Construction of essay type questions ppt.pptx

Construction of Essay type questions and Evaluation ppt is very useful to the Nursing faculty and students.

1. Construction of Essay Type Questions & Evaluation Mrs. . V.Swarajya lakshmi Lecturer GCON,WGL 11.04.2022 at 2to 3pm

2. Objectives: Understanding the principles main advantages and limitations of essay questions and common misconceptions associated with their use. Distinguishing between learning outcomes that are appropriately assessed by using essay questions and outcomes that are likely to be better assessed by other means. Evaluating existing essay questions using criteria of effective essay questions .

3. 4. Improving poorly written essay questions by using the criteria for effective essay questions to identify flaws in existing questions and correct them. 5.Constructing well-written essay questions that assess given objectives.

4. Educators choose essay questions 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 essays have the potential to reveal students' abilities to reason, create, analyze, synthesize, and evaluate.

5. Definition of Essay type question: "A test item which requires 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 responses 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." by John M. Stalnaker

6. Based on this definition, there are a few criteria that inform us on the characteristics of an essay question . -Something in which the examinee (or student) has to compose or create, rather than select from a list of options -It inherently includes some form of writing, usually in the form of multiple sentences -Answers are not bound by a single response or pattern of responses -It can only be evaluated or judged by someone informed or skilled in the subject

7. Principles for preparing essay type test -Do not give too many lengthy questions -Avoid phrases, eg . discuss briefly -Questions should be well structured with specific purpose or topic at a time -Words should be simple, clear, unambiguous and carefully selected -Do not allow too many choices -According to the level of the students 'difficulty and complexity items has to be selected

8. Elements of Essay Question? An essay question is a test item which contains the following elements: 1. Requires examinees to compose rather than select their response .ex (Multiple-choice questions, matching exercises, and true-false items are all examples of selected response test items because they require students to choose an answer from a list of possibilities)

9. 2 . Elicits student responses that must consist of more than one sentence ( essay questions require students to compose their own answer is not the only characteristic of an effective essay question.)

10. 3. Allows original responses and response patterns - Create topic sentences based on the main points .

11. Requires subjective judgment by a competent specialist to judge the accuracy and quality of student responses. ex: answering the questions exemplicity justifying why by weightage up points and focusing on arguments, using examples etc,.

12. 5. Provides students with an indication of the types of thinking and content to use in responding to the essay question Ex:Six top tips for writing a great essay 1.Analyse the question. 2.Define the argument. 3.Use evidence, reasoning and scholarship. 4.Organise a coherent essay. 5.Write clearly. 6.Cite sources and evidence. by university Melborne

13. Advantages Assess higher-order or critical thinking skills. provide an effective way of assessing complex learning outcomes. 3. It cannot be effectively assessed by other commonly used paper-and-pencil assessment procedures. 4.Essay questions can also assess in-the-moment writing  skills. 5.It can evaluate student problem solving, decision making and reasoning skills ( Vital competencies) 6.Assess students' writing abilities& skills

14. 7. Assess the students understanding of and ability to think with subject matter content 8.In fact, some of the most complicated thinking processes can only be assessed through essay questions, when a paper-and-pencil test is necessary (e.g., assessing students’ ability to make judgments that are well thought through and that are justifiable)..

15. . Limitations Essay Questions : Assess a limited sample of the range of content. Are difficult and time consuming to grade. Provide practice in poor or unpolished writing.

16. Misconceptions Assess higher-order or critical thinking skills regardless of how they are written.( Essay questions are always better than multiple choice questions when assessing higher order thinking) Essay questions are easy to construct. The use of essay questions eliminates the problem of guessing. .

17. 5. Essays develop writing skills 6. Essays encourage students to study and prepare more deeply

18. Learning objectives: -It almost always contain verbs that can provide direction for the choice of assessment method. The verbs that best describe the ability or abilities the instructor intends to assess are sometimes referred to as “directive verbs”

19. Directive verbs Analyze Develop Justify Apply Explain Match Classify Evaluate Predict Compare Identify Propose Compose Infer Recall Defend Interpret Recognize

20. Critical question words Descriptive question words Analyze Define Evaluate Demonstrate Justify Describe Critically Explore Review Elaborate To What extent Explain, Assess Contrast, Clarify Identify, Compare Summarize Outline, Discuss Illustrate, Examine

21. Strategies on how to construct effective essay questions ( by Teacher training programme,Toranto ”) 1.Start with your own learning outcomes ex: Writing out explicit, clear and concise learning objectives will aid in how you create your essay questions

22. 2. Limit subject matter (create boundaries) ex: If we provide too vague of an essay question, students will feel the desire to write everything they know about the topic, many times to the detriment of actually answering the question

23. 3.Use verbs carefully and selectively (and make sure the verb interacts with the object of the verb) ex: If you want students to provide an explanation, verbs like describe or explain might be useful. - If you are hoping for students to provide their own interpretations with supportive evidence, verbs like analyze or evaluate.

24. 4 . Situate the intended learning objective into a problem ex: If you are hoping for students to demonstrate their own opinions on a certain topic, feel free to use that language “demonstrating personal opinion” so students know what your intended learning outcomes are.

25. 5. Understanding limitations of writing in a time-based assessment ex:Understand that your students are under considerable time pressure and many of them will start writing immediately even before drafting an outline. -Therefore, be mindful of the time pressures of the writing and adjust your grading accordingly.

26. Be clear as to the expectations on the quality of writing, the use of bullet points and short form, and other ways students can save time(30min)on the actual writing. -Also be mindful of how many essay questions you can effectively put on an examination . 

27. 6.Promote feedback and training (to avoid poor writing habits) Ex: To ensure that writing quality does not degrade during essay-type questions on a test One of the best ways to promote strong writing is to provide quality writing and have students deconstruct the piece of work. .

28. 7.Keep the writing of the essay as accessible as possible ex: One of the biggest fears of students is misunderstanding the question, which leads to providing an answer that does not represent their true understanding of the content -unnecessary information should be removed to reduce the amount of extraneous cognitive load and possible points of confusion .

29. 8.Be clear about the criteria of grading ex: Students should be aware of the criteria in which they are being graded. (on general themes such as writing style, clarity, having a strong thesis statement, etc). -Therefore, it might be beneficial for students to know ahead of time how they might be graded

30. providing the questions ahead of time Many educators believe that one way of dealing with the time crunch is to provide students with essay questions/topics ahead of time prior to the actual examination. Furthermore, some instructors will allow students to bring in “cheat sheets”, or work that has been written prior to aid them in the creation of their written answers.  opportunities to edit, re-evaluate, and even resubmit a piece of writing will be more beneficial to students’ writing abilities than a one-off essay question on a test .

31. BLOOM’S TAXONOMY FOR LEARNING, TEACHING & ASSESSING Bloom’s Cognitive Process Dimension Categories & Cognitive Processes Alternative names Remember 1.1 Recognizing 1.2 Recalling Identifying Retrieving 2. Understand 2.1 Interpreting 2.2 Exemplifying 2.3 Classifying 2.4 Summarizing 2.5 Inferring

32. 2.6 Comparing 2.7 Explaining Clarifying, Paraphrasing, Representing, Translating Illustrating, Instantiating, Categorizing, Subsuming, Abstracting, Generalizing , Concluding Extrapolating, Interpolating, Predicting Contrasting, Mapping, Matching Constructing Models

33. 3. Apply 3.1 Executing 3.2 Implementing Carrying out Using

34. 4. Analyze 4.1 Differentiating 4.2 Organizing 4.3 Attributing Discriminating, Distinguishing, Focusing, Selecting Finding Coherence, Integrating, Outlining, Parsing, Structuring, Deconstructing

35. 5. Evaluate 5.1 Checking 5.2 Critiquing Coordinating, Detecting, Monitoring, Testing Judging 6 . Create 6.1 Generating 6.2 Planning 6.3 Producing, Hypothesizing ,Designing Constructing (Anderson & Krathwohl , 2001)

36. Criteria Of Theory Evaluation ( Essays) Introduction Definitions Body of mastery content must be well organized Summarization conclusion Student understanding of the subject Independent thinking Clearly articulate or evaluate argument of essay Firmly cemented their understanding Imaginative literature Characteristics of words or actions

37. Addressing the topic Answering in a textual fashion Import extra-textual evaluations, resolutions, beliefs and opinions Do not use incorrect patterns of speech ex: like, so, I feel that etc,. Do not overlook errors of punctuation, grammar and spelling bz words and sentences are the building blocks of thought and expression

38. Be generous -does not mean that do not sacrifice standards Excellence must be measured in a manner appropriate to the skills Be as specific as possible Excellent essay must reveal sufficient depth and reflection while treating the text with care.

39. Scoring -For every question, set out the elements which according to you, should appear in the answer by point scoring system -Score the answer of all students for one question, before going on to the scoring of another question -When two or more teachers correct the same test, they should agree on the scoring procedure before the test and correct the answer scripts -The time allowed and the marks allotted will act as a guide to the students to answer the questions

40. Percentage for Essay test 10% Grammar and spelling 10% Organization (intro with thesis. supporting ideas, conclusion) 40% Relevant content 40% Accurate content Essay as assignment 20% Grammar, spelling 20% Readability 20% Organization 20% Relevant Content 20% Accurate Content

41. References: 1.tatp.utoronto/ teachingtoolkit / ciresources /assessment-writing guide/essay/questions "Teaching assistants training programme" University of Toronto. 2.KP Neeraja, Text book of communication and education technology for nurses, Jaypeebrothers medical publishers (p) limited, first edition p.no: 435-437.

42. Group Activity -1st yr dept teachers each faculty prepare one essay question in 1st yr nursing subjects -2nd yr dept teachers each faculty prepare one essay question in 2nd yr nursing subjects -3rd yr dept teachers each faculty prepare one essay question in 3rd yr subjects -4th yr dept teachers each faculty prepare one essay question in 4th yr subjects