PRAKASH INSTITUTE OF NURSING

GREATER NOIDA

SUBJECT - NURSING EDUCATION

ASSIGNMENT
ON
STANDARDIZED AND
NON STANDARDIZED
TEST

SUBMITTED TO:- SUBMITTED BY:-

MS MONALISHA KAMINI

ASST. PROFFESOR M.SC [N] 1 st YEAR

 STANDARD TESTS -

INTRODUCTION -
Standardized test are those test stated the uniformity and equality in the scoring
and administrating and interpreting the result

eg – Any examination in which the same test is given in the same manner to all
students.

It is considered as an economical , reliable and valid assessment which continue

or exit in institutions such as school, university ,business. The tests usually use
multiple – choice format test.

TYPES OF STANDARDIZED TEST -

 Achievement test –This test may assessed any or all of reading,

math’s and written language as well as subject areas. For eg –

- Reading tests

- Mathematics tests

- Social studies tests

 Intelligence test
 Aptitude test – To determine an individual’s knowledge. There are
three types of aptitude test –

- Verbal reasoning

- Numerical reasoning
 - Abstract reasoning

NON STANDARDIZED TEST

A non-standardized test is one that allows for an assessment of an individual’s

abilities or performances, but doesn’t allow for a fair comparison of one student
to another . This type of test contrasts standardized tests, such as state
educational development tests and college entrance exams.

Non Standardized Test –

 Written tests
 Oral tests
 Practical / Performance

VALIDITY OF TEST

Validity is the ability of the test to measure what it is intended to measure.

TYPES OF VALIDITY -

 Content validity
 Predictive validity
 Construct validity
 Concurrent validity
 Face validity

FACTORS AFFECTING VALIDITY

 Unclear direction results to low validity.

 If reading vocabulary is poor, the students fail to reply to the test items.
 Difficult sentences are difficult to understand, unnecessarily confused.
 Use of inappropriate items will lead to disorganized of matter leads to
lower validity.
  Inadequate weight age to sub topics objectives forms a question of a
test.

RELIABILITY OF TEST -

 The degree of accuracy, consistency with which an exam, test

measures, what it seeks to measure a given variable.
 The degree of consistency among test scores.
 A test score is called reliable, when we have reasons for believing it
to be stable and trustworthy.

OBJECTIVITY OF TEST -

 A test is objective, when the scorer’s personal judgement does not

affect the scoring.
 It eliminates fixed opinion or judgement of the person who scores it.

USABILITY OF TEST -

 The overall simplicity of use for a test for both constructor and for
learner.
 It is an important criterion used for assessing the value of a test.

ESSAY TYPES EXAMINATIONS OR ESSAY TEST-

‘An essay test presents one or more questions or other tasks that require
extended written responses from the persons being tested’.

-Robert LE and David AF

TYPES –

Extended response
Restricted response

ADVANTAGES OF ESSAY TYPE TEST -

  Test the ability communicate in writing, depth of knowledge and
understanding.
 The student is free to communicate her/ his ability for independent
thinking.
 The student can demonstrate her/his ability to organize ideas and
express them in a logical and coherent fashion.
 It requires short time for the teachers to prepare the test and
administer.
 It can be successfully employed for all the school subjects.

DISADVANTAGES -

 Lack objectivity
 Provide little useful feedback
 Takes long – time to score
 Mood of examiners
 Improper comparison of answer of different students
 Laborious process both for corrector and for the student
 Only competent teachers can assess it.

SHORT OPEN ANSWERS TYPE TESTS –

 Use action oriented precise verbs.

 Each items should deal with important content area.
 Questions can be as long as possible, but answers should be short.
 Use precise, simple and accurate language in relation to the subject
matter area.

MULTIPLE CHOICE ITEMS -

 It is the form of objectives type test.

 These are the most flexible and most effective of objective type
of items and consists of two part.
 The stem – which presents the problem, presented in the form
ofan incomplete statement or a question.
 The potions or responses – list of possible/ correct answers
possible distracters.

VARIATIONS OF THE MULTIPLE – CHOICE FORMAT -

  Simplest type
 Analogy type
 Reserve type/ negative variety of multiple choice item

THE ALTERNATIVE – RESPONSE ITEMS

True / False items

 Questions or declarative statements followed by yes/no or true/

false.
 The student is asked to tick marks the correct response

MATCHING TYPE ITEMS -

Direction for preparation of matching type items

 The matching items should be of same kind nature.

 The number of choices should be more than the required
answer.
 Keep the stimuli and response columns on the same page
 Give some headings to both the columns like ‘A’ and ‘B’.

RATING SCALES [DIRECTED OBSERVATION] -

Rating scale is the judgement of one person by another.

Rating scale is a common evaluation tool used in evaluating the

knowledge, skills and performances.

eg – 1. How good was the performance

Excellent
Very good
Good
Average
Poor

TYPES-

 Descriptive rating scales;

 Numerical rating scales
 Graphic rating scales
  Behaviourally anchored rating scale [BARS]

USE –

To evaluate skills, product outcomes, activities and personal characteristics.

ADVANTAGES- Easy to administer and score

 Can be used for a large group of students

 Wide range of application
 Clarity of feedback to student

DISADVANTAGES –

Misuse can result in a consequent decrease in objectivity.

QUALITIES –

 Clarity
 Variety
 Simple
 Relevance
 Objectivity
 Useful
 Precision
 Uniqueness

CHECKLIST
 Checklist are designed to record the presence or absence of specific
traits or behaviour.
 A checklist is a tool for identifying the presence or absence of
conceptual knowledge, skills or behaviours.
 Checklists are used for identify whether key tasks in a procedure,
process or activity have been completed.
 A checklist is an inventory of behaviors, skills, or characteristics that
the observer marks or checks if they are present.

USES OF CHECKLIST-
  The checklist is used to assess the current characteristics of the
child, teacher, curriculum ,or environment and to track changes
overtime.
 The task may be a sequence of step or include items to verify that
the correct sequence was followed.
 Used be given to students to follow in completing procedure [eg-
evaluating demonstration]

CHARACTERISTICS OF CHECKLIST -

It should be –

 Logical order
 Based on expected outcomes
 Short or concise
 Highlight critical task
 Use single task in one sentences Include students name, date, course,
examiner and overall result.

ADVANTAGES -
 Easy, quick, convenient and efficient in preparing recording and
evaluating.
 Simple and time – efficient.
 Focuses on specific behaviors, skills or characteristics
 Data from checklists can be easily analyzed.
 Don’t have to trained to use it

DISADVANTAGES -

 Checklists lack the richness of the more descriptive narration.

 Narrowed in nature.
 Limit the presence and absence of behavior
 Important aspects of behaviors may be missed. Such as –how a
behavior is performed and for how long.
 OBJECTIVE STRUCURED PRACTICAL EXAMINATION

OR

CLINICAL EXAMINATION [OSPE/OSCE]

INTRODUCTION-

The traditional system of practical examinations in nursing consist of either

assessing procedure to a student or a patient for identifying the needs and the
problems. This depends upon students ability and availability of the patient for
the particular procedure.

STEPS OF OSPE/ OSCE -

 Demonstrate practical skill

 Make accurate observations
 Analyze and interpret data
 Identify the patient problem
 Plan the alternative nursing interventions

TYPES OF STATIONS-

 Procedure station
 The question station / the response station

SCORING OF STUDENT -

 Make a checklist
 Observe the student performance
 Fulfilment of requirement of examination
 Fulfilment of objective of examinations

PROBLEMS IN CONDUCTING OSPE/OSCE -

 Not availability of many faculty members

 Lack of enthusiasm of the teachers to try out new methods
 Students apprehension for having to learn even the smallest detail of
subject.
 Lack of physical facilities and cooperation in clinical settings
  Controversies over the evaluation criteria.

ADVANTAGES OF OSPE/ OSCE –

 It is more objective, reliable and valid than the traditional system of

examination.
 All students are subjected to the some standardized test.
 Emphasis is shifted from testing of actual knowledge to testing of
skills, that too in a short time
 It helps to ensure a wild coverage of the practical skills
 Ensure the interaction of teaching and learn

LIMITATIONS OF OSCE/OSPE -

 The stimulated situations may not reflect the real life situation
 Students cannot be assessed for different skill, in handling
equipment.
 Empathy towards the patients cannot be evaluated
 The skills of the students in providing holistic nursing care cannot
be assessed.
 It may be time consuming to construct an OSPE.
 There is a risk of fatigue.

STRATEGIES TO OVERCOME -

 Training the faculty member in using OSCE/OSPE

 Preparation of the students from the beginning of the course for this
type of examination.
 Proper communication with the the administration of the clinical
areas regarding OSCE
 Ensuring the reliability and validity of the evaluation criteria
 Adequate planning and organizing of the whole exercise.

BIBLIOGRAPHY
 I. R.Sudha. Nursing principles Principles and Concepts .1st edition.
New Delhi; jaypee brothers medical publishers ltd;2013.page no
163-187.
II. K P Neeraja. Textbook of Communication And Education And
Technology For Nurses .edition New Delhi ; jaypee brothers
medical publishers ltd ;page no 434-465.
III. Thakkar Vimal .G. Nursing Education .2nd edition.vora medical
publications ltd;page no 114-116.
IV. GM Veerabhadrappa. The Short Textbook Of Nursing Education
1st edition. New Delhi; jaypee brothers medical publishers ltd;
2011. Page no 173-183.
V. Sharma Mukesh Chandra. Textbook of Nursing
education[Communication and Educational Technology ]1st
edition. New Delhi; jaypee brothers medical publishers ltd;2013.
Page no 232-306.
VI. https;//en.m.wikipedia.org.wiki/standardized.test
VII. https;//www.scribd.com/mobile/doc/102345895/standardized-and-
Non-Standardized-Tests[6/16/2012;11/26/2016].