can be written in a vertical column in a definite place
and not on the face the diagram, map, drawing or picture.
o Labeling can be matching type of test if the labels with some
extras are given.
Enumeration Type Test • An objective type test in which there are to or

more responses to an item.
CONCLUSION:
An objective test is a test that has right or wrong answers and so can be

marked objectively. It can be compared with a subjective test, which is evaluated
by giving an opinion, usually based on agreed criteria.
BIBLIOGRAPHY:
publications:2003
jaypee publications.
COURSE
PLAN
SUBMITTED TO : SUBMITTTED
BY:
MRS.JEYANTHI,M.SC(n) , G.KANIMOZHI,M.SC(n) 1ST YEAR

,
Vice principal, our lady of health &college
Our lady of health & college of nursing,
Of nursing, thanjavur.
Thanjavur.
Unit PLAN
BY:

,
Thanjavur.
Assignment on
Annotated
bibliography
BY:

,
Thanjavur.
Microteaching on
hydatidiform mole
BY:

,
Thanjavur.

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ASSIGNMENT ON

SUBMITTED TO: SUBMITTED BY:

ASSOCIATE PROFESSOR, OUR LADY OF HEALTH&COLLEGE OF

OUR LADY OF HEALTH &COLLEGE OF NURSING,

Intelligence is a capacity of excellence individual in the various area.

According to the TERMAN “Intelligence is the ability to things.”

“Intelligence is the ability to give responses that are true.” –THORNDIKE

3. Abstract or (general) intelligence.

TEST OF INTELLIGENCE:- “ French Psychologist, ‘ ALFRED BINET’ the father of intelligence

. Based on number of individuals to be tested

2. Group tests – Group of individuals are tested at a time.

Based on the form of test:-

1.INDIVIDUAL INTELLIGENCE TEST

This test can be administrated to only one individual at a time.

TYPES OF INDIVIDUAL INTELLIGENCE TEST:-

•Non Verbal method.

1. VERBAL METHOD:- In this method language ability is essential. The individual

2. NON-VERBAL METHOD:- Non verbal method is deals with diagram and

GROUP INTELLIGENCE TEST:-

In this method test can be administrate to a group of individual at a time.

TYPES OF GROUP INTELLIGENCE TEST:-  Verbal test  Non Verbal test

INTELLIGENCE TESTS BASED ON SCIENTISTS:-

B. Wechsler intelligence test scale for children(WISC)

2. The Stanford Binet intelligence scale

3.Ravens progressive matrix

4. Vineland social maturity scale.

A) WISE – Used for people between ages of 16-75. 

B) WISC – Used for children at age group between 5-16 years.

 Test of general information

1.INFORMATION: - In this test ask general knowledge and the individual

2. COMPRIHENTION: - Are deals with more abstract questions e.g. nature of

3. ARITHMETIC: - It s deals with the problems solving method and measure by

5. SIMILARITIES:-The subject is asked to identify Paris similar.

6. VOCABULARY: - The meaning of the words has to be given.

PERFORMANCE INTELLIGENCE TEST:

 Performance (scale) test have 5 sub test i.e

PICTURE ARRANGEMENT:- This subject is given mixed up sets of picture to tell

STANDFORD BINET TEST:-

Below 20 Profound Mental retardation

91-110 Slow learner

140 and above Gifted

. Nearly 35% belongs to low IQ and only 5% belongs to high.

Some of the examples of Binet test/Standford Binet Test.

1.For 2 years old:-Various names of body parts on the tap picture.

2.For 3 year old –Copy of drawing circle.

3.For 4 year old – Explain correctly why we have houses or books.

5.For 9 year old – Can rhymes.

3.RAVENS PROGRESSIVE MATRIX:-

4.VINELAND SOCIAL MATURITY SCALE-

1.To assess the individual social behaviour skills and relationship.

2.To assess the social maturity behavior

3. It is applicable in medical field.

The description of intelligence is focused on the individual trait, which is the

 Baskar nima & bhaskar elakkuvana ``text book of nursing

SUBMITTED TO: SUBMITTED BY:

ASSOCIATE PROFESSOR, OUR LADY OF HEALTH&COLLEGE OF

OUR LADY OF HEALTH &COLLEGE OF NURSING,

USES OF APTITUDE TEST

PURPOSE OF APTITUDE TEST

Art Aptitude Test

Clerical Aptitude Test

Manual Aptitude Test