• Question bank preparation.

• Validation.
• Moderation by panel.
• Utilization of question bank.
• Developing a system for
maintaining confidentiality.
Introduction:
The question bank makes available
statistically sound questions of known
technical worth and model question papers
and thus facilitates selection of proper
questions for a well designed to question
paper.
Definition;

“ A relatively large collection of easily

accessible test questions.”
 The questions may be
arranged as follows:
 Objective/ behaviour aspect/ abilities in
cognitive & affective domains.
 Content/ subject aspect.
 Form of the question aspect like essay type,
short answer.
 Weight ages aspect.
Dimensions of question bank;
 Student learning;
* Student outcomes.
* Collaborative/ co-operative learning.
* Student effort and involvement.
 Teaching practice;
* Organization & preparation.
* Communication.
* Faculty/ student interaction.
 Course elements;
Grading, Examination, Text book, Assignments, A-V
aids, Technology usage, Course difficulty, pace and
workload.
 To improve the teaching learning process.
 Through instructional efforts the pupils
growth will be obtained.
 To improve evaluative process.
 A pool of test items and summative
valuation of the pupils.
 It is a pool of ready-made quality questions
made available to teachers and examiners.
So that they may select appropriate
question to assess predetermined objectives.
 Questionnaire should deal with important or
significant topic to create interest among
respondents.
 It should seek only that data which can not
be obtained from other sources.
 It should be as short as possible but should
be comprehensive.
 It should be attractive.
 Directions should be represented in good
psychological order proceeding from general
to more specific responses.
 Double negatives in questions should be
avoided.
 Putting two questions in one question also
should be avoided. Every question should
seek to obtain only one specific information.
 It should avoid annoying or embarrassing
questions.
 Bank planning- analysis of subject matter
and content.
 Collection of test items- Teachers and item
writers specifically trained for purposes, past
examination papers.
 Try out and item analysis.
 Using item analysis data.
 Banking selected items.
 Administering sample test.
 Item analysis a process which examines
student responses to individual test
items(questions) in order to asses the quality of
those items and of the test as a whole. Item
analysis is especially valuable in improving items
which will be used again in later tests but it can
also be used to eliminate ambiguous or misleading
items in a single test administration. In addition,
item analysis is valuable for increasing instructor’s
skill in test construction and identifying specific
areas of course content which need greater
emphasis or clarity.
 Spent adequate amount of time for developing
the question.
 Match the questions to the content taught.
 Try to make the question valid, reliable and
balanced.
 Use a variety of testing methods.
 Write questions that test skills other than
recall;
* To measure knowledge.
* To measure comprehension.
* To measure application.
* To measure analysis.
* To measure synthesis.
* To measure evaluation.
 Write a study protocol.
 Draw a plan of analysis.
 Draw a list of the information needed.
 Design different part of questionnaire.
 Write the questions.
 Decide on the order of the questions asked.
 Complete the questionnaire.
 Verify the content and style of the
questions.
 Conduct a pilot study.
 Refine your questionnaire.
 Zero Level:
The question bank is just a library of
questions and questions are classified
according to the areas of the syllabus.

 Level One:
Certain detail arrived in the form of “guess
estimates” by consensus of experienced
teachers and subject-matter experts.
 Level Two:
The questions are classified according to
the content of learning objective that they
test and each question is pre-tested and item
analysis carried out to give more accurate
information such as the facility index and
discrimination index.
 Level Three:
It is mere extension of level two at this
level the questions with their technical details
are stored in a computer facilitating their
retrieval and manipulation within a very short
time.
 Test development.
 Question bank make available readymade test
items for use by every teachers.
 The co-operative efforts result in the
improvement of item quality.
 Most of the examination weaknesses are
minimized by using question bank.
 Question bank is not cure all for
measurement problems.
 It require a great deal of work in terms of
preparation and planning.
 Definition:
“ Validation is defined as to make or
declare legally valid.”
 Relevance is obtained.
 Grammatical correction done.
 Plausibility of distracters checked.
 Can be used as effective tool in class room
teaching.
 Avoids dangerous situations.
 A feedback to teachers.
 Create better learning process.
Consists of three steps;

 Questions analysis [before the

commencement of the test].

 Critical evaluation of the test [before the

commencement of the test].

 Item analysis [after the test].

 A panel comprising of three or more
experts [moderators/subject expert] has to
ensure that;

 The task is clear in each item and the person

attempting an item will know what is expected.
 The items are expressed in a language which is as
clear as possible to the candidates.
 The items are set within and based on the
objectives and course contents outlined in the
syllabus.
 The questions are well distributed in the
different parts of the syllabus course
contents/covers syllabus adequately.

 The items are fair assessment of candidates at

a particular level and if they are not, they
should be tempered to the level of the
candidates actually, among others.

 The items are original and not just copied from

the textbook or past examination papers.
 A judicious selection of questions can be
made for instructional purpose.
 Different types of questions selected from a
question bank may be used for pre-testing,
development, reviews & revision of a lession.
 In the preparation of textual material a
question poll can be utilized for preparing
review exercise in the text books.
 The preparation of teaching units or
resources units also involves the use of
evaluation materials which may be picked up
from the question bank.
 For evaluating the pupil’s progress the
question bank can be used most efficiently.
Individual questions can be stored and
grouped for use in topic or unit testing in
periodical test.
 Individual questions, unit test and question
papers can be profitably used the examining
agencies by making the question bank
available for paper setters.
 When question banks are established in
institutions, students can use them for self
evaluation in their spare time.
 When questions on all topics of the
prescribed syllabus are available pupils can
review the lessons. Even teachers can make
use of such data for quick revision.
 To eliminate the possibility of leaking at the
various stages of preparation of papers i.e
while typing, printing and distributing.

 To prepare a question bank for each subject

and these are too be prepared by subject
experts and checked and verified by other
experts, to enable random generation and as
for as possible, error-free examination papers.
 The possibility of leakage for the paper
setter will be eliminated.
 The efficiency of setting questions from one
unit alone will be normally high and the
expert can work fast.
 Students will not show any interest regarding
any rumours of leakage of papers, as she/he
is not sure of the question paper that she/he
has to answer.
 Since seating arrangement and four different
question papers are distributed, mass copying
will be eliminated.
 Printing of question papers at security press is
eliminated is eliminated and thus the possible
leakage of papers from the press is avoided.
 The possibility of opening of wrong question
papers is eliminated and thus the examination
schedule will not be affected. Even if there is
a problem in any of the examination
centre/centres, such centres will be isolated
and separate examination can be conducted.
 The only disadvantage is that with change in
syllabus, these changes have to be identified
carefully and the banks have to be changed
meticulously.
 A well-equipped computer laboratory facility
with networking.
 Trained data entry operators to convert the
questions to latex format.
 Continuous high speed internet connectivity
to upload encrypted papers and passwords on
the day of the examinations.
 Sufficient space for storage and moderation of
question bank.