SAAII COLLEGE OF MEDICAL SCIENCE AND

TECHNOLOGY KANPUR

SUBJECT: ADVANCE NURSING PRACTICE

TOPIC : STANDARDIZED AND NON-STANDARDISED TESTS

SUBMITTED TO SUBMITTED BY
SHIVANI TIWARI
F.Y M.Sc Nursing

SUBMITTED ON: 13/10/2l021

INTRODUCTION
• Education aims at the all-round development of a student not merely imparting knowledge
to him. Evaluation is the process of judging the value or worth of an individual's
achievements or characteristics.
It is the judging of the goals attained by the educational system. In order to evaluate the
student knowledge teacher uses different types of tests. A test is the major and most
commonly used instrument for the assessment of cognitive behaviours. Usually, the test is
based on the learned content of subject specific area (s) and is directed to measure the
learner's level of attainment of pre-specified objectives. You know that to measure an
attribute, a standard instrument is needed. Therefore, unlike physical attributes,
measurements are done by describing the characteristics associated with such constructs in
behavioural terms. The expected, behaviours (aptitude) such as ability to state, define,
manipulate or perform experiment for instance in integrated science and similar activities are
put down in form of test. The test score gives quantitative information about the existence of
the construct (attribute) possessed by the test. For this reason, the test items as measuring
instrument must be valid, reliable and usable in order to give dependable result.

Standardized test:
Standardization means uniformity of procedure in scoring, administering and interpreting the
results. Standardized tests are instruments that measure and predict ability/ aptitude and
achievement. Such tests are Normed on an appropriate reference group (e.g., a group of
people similar to those that the test will be used with); Always administered, scored, and
interpreted in the same way tests. A standardized test is a test that is administered and scored
in a consistent, or "standard". manner. Standardized tests are designed in such a way that the
questions, conditions for administering, scoring procedures, and interpretations are consistent
and are administered and scored in a predetermined, standard manner.
Assessment devices are instruments used to determine both how well a student has learned
covered materials, and/or how well do in future endeavours. Assessment can be accomplished
through tests, homework, seatwork, etc. most formal assessments that are used to assign
grades and/or for selection purposes or predictions involve tests. A test is a systematic
method for measuring students' behaviours and evaluating these behaviours against standards
and norms. Tests can be standardized or teacher-made.
These are tests in which uniformity of procedure in scoring, administering and interpreting
the results.[Any examination in which the same test is given in the same manner to all
students.] There are two sides of standardized tests
1. It is considered as an economical, reliable & valid assessment in determining whether
some one could enter, continue or exit institutions such as school, university, business &
government. The tests usually use multiple - choice format tests.
2.According to psychometrics such test covers only a narrow band of specialized intelligence.
Examples of standardized tests: TOEFL (Test of English As Foreign Language) TOEIC (Test
of English Language Testing System) GMAT (Graduate Management Admission System
Test)
FORMS OF STANDARDIZED TEST
 Achievement test
 Diagnostic test
 Aptitude test
 Intelligence test ·
 College-admission test
 Psychological test
INTERPRETTING TEST SCORES
 RAW SCORE
 PERCENTILE SCORE
 STANILE SCORE
 GRADE EQUIVALENT SCORE
 STANDARD SCORE
Raw Score
Number of items a students answer correctly • A Raw Score is simply the number of
questions a student answers correctly for a test.
A raw score provides an indication of the variability performance among students in a
classroom.
Percentile rank
Percentage of students in the same age or grade level A percentile is a measure that tells us
what percent of the total frequency scored at or below that measure.A percentile rank is the
percentage of scores that fall at or below a given score.
STANINE (standard nine)
a Range from a low of 1 to a high of 9
Stanine scores express test results in equal steps that range from 1 (lowest) to 9 (highest).The
average is a score of 5.
STANDARD SCORE
standard scores indicate a student's relative position in a group.

GRADE EQUIVALENT
• Grading refers to the process of using symbols, such as letter to indicate various types of
students progress Example - Letter - A, B,C
Number - 3,5
Percentage Grade - (90% 80% )
OBJECTIVES
1.To hold schools and educators accountable for educational results and student performance
2. To evaluate whether students have learned what they are expected to learn.
3. To identify ap in student learning and academic progress
4. To identify achievement gap among different student group
5. To determine whether educational policies are working as intended
CHARACTERSTICS
 Content is standardized-item-selection done by competent judges
 Administration is standardized- direction, time limits.
 Scoring has been standardized - rules of rules, scoring key are prepared
 Interpretation has been standardized- norms are provided

NON-STANDARDISED TESTS /ACHIEVEMENT TEST/TEACHER MADE TESTS:

DEFINITION
A systematic procedure for determining the amount a student has learned through
instruction. (Ground Lund) Popham believes that," the achievement tests focus upon an
examinees' attainment at a given point of time".
CLASSIFICATION OF ACHIEVEMENT TESTS:
ACHIEVEMENT TESTS
Written tests. Practical/performance. tests Essay-type. Objective tests.Oral
Restricted response Selection type
Extended response type type (long essay) type
a) Short essay
b) True false
c) Completion
d) Short answer
e) Multiple choice type Very short answer
f) Matching type
g) Extended matching type
h) Multiple response items
i) Assertion reason item
g) Interpretive item

VALIDITY
The accuracy with which a test measures whatever is intended/supposed to measure. The
efficiency with which a test measures what it attempts to measure. The accuracy with which
test reliability measures what is relevant.
TYPES OF VALIDITY
1. Content validity: all major aspects of the content area must be adequately covered by the
test items and in correct positions.
2. Predictive validity: the extent to which a test can predict the future performance of the
students.
3. Constructive validity: it refers to the extent to which a test reflects and seems to measure a
hypothesized trait.
4. Concurrent validity: the relationship between scores on measuring tool and criteria
available at the same time in the present situation.
5. Face validity: when one looks at the test he thinks of the extent to which the test seems
logically related to what is being tested.
FACTORS AFFECTING VALIDITY
Unclear direction results to low validity If reading vocabulary is poor, the students fail to
reply to the test item. Difficult sentences are difficult to understand, unnecessarily confused.
Use of inappropriate items will lead to dis-organizations of matter leads to lower validity.
Inadequate weightage to sub-topics objectives forms a question of a test. .
RELIABILITY
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.
METHODS
Reliability is expressed by a coefficient of correlation is called as the reliability coefficient.
APPROACHES
 Test re-test method.
 Alternative or parallel forms method.
 Split-half method.
 Rational equivalence method. .
FACTORS INFLUENCING RELIABILITY
 Data collecting method.
 Internal between testing occasions.
 Test length.
 Speed of the method.
 Difficulty of the items.
 Group homogeneity.
Objectivity of scoring is more reliable than subjective scoring. Optional questions. . .

OBJECTIVITY
A test is objective, when the scorer's personal judgment does not affect the scoring. It
eliminates fixed opinion or judgments of the person who scores it. The objectivity is a
prerequisite of reliability and validity.
The objectivity of a test can be increased by o Using more objectivity type items o Preparing
scoring key
Two independent examiners evaluating the test and using the average score of the two as
final score. O

USABILITY
The overall simplicity of use of a test for both constructor and for learner. It is an important
criterion used for assessing the value of a test. Practicability depends upon various factors
like ease of administrability, scoring, interpretation and economy.
ESSAY TYPE QUESTIONS:
Definition-Gilbert Sax believes that “essay test is a test containing questions requiring the
student to respond in writing.
Essay tests emphasise recall rather than recognition of the correct alternative.
Essay tests may require relatively brief responses or extended responses. 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
In essay type question, the student prepares his own answers. It evaluates the knowledge
areas alone. Handwriting, spelling, neatness, organization, ways of expressing ideas may be
considered in scoring the items. The element of subjectivity can be reduced by careful
preparation of the questions for the selected content areas to be tested in advance.
Characteristic of essay question:
• Freedom of response. in their own words.
• Free to select, relate and present ideas
• Measure of complex achievement.
• Can measure learning outcomes concerned with the abilities to select, organise, integrate,
relate, and evaluate ideas.
• No single answer can be considered throughout and correct.
• The answers vary in their degree of equality or corrections.
Types of Essay Questions:
Based on the amount of freedom given to a student to organise his ideas and write his answer.
The essay questions are divided into two. They are:
1. Restricted response questions:
The restricted response usually limits both the content and the response. The content is
usually restricted by the topic to be discussed. Limitations on the form of response are
generally indicated in the question. Example: State the main difference between kwashiorkor
and marasmus.
Describe two health problems arising out of poor environmental sanitation. Another way of
restricting the response is by basing the questions on specific problems. .
Advantages:
Because the restricted response is more structured, it is useful for measuring the learning
outcomes requiring interpretation and application of data in a specific area.
Disadvantages:
Less valuable in measuring the outcomes emphasising integration, organisation and
originality.
Student will have less scope, because he is told specifically the context in which his answer is
to be made.
2. Extended response questions:
The extended response question allows pupils to select any factual information that they think
is pertinent, to organize the answer in accordance with their best judgement and to integrate
and evaluate ideas as they deem to appropriate. No restriction is placed on the student as the
points he will discuss and the type of organisation he will use. Example: Role of nurse in the
health care team.
Describe the contributions of Florence nightingale towards the development of nursing.
Advantages:
The ability to select, organise, integrate and evaluate ideas are made evident. .
Disadvantages:
It is inefficient in measuring more specific learning outcomes. Scoring difficulties makes it's
usage restricted as a measuring instrument.
Principles for Preparing Essay Type Test
 Avoid phrases, e.g. 'Discuss briefly'.
 Do not give too many lengthy questions
 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 students' difficulty and complexity items has to be selected.
Advantages
 It measures complex learning outcomes that cannot be measured by other means.
 It emphasises on the integration and application of thinking and problem solving
skills.It can improve writing skills.There is an ease with it's construction. .
Tests the ability to communicate in writing; depth of knowledge and understanding. The
student can have freedom to communicate, her ability for independent thinking. The student
can demonstrate her ability to organize ideas and express them effectively in a logical and
coherent fashion
Disadvantages
 Unreliability of scoring
 Lack of objectivity.
 Provides little useful feedback.
 Takes long-time to score. .
 Limited content sampling.
 Subjectivity of scoring. .
Essay type possesses relatively low validity and reliability because of the factors like:
1. Contaminated by extraneous factors like spelling, good handwriting, coloured writing,
neatness, grammar, and length of the answer.
2. Biased judgment by previous impressions.
3. Good verbal ability even in the absence of relevant points.
4. Mood of examiners.
5. First impression
6. Improper comparison of answer, of different students (Bright and dull).
7. Ambiguous wording of questions may be misinterpreted results in guessing and bluffing on
the part of the students.
8. Laborious process both for corrector and for the student.
9. Only competent teachers can assess. Suggestions for the essay test
Construction of essay questions:
1. Use essay questions to measure complex learning outcomes only.
2. Relate the questions as directly as possible to the learning outcomes being measured.
3. Formulate questions that present a clear task to be performed.
4. Do not permit a choice of questions unless the learning outcome requires it.
5. Provide ample time for answering and suggest a time limit in each question. Essay
questions can be used to measure attainment of a variety of objectives.
Stecklein (1955) has listed 14 types of items:
Explanations of meanings abilities that can be measured by essay
1. Comparisons between two or more things.
2. The development and defence of an opinion
3. Questions of cause and effect
5. Summarizing of information in a designated area
6. Analysis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situations
10. Criticisms of the adequacy, relevance, or correctness of a concept, idea, or information
11. Formulation of new questions and problems
12. Reorganization of facts
13. Discriminations between objects, concepts, or events
14. Inferential thinking

Suggestions for scoring an essay answer:

1. Prepare an outline of the expected answer in advance.
2. Use the scoring method which is more appropriate (point method or the rating method)
3. Decide how to handle factors that are irrelevant.
4. Evaluate all answers to one question before going to the next one.
5. Evaluate the answers without looking at the student's name.
6. If especially important decisions are to be based on the results, obtain 2 or more
independent ratings.

SHORT ANSWER QUESTIONS:

Short-answer questions are “constructed-response,” or open-ended questions that require
students to create an answer. Short-answer items typically require responses of one word to a
few sentences. “Fill in the blank" and "completion" questions are examples of short-answer
question types. Most appropriate for questions that require student recall over recognition.
Principles of preparing short answer type questions:
Use action oriented precise verbs
. ► Each item should deal with important content area. Question can be as long as possible,
but answer should be short.
Use precise, simple and accurate language in relation to the subject matter area.
► Provide the necessary space for answers below each question asked.
Advantages:
 Short-answer questions assess unassisted recall of information, rather than
recognition.
 Compared to essay questions, they are relatively easy to write.
 It is suitable for measuring knowledge of terminology, knowledge of specific facts,
knowledge of principles, knowledge of method or procedure and simple
interpretations of data.
Disadvantages:
Short-answer items are only suitable for questions that can be answered with short responses.
Additionally, because students are free to answer any way they choose, short-
answerquestions can lead to difficulties in scoring if the question is not worded carefully. It's
important when writing short-answer questions that the desired student response is clear.
Constructing short answer questions
a) Word the item so that the required answer is both brief and specific.
b) Do not take statements directly from text books.
c) Blanks for answers should be equal in length and in a column to the right of the question.
d) Do not include too many blanks. Bloom's Levels:
•Knowledge
•Comprehension
•Application
Examples: The thin membrane that separates the inner ear from the external ear is commonly
called the Example of a poorly executed short-answer question:This question is very clear in
its desired response. In addition, it assesses recall of knowledge-level processing.
Evaluation designed to assess a program as it develops is .
This question does a poor job of specifying exactly what information it is looking for. It's
conceivable that students could create any number of answers to this question. Changing the
question to "The type of evaluation designed to assess a program as it develops is called
creates a more accurate question, clearly asking students to respond with the name of an
evaluation type.
MULTIPLE CHOICE QUESTIONS:
Multiple choice items not only measures the simple learning outcomes but also the complex
ones i.e. knowledge, understanding and application areas. Multiple-choice items present a
question and ask students to choose from a list of possible answers. Most multiple-choice
questions feature one correct answer, and two to four "distractor" choices that are not correct.
Questions can take the form of incomplete sentences, statements, or complex scenarios.
Characteristics of multiple choice questions:
 Consists of a problem and a list of suggested solutions.
 Stated as a direct question or an incomplete statement.
 The direct question or the incomplete statement is called the STEM OF THE ITEM
Suggested solutions may include words, numbers, symbols or phrases.
 The suggested solutions are called ALTERNATIVES/ CHOICES/ OPTIONS The
correct alternative in each item is called THE ANSWER / KEY The remaining
alternatives are called DISTRACTORS
EXAMPLE: Insulin is secreted by
a. Thyroid distracters
b.Pancreas
c.Hypothalamus
d. Adrenal cortex
Relatively free from response set. Plausible alternative makes the result amenable to
diagnosis.
Uses of multiple-choice items: Measuring knowledge outcomes:
1. Knowledge of terminology.
2. Knowledge of specific facts.
3. Knowledge of principles.
4. Knowledge of methods and procedures.
Measuring outcomes at the understanding and application levels:
1. Ability to identify of the facts and principles.
2. Ability to interpret cause and effect relationship.
3. Ability to justify methods and procedure.
Construction of multiple choice questions:+ Stem of the item should be meaningful and
present a definite problem. + Stem should include as much of the item as possible and free of
irrelevant material. Use negatively stated item only when significant.
# Alternatives should be grammatically consistent with stem of item. # Item should contain
only one correct or clearly best answer. # Items used to measure understanding should
contain some novelty, but not too much. * All distracters should be plausible.
Verbal associations between the stem and the correct answer should be avoided. + The
relative length of the alternatives should not provide a clue to the answer. + The correct
answer should appear in each of the alternative positions an approximately equal number of
items, but in random order.
Use sparingly special alternatives such as "none of the above" or "all of the above".
Do not use multiple choice items when other item types are more appropriate. Break any of
the above said rules when you have a good reason for doing so.
Advantages:
1. Measures various types of knowledge and complex learning outcomes.
2. Ambiguity and vagueness are avoided because of the alternatives better structure the
situation.
3. Students cannot receive credit simply
4. Greater reliability.
5 Multiple-choice assesses recognition over recall.
6. Easy to construct.
Disadvantages:
1. More challenging to write
2. The difficulty of finding a sufficient number of incorrect but plausible distracters.
3. Not well adapted to measure problem solving skill. 4. Limit learning outcome at the verbal
level.
Rating scales
Rating is the assessment of a person by another person
Definition
Rating is a term applied to expression of opinion or judgement regarding some situation,
object or character. Opinions are usually expressed on a scale of values-Barr & others Rate
scale records how much or how well it happened. Quantitative & qualitative terms will be
used.
Eg: 1. How good was the performance? Excellent, very good, average ,poor
2. How many times you will discuss with your friend to take decisions? Always Sometimes
Never
Types of Rating Scales
1. Descriptive rating scale: Provide for each trait a list of descriptive phrases from which the
rater selects the one most applicable item being rated, selected usually by means of a check
mark.
2. Numerical rating scale :The rater assigns a code numbers & approximate number to each
trait of the person being rated or to the descriptive phases. Arranged in order of the degree,
level, intensity or frequency with which they indicate possession or lack of occurrence of
each trait.
3. Graphic rating scale: Descriptive phrases closely correspond to the numerical points on
the scale printed horizontally at various points from lowest to highest. The rater indicates the
performers standing in respect to each trait by placing a check mark at an appropriate point
along the line.
4. Comparative scale:The rater has clear knowledge of the activities of the given groups or
individuals. The position on the rating scale are explicitly defined in terms of people with
known characteristics.
Uses of Rating Scale
To evaluate skills, product outcomes, activities, interests, attitudes & personnel
characteristics.

Advantages of Rating Scale

 Easy to administer & to score
 Can be used for a large group of students
 Wide range of application
 Clarity of feedback to students.
Disadvantages of Rating Scale
 Misuse can result in a consequent decrease in objectivity.
 Desirable qualities of rating scales
 Clarity, variety, simple, relevance, objectivity, useful, precision, uniqueness

BIBLIOGRAPHY

1.BOOK
1.Bhaskara Raj, Elakkuvana D, Bhaskara Nima, Textbook of Nursing Education, 1st ed.
published by Emmess, p:251-56.
2.Neeraja K.P., Textbook of nursing education,1" ed. Published by-Jaypee broyhers: New
Delhi .p-508-18
3.Basvathapa BT, Nursing education, 1st ed, published by-Jaypee brothers: New Delhi,p-
618-27
2.NET
1.https://pdfcoffee.com/qdownload/nursing-education-7-pdf-free.html
2.https://www.slideshare.net/samjose754/standardized-and-non-standardized-tests-1-
76928193
3.https://www.slideshare.net/sakshirana18/standardized-and-nonstandardized-test