short answer Questions

it will be use for M.Sc. nursing & undergraduate students

1. Suman vashist Associate professor

2. INTRODUCTION Examination and tests play an important role in the process of teaching- learning. The test commonly uses in schools and colleges may be either of essay type, short type questions and multiple choice questions.

3. OBJECTIVE TYPE TEST When questions are framed with reference to the objective of instructions, the test become objective centered or objective based. This type of test may contain essay type and objective test item .Objective type test seem to be very useful

4. DEFINITION Objective test is one that can be provided with single predetermined test of correct answers so that objective opinion or judgment in the scoring procedure is eliminated

5. or Objective test items that can be objectively score items on which person select a response from a list of options

6. Advantages of objective type test It can be scored objectively and easily. The scoring will not vary from time to time or from examiner to examiner. The mood of examiner in no way affects scoring There is greater reliability and better content validity. It possesses economy of time and it also save a lot of time of scorer.

7. Conti…. Students like them very much, because there is no chance of bias and favoritism by teacher. It eliminate irrelevant factors such as speed of writing, fluency of expression, good handwriting neatness etc. They discourage cramming and encourage thinking ability. It measures the higher mental process of understanding, application, analysis, prediction and interpretation.

8. Disadvantages of objective type test Objective like ability to organize matter, ability to present matter logically and in a coherent fashion, etc. cannot be evaluated. Guessing is possible. No doubt the chance of success may be reduced by the inclusion of a large number of items. The construction of adequate objective type i tem is difficult. It requires special abilities and is time consuming .

9. Conti…. Printing cost is considerably greater than that of an essay type test. Uses of this type test are very expensive.

10. Classification of objective type tests Short answer question Multiple choice questions

11. Short answer type question:- Definition:- According to “KD Hopkins” The short answer type test is an objective test in which each item is in the form of a direct question, a stimulus word or phrase, a specific problem or an incomplete statement or question .

12. Varieties of short answer type questions

13. Advantages of short answer type question Short- answer test is easy to construct them as they measure only simple learning outcomes. They are very useful for the recall of simple memorized facts, and figures and it provide little opportunity for guessing the students is required to supply information or to solve numerical Problem. They are useful to test lowest level of cognitive taxonomy, i.e , knowledge of terminology, classification etc.

14. Conti…. Easy to score, reliability of the score is improved quick response. There is little scope for the influence of handwriting and spelling, etc. on marking. Marking is relatively objective as compared with essay type question

15. Disadvantages: They are not suitable for measuring complex learning outcomes. They are not suitable for judging the power of analyzing and reasoning of the student. They hamper creativity on the part of the learners. A student who started thinking has to stop compulsorily thus many of his taught are ended. . .

16. MULTIPLE CHOICE QUESTIONS A multiple choice item consists of a problem and a list of suggested solutions. The problem may be stated as a direct question or an incomplete statement and is called the stem of the item. The test of suggested solutions may include words, number, phrases or symbols and are called alternatives (also called choices or options).

17. Parts of multiple choice question The stem The options or responses

18. CONTI… The stem:- The stem consisting of direct question or incomplete statement, that is answer or completed by one the alternatives. The options or responses:- The options or responses refer to them. There will be two or more alternative consisting of answers to questions or completion of the statement. In which there are’distractor’ and a ‘ key’. All incorrect and alternatives are called as “distracter” or foils. And the students ask is to select the correct or best alternative from all option, the correct or best alternative called as ‘key’.

19. VARIETY OF MULTIPLE CHOICE QUESTIONS

20. QUESTION VARIETY Stem Who is the following invented microscope Robert Koch Chester Bernard Alexander Fleming Hansen Fredrick Incomplete variety Stem Microscope is invented by Response Robert Koch Chester Bernard Alexander Fleming Hansen Fredrick

21. CONTI…. One correct answer format:   Stem What us normal body temperature? Response (a)35.2* (b) 36.4* (c) 37* (d)38*C

22. CONTI…. Analogy type: In this, the student is requested to deduce the relationship that exists between the first two parts of the items and when apply it to the third and fourth part. Normally the third part is given and the missing fourth part is selected from the list of option on the basis of the relationship existing between the first two parts. e.g Stem Vitamin A : Night blindness: Vitamin C…… Response (a) Beriberi (b) Scurvy (c) cretinin (d) Pellegra  

23. CONTI…. Reserve type : It is something called the negative variety of the multiple choice items. Hence all but one of the response are correct. The student is asked to select the incorrect response.  

24. ADVNTAGES OF MULTIPLE CHOICE QUESTIONS They can measure from the most elementary knowledge level to the most complex level, understanding and judgment and ability to solve problems.  They can be scored easily, quickly and accurately. They are relatively efficient, reliable than other objective test type items. They provide valuable diagnostic information.

25. CONTI… They provide valuable diagnostic information. These can be written in several form which provide opportunities for measuring different kind of thinking. They reduce the effect of guessing because there are three or four choice. Their format is helpful in item analysis to find out the area of weakness of the students.

26. LIMITATIONS OF MULTIPLE TYPE QUESTIONS They are very difficult to construct. More time required to construct such items. It is very difficult to find four choices for each items out of which there may be plausible incorrect answers. Costly, when the group is small to respond. They cannot measure attitude or motor skills.

27. CONTI… They cannot measure attitude or motor skills. They require more time for students to respond to. They are not well- adapted to evaluate ability to organize and present ideas. Element of guess work is not entirely eliminated

28. GUIDELINES FOR CONSTRUCTION MULTIPLE CHOICE QUESTIONS The stem should include the following: The clearly states problem Only material which is essential for elarity . The option should: Be three or more to limit guessing. Be in topical or quantitative order. Be as short as possible, but clear. Avoid repetition of words .

29. CONTI… The article ‘a’ or ‘an ‘should not be used to introduce alternatives. When an incomplete- statement format is used , the option should come at the end of the statement.   Arrange the alternative as simple as possible.    

30. CONTI…. When an incomplete- statement format is used , the option should come at the end of the statement. Arrange the alternative as simple as possible. Avoid highly technical distracters. The correct answer should not be consistently longer or shorter than the distractors .

31. CONTI… The key should be as follows: The single best or more likely correct Free of specific determiners. The correct answer should follow a random order. To measure the higher mental processes, cast the item in a novel situation.

32. BIBLIOGRAPHY Neeraja KP ‘S Textbook of Nursing Education 5 th edition published by Jaypee Brothers Pp 422 to 424. Basvanthappa BT ‘S Nursing Education 1 st edition Jaypee brothers Medical publishers (P) LTD New Delhi Pp 485 to 490. Dinesh kumar Sharma communication and Educational technology 1 st edition (2008) Lotus publishers Pp 326 to 340