essat type question

it is very helpful in nursing education and CET subject.

1. ESSAY TYPE QUESTION By: MR.JG SAMBAD IKDRC COLLEGE OF NURSING

2. OBJECTIVE Student will be able to demonstrate their knowledge of how to create effective eassy question that will accurately assess their students achievements.

3. 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.

4. 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

5. 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

6. 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.

7. 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 :

8. 1. Students get a chance to express own views It provides students with an opportunity to express their views o particular phenomena.

9. 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 .

10. 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.

11. 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.

12. 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.

13. 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.)

14. 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.

15. 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.

16. 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.

17. 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).

18. 8. Write quickly and neatly. More detail equals a better grade (usually). Legible handwriting equals a better grade (usually). 9. 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.

19. 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.

20. Constructing Essay Exams What happens: 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

21. 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

22. 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.

23. Uses of Essay Test Assess the ability to recall, organize, and integrate ideas. Assess the ability to express oneself in writing. Ability to supply information. Assess student understanding of subject matter. Measure the knowledge of factual information.

24. Types /Form of Essay Test Restricted Response/ Controlled Response. Extended Response/Uncontrolled Response. Restricted Response Extended Response

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

30. 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. 

31. 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. 

32. Advantages Of Essay Questions 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 .

33. 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.

34. Disadvantages of Essay Questions 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.

35. 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.

36. 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.

37. 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.

38. SUMMARY SUMMARY

39. Thank you…