Principles and Methods of Evaluation

Unit 2
Senior Elective Education Course

Younas Masih
Lecturer
New Life College of Nursing Karachi

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 Objectives
• By the end of this session the learners will be to,
1. Define Test construction.
2. Explain the process of classroom test planning
3. Develop an appropriate test with specification
4. Select appropriate test items
5. Construct test items

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 Examination or Test
• A test or examination is the assessment of the
student’s scholastic achievements I.e. his
proficiency in the subject matter. It provides a
situation in which only the objectives of the
knowledge and to a certain extent skills are
realized. (Basavanthappa, 2009)
• Examination or test is an appraisal of the ability
achievement or present status in respect and it is
an instrument used in making such an appraisal.
(Good , 1959).
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 Written test examination
• An examination in which students respond in
written to the teacher. This is commonly used
in colleges and schools.

• Teacher made tests are the main source of

assessing the progress of the students in
colleges and schools.

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 Purposes of the test
• It is used as a formative assessment tool to see the
progress of the students and to learn diagnose the
problems in the study
• Tests also give a base for the summative evaluation in
which the whole progression is seen and grades are
assigned
• These provide guidelines for few students that they need
to direct their learning activities
• Faculty can also use the posttest review to give rationales
to the students for the answers. Thus they are able to see
the weaknesses and strengths with in themselves

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 Planning the test in the classroom
• The method that is used for the learning
outcomes is to develop, administer and
analyze results of the written tests.
• Classroom tests provide teachers with essential
information used to make decisions about
instruction and student grades

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 Types of the tests
• There are following two types of the test
1. Criterion- referenced tests: These are
constructed and interpreted according to a
specific learning outcome.
2. Norm- referenced Tests: these tests are
those which are constructed and interpreted
to provide a relieve ranking of the students.
Both of these are used in the nursing education.

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 Table of Specifications TOS
• A TOS, sometimes called a test blueprint, is a
table that helps teachers align objectives,
instruction, and assessment (e.g., Notar,
Zuelke, Wilson, & Yunker, 2004).
• This strategy can be used for a variety of
assessment methods but is most commonly
associated with constructing traditional
summative tests.

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 Table of Specifications TOS
• The purpose of developing a table of
specifications ( test map, test grids, test
blueprint) is to ensure that the test serves its
intended purpose by measuring the learning
outcomes and instructional content.
• Bloom’s Taxonomy is used as a guideline for
the developing and leveling the general
instructional and learning outcomes

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 Different types of examination
• Essay type examinations or essay tests;
a) An essay test is a test that requires answer in
detail in written form
b) It focuses on the recall rather than the recognition
of the correct alternative.
c) these may loss of references and need extended
responses.
d) This includes one or more questions that require
extended written responses from the persons
being tested.
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 Classifications of essay questions
• Extended response
• Restricted response
These both types depend upon the levels of
freedom that is given to the students to
organize his/ her ideas and write the answers.

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 Cont…

Essay questions

Extended Response: Restricted Response:

there are no the student is more
restrictions for the Recall factual restricted and limited
knowledge
students about the as he/she is
topic and how they Evaluate their
specifically told about
can use and organize knowledge the context in which
the points which they they have to write
Organize
are going to discuss.
their ideas
Present the ideas in
logical ways

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Advantages of the essay type questions
• It is relatively easy to prepare and administer
• It is the only method that is helpful in the
assessment of the examinee’s ability and organize
and present his ideas in a logical way
• Reasoning and thinking skills of the students are
normally evaluated in this type
• It can be used in the assessment of the all subjects
• It is the economical way to use these questions as
compared to the objective type of the questions
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 Disadvantages of essay questions
• These are used to measure the lengthy and
memorized facts
• Low validity and reliability is present
• Limited content sampling
• Subjectivity of the scoring
• Hallo based judgment by the previous
impressions

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 Multiple choice questions
• Anatomy of an MCQ Item
Stem
• Lead-in
• Options
– One correct answer
– Distractors

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 Types of MCQ’s
True/False family
• Assess recall of isolated facts
– Stems must be clear and unambiguous
– Options must be absolutely true or false or
examinee must decide how true options are

• Generally not recommended – usually have

subtle flaws

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Types of MCQ’s
One-Best-Answer family (A type)
• Options may be diagrammed:

D C A E B
Least correct Most correct

• Correct answer is the most likely correct

• Better application of knowledge, integration,
synthesis and judgment

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 What to test?

Items can be classified by cognitive processes required

to answer the question:
• Recall (Memory)– tests knowledge of isolated facts
• Interpretation (Comprehension)– review information
to reach conclusion, eg diagnosis
• Problem solving (Reasoning) – situation requires
action, eg next step in management
– Process depends on background of trainee

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