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Standardized Tests

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100% found this document useful (4 votes)
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Standardized Tests

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Shubha Jenifer
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STANDARDIZED TESTS - MEANING, CHARACTERISTICS, OBJECTIVITY, VALIDITY,

RELIABILITY, USABILITY, NORMS, CONSTRUCTION OF TEST - ESSAY, SHORT


ANSWER QUESTIONS AND MCQ

INTRODUCTION
A standardized test is any form of test that (1) requires all test takers to answer the same
questions, or a selection of questions from common bank of questions, in the same way, and that (2) is
scored in a “standard” or consistent manner, which makes it possible to compare the relative performance
of individual students or groups of students. While different types of tests and assessments may be
“standardized” in this way, the term is primarily associated with large-scale tests administered to large
populations of students, such as a multiple-choice test given to all the eighth-grade public-school students
in a particular state, for example.
In addition to the familiar multiple-choice format, standardized tests can include true-false
questions, short-answer questions, essay questions, or a mix of question types. While standardized tests
were traditionally presented on paper and completed using pencils, and many still are, they are
increasingly being administered on computers connected to online programs (for a related discussion, see
computer-adaptive test). While standardized tests may come in a variety of forms, multiple-choice and
true-false formats are widely used for large-scale testing situations because computers can score them
quickly, consistently, and inexpensively. In contrast, open-ended essay questions need to be scored by
humans using a common set of guidelines or rubrics to promote consistent evaluations from essay to
essay—a less efficient and more time-intensive and costly option that is also considered to be more
subjective. (Computerized systems designed to replace human scoring are currently being developed by a
variety of companies; while these systems are still in their infancy, they are nevertheless becoming the
object of growing national debate.)
CONCEPTS
Test
Measurement
Evaluation
MEANING OF STANDARDIZED TEST
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 foradministering,
scoring procedures, and interpretations are consistent and are administered andscored in a
predetermined, standard manner
Standardized test are those test stated the uniformity and equality in the scoring and administrating and
interpreting the result e.g. Any examination in which the same test is given in the same manner to all
students.]
CHARACTERISTICS
  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
 It consists of standard contents and procedure
 Test has clear directions and it will be motivating, encouraging students
TYPES OF STANDARDIZED TESTS
 Achievement test
 Intelligence test
 Aptitude test
 Personality tests
ACHIEVEMENT TEST
“Any test that measures the accomplishments of an individual after a period of training or learning”
- NM Downie
“The type of ability test that describes what a person has learned to do”
-Throndike and Hagen
Functions of achievement test
 Provides basis for promotion to next grade.
  Find out where each student stands in various academic areas.
 Motivate the students before a new assignment has taken up.
 Expose pupil’s difficulties which the teacher can help them to solve.
Examples of achievement test
Some more examples of achievement tests include:
 A math exam covering the latest chapter in your book
 A test in your social psychology class
 A comprehensive final in your Spanish class
 The ACT and SAT exams
 A skills demonstration in your martial arts class
Each of these tests is designed to assess how much you know at a specific point in time about a certain
topic. Achievement tests are not used to determine what you are capable of; they are designed to
evaluate what you know and your level of skill at the given moment.
INTELLIGENCE TEST
‘Intelligence is the global capacity of individual to think rationally, to act purposefully , to deal
effectively with the environment’.
-WESCHLER’S
Alfred binet is the father of the intelligence test
Examples of intelligence test
a. Verbal tests
 Involves the use of language
 Commonly used test is STANFORD BINET SCALE
 This test consisting of 30 items which are arranged in a order of increasing difficulty
 This test are grouped according to the age level
-eg; for age 3: point out to nose, eyes, and mouth
-For age 7:tell what is missing in unfinished picture
b. Performance test
  Contents and responses are in the form motor activities
 BLOCK BUILDING OR CUBE CONSTRUCTION

 TO FIT THE BLOCK IN THE HOLES


 PICTURE ARRANGEMENT OR PICTURE COMPLETION

c. Weschlers intelligence scale


It is available in two forms for children and for adults
This scale consists of 11 sub test
-Six verbal scale and five performance scale

d. Concept of mental age and IQ


APTITUDE TEST
Aptitude test, examination that attempts to determine and measure a person’s ability to acquire,
through future training, some specific set of skills (intellectual, motor, and so on). The tests assume that
people differ in their special abilities and that these differences can be useful in predicting future
achievements.
TYPES OF APTITUDE TEST
a. General aptitude test
b. Spatial aptitude test
c. Manual dexterity aptitude test
a. General Aptitude Test
These are most common types of tests majorly conducted for checking different reasoning abilities,
Numerical abilities, language, spelling etc.
THEY ARE FURTHER DIVIDED INTO 2 TWO CATEGORIES
A. General Aptitude test battery :
 It is developed in U.S.A for employment service bureau. It have total 12 tests 8 were paper/pencil
based and 4 were activity based.
B. Differential Aptitude test (DAT)
 It is developed by psychological corporation of U.S.A.
It consist of some tests i.e.
• Verbal reasoning
• Numerical Ability
• Abstract Reasoning
• Space Relations
• Mechanical Reasoning
• Clerical Speed and Accuracy
• Language Usage, Grammar and Spelling
Eg:
b. Spatial Aptitude Test
These tests are related to judge the Aesthetic and musical sense of an individual. They are also divided
into four categories
- Mechanical Aptitude Test
- Clerical Aptitude Test
- Aesthetic Aptitude Test
- Musical Aptitude test
 Mechanical Aptitude Test
 These tests involve other tests like a
 Performance Test: These tests Include Assembling of things.
 Paper pencil Test: These tests includes Question & answers.
 Clerical Aptitude test
 This test is also known as Minnesota Clerical Test.
 Meier art judgment test is an example of CAT.
 This test have two parts. 
 Part 1 : It contains 200 pair of numbers containing of 3-12 digits. 
 Part2 : It contains 200 pair of names to be remind.
 Aesthetic Aptitude Test
 This test is related to how a person is appreciating the beauty.
 It contains a 100 pair of pictures and the subject should choose the best pictures from them
E. g:

 Musical Aptitude Test


 This tests helps in determining the sense of hearing that how the subject is detecting the
different sounds.
 It contains 6 tests for different aspect of the music. 
 Pitch 
 Rhythm 
 Loudness 
 Time 
 Tone 
 Timbre
E:g
c. Manual Dexterity Aptitude Test
These tests are manual activity based tests.
They are further classified into two categories.
A. Minnesota Manual Dexterity Test : In this test the subject has to arrange a list in the same order after
observing it carefully.
E.g:

B. O’ Conner Finger & Tweezers dexterity Test  : In this test there are small holes on the board and all the
wholes should be filled by pins. This test helps in determining the coordination of fingers and hand, wrist
and steadiness.
E. g :

PERSONALITY TEST
Personality testing is very helpful it Tells us about a person's coping in general with stress and life,
Tells us about how a person copes with specific stressful situations or demands
d. g., seriously depressed and suicidal
TOOLS OF ASSESSING THE PERSONALITY

OBJECTIVE SUBJECTIVE PROJECTIVE

-The Minnesota Multiphasic -The Rorschach ink blotTest  -Interview


Personality Inventory (MMPI-1)  -The Thematic Apperception Test  -Self-Report Tests 
-The Minnesota Multiphasic
Personality Inventory (MMPI-2) 
Benefits of Personality tests
 Increasing productivity 
 Get along better with classmates 
 Help students realize their full potential 
 Identify teaching strategies for students 
 Help students appreciate other personality types

OBJECTIVITY
A test is objective, when the scorer’s personal judgement does not affect the scoring. It
eliminates fixed opinion or judgement of the person who scores it. The extent to whichindependent and
competent examiners agree on what constitutes a good answer for each ofthe elements of a measuring
instrument.-
 
The objectivity is a pre-requisite of reliability and validity.-
 
The objectivity of a test can be increased by:-1.
 
Using more objective type items, e.g. Multiple choice, short answers, true or false.2.
 
Preparing scoring key3.
 
Two independent examiners (equally competent teachers) evaluating the test andusing the average score
of the two as final score

For example:- Student asked to demonstrate knee jerk and subsequently assessed.

VALIDITY
The accuracy with which a test measures whatever it is intended/supposed to measure. The efficiency
with which a test measures what it attempts to measure. The accuracy with which a test reliably measures
what is relevant., e.g. A test maybe valid for specific purpose but not for general.
Validity is an important characteristic of any test. This refers to what the test really measures. A test is
valid, if it measures what we really wish to measure.
It is a more complex concept that broadly concerns the soundness of the study's evidence - that is
whether the finding are unbiased and well grounded.
Factors affecting validity 
 If reading vocabulary is poor, students fail to reply to the test. 
 Difficult sentences make difficulty to understand. 
 Use of inappropriate items. 
 Medium of expression , English instruction difficult for non- English medium students. 
 Too easy and too difficult test items would not discriminate among pupils.
 Influence of extraneous factors grammar , handwriting , legibility etc . 
 Time limitations.
Types of validity
1. Content validity: all major aspects of the content area should be covered by the test items.
2. Predictive validity: extent to which a test can predict the future performance of the students.
3. Concurrent validity: to diagnose the existing status of the individual rather than predicting about the
future outcome.
4. Constructive validity: extent to which a test reflects to measure a hypothesized trait.
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.

RELIABILITY
“The degree to which the result of a measurement, calculation, or specification can be depended on
to be accurate.”
“Reliability refers to whether or not you get the same answer by using an instrument to measure
something more than once.”
In simple terms, research reliability is the degree to which research method produces stable and
consistent results.
CHARACTERISTICS OF RELIABILITY
  Reliability is a characteristic of any test refers to the accuracy and consistency of information
obtained in a study. 
 A well-developed scientific tool should give accurate results both at present as well as over the time.
 A test good reliability means that the test taker will obtain the same test score over repeated testing
as long as no other extraneous factors have affected the score. 
 A good instrument will produce consistent scores.
 An instrument’s reliability is estimated using a correlation coefficient .
TYPES OF RELIABILITY
1. Test-retest reliability
2. Parallel forms reliability
3. Inter-rater reliability
Test-retest reliability: relates to the measure of reliability that has been obtained by conducting the same
test more than one time over period of time with the participation of the same sample group.

Example: Employees of ABC Company may be asked to complete the same questionnaire about  
employee job satisfaction two times with an interval of one week, so that test results can be compared to
assess stability of scores.

Parallel forms reliability relates to a measure that is obtained by conducting assessment of the same
phenomena with the participation of the same sample group via more than one assessment method.

Example: The levels of employee satisfaction of ABC Company may be assessed with questionnaires, in-
depth interviews and focus groups and results can be compared.
Inter-rater reliability as the name indicates relates to the measure of sets of results obtained by different
assessors using same methods. Benefits and importance of assessing inter-rater reliability can be
explained by referring to subjectivity of assessments.

Example: Levels of employee motivation at ABC Company can be assessed using observation method by
two different assessors, and inter-rater reliability relates to the extent of difference between the two
assessments.

 USABILITY
 Usefulness of an object or product 
 Considered as the ease of use or the extent to which a product can be used by a specified user 
 In education the teacher verifies the accuracy of information obtained about the students'
performance after administering an educational tool.

NORMS
Standard of comparison for test results developed by giving the test to large well defined groups of
people.
CONSTRUCTION OF TESTS
1. ESSAY TYPE QUESTIONS
‘An essay test presents one or more questions or other tasks that require extended written responses
f0rom the persons being tested ’
-Robert LE and David AF
FEATURES 
 No single answer can be considered throughout and correct. 
 The examine is permitted freedom of response . 
 The answer vary in their degree of quality or corrections.
TYPES
Based on the amount of freedom given to a student to organize his ideas and write his answer. The essay
questions are divided in to two types. 
 Extended response 
 Restricted response
PRINCIPLES OF PREPARING ESSAY TYPE TEST 
i. Do not give too many lengthy questions 
ii. Avoid phrases, e.g. ‘Discuss briefly’ 
iii. Questions should be well-structured with specific purpose or topic at a time.
iv. Words should be simple, clear and carefully selected. 
v. Do not allows too many choices 
vi. According to the level of student’s difficulty and complexity items has to be selected.
ADVANTAGES OF ESSAY TYPE TEST 
 Tests the ability to communicate in writing, depth of knowledge and understanding. 
 The student is free to communicate her/ his ability for independent thinking. 
 The student can demonstrate her/his ability to organize ideas and express them in a logical and
coherent fashion.
 It requires short time for the teachers to prepare the test and administer 
 It can be successfully employed for all the school subjects.
 DEVELOPS THE ABILITIES LIKE : Organizes ideas express them effectively 
 Criticize or justifies the statement 
 Interpretation of ideas, through it.
 The mental processes like logical thinking, critical reasoning, systematic presentation can be best
developed.
 Induces good study habits like making outline, summaries, organizing the argument for and against
etc.,
DISADVANTAGES 
 Lack objectivity 
 Provide little useful feedback 
 Takes long - time to score 
 Mood of examiners 
 Improper comparison of answer of different students (bright and dull) 
 Laborious process both for corrector and for the student. 
 Only competent teachers can assess it.

SHORT ANSWER QUESTIONS


Short answer questions are very similar to objective items as a clearly-defined answer is required in both.
However in short answer questions the answers has to be generated and supplied by learner rather than
chosing from a number of options provided.
PURPOSES
 Used to assess students in a classroom while a lecture is in progress
 Useful in formative assessment.
 Useful to assess the recall ability of students.
PRINCIPLES FOR CONSTRUCTION OF SAQs
i. The learning objective which is supposed to be evaluated by short answer type question should be
clearly defined in simple words.
ii. The overall purpose and content of the item should be determined.
iii. The item should be expressed in a clear, simple language, making it as concise as possible while
avoiding looseness or ambiguity.
iv. The item should be expressed in such a way that only a single, brief answer is possible.
v. Action oriented verbs should be used.
vi. Phrases like ‘write briefly on, short notes on’ should be avoided.
vii. The wattage for each question and criteria for making is mentioned clearly.
viii. Items to be evaluated by the subject experts panel
TYPES
 Fill in the blank type
 Statement question
 Labeling a diagram
 Short answers in 5-10 words
ADVANTAGES
 Easy to administer
 Provides less scope for guess work
 Can be administered to a large group of students
 Useful to assess the recall of information without any assistance.
DISADVANTAGES
 They can lead to cheating within a group of students if the examination hall is not spacious enough
 They can lead to difficulties in scoring if not worded carefully.
 They provide no scope to assess the writing ability, expression, organisation of answer, etc.

MULTIPLE CHOICE QUESTIONS


It is the form of objective type test .
These are the most flexible and most effective of objective type of test items and consists of two part. 
-The stem :which presents the problem, presented in the form of an incomplete statement or a
question
-The potions or response - the list of possible/ correct answers/ possible distractor.
 For example lack of iron content: Anemia, lack of iodine content: ………….
a) cretinism b)myxedema c)Goiter
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
 Provides constructive criticism 
 The range and variety of facts can be sampled in a given time 
 Provide precise and unambiguous measurement of the higher intellectual processes 
 Provide details feedback for both students and teachers 
 Easy and rapid to score
DISADVANTAGES
 Take a longtime to construct items in order to avoid arbitrary and ambiguous questions 
 Careful preparation is required to avoid questions testing only recall 
 Provide cues that do not exist in practice 
 Expensive, when the group is small to respond
LIMITATIONS OF MULTIPLE – CHOICE ITEMS 
 Difficult to construct 
 Requires more skill and more time to prepare 
 Teachers cannot always think of plausible distractors 
 Tendency for teachers to write multiple choice items demanding only factual recall

CONCLUSION
Standardized testing is becoming more and more popular each year. Standardized testing allows for
comparisons to be made among schools in regards to student achievement, ensures accountability for
teachers, and has the ability to inform instruction for educators.
BIBLIOGRAPHY
1. R.Sudha . Nursing Education Principles And Concepts.1st edition. New Delhi: jaypee brothers medical
publishers (p) ltd; 2013. page no 163-187. 
2. K P Neeraja .Textbook Of Communication And Education And Technology For Nurses. edition New
Delhi: jaypee brothers medical publishers (p) ltd; page no 434- 465. 
3. Thakkar Vimal .G. Nursing And Nursing Education.2nd edition.vora medical publications(p)ltd; page
no114- 116. 
4. GM Veerabhadrappa.The Short Textbook Of Nursing Education 1st edition. New Delhi: jaypee
brothers medical publishers (p) ltd; 2011. page no 173-183. 
5. Sharma Mukesh Chandra.Textbook of Nursing Education(Communication & Educational Technology )
1st edition. New Delhi: jaypee brothers medical publishers (p) ltd; 2013. page no 232-306.
6. Latha Venkatesan and Poonam Joshi “TEXTBOOK OF NURSING EDUCATION” Elsevier, reed elsevier
India Pvt. Ltd. New delhi Publication.
7. Clement I. “MANAGEMENT OF NURSING SERVICES AND EDUCATION”3rd edition’,Bangalore (2011).
Elsevier Publication;
8. Elakkuvana D. “TEXT BOOK OF NURSING EDUCATION”. 1st edition Banglor: 2013, Emmense Medical
Publishes;

9. https://en.m.wikipedia.org/wiki/standardized_test
10. https://www.scribd.com/mobile/doc/102345895/Standardised-and-Non- Standardised-
Tests(6/16/2012;11/26/2016).
11. Mary ellensmith,glasgowah. Michaeldreherbc,jamesschreiber:Standardized testing in nursing
education: Preparing students for nclex-rn® and practice:Journal of professional nursing
Volume 35, issue 6, november–december 2019, pages 440-446
SEMINAR ON STANDARDIZED TESTS - MEANING,
CHARACTERISTICS, OBJECTIVITY, VALIDITY,
RELIABILITY, USABILITY, NORMS, CONSTRUCTION
OF TEST - ESSAY, SHORT ANSWER QUESTIONS AND
MCQ

SUBMITTED TO SUBMITTED BY
PROF.MRS. ANBARASI,M.Sc(N) R.SHUBHA
HOD, I YEAR M.Sc(N)
OBG NURSING DEPARTMENT. PSYCHIARTY NSG DPT
NEHRU NURSING COLLEGE NEHRU NURSING COLLEGE
VALLIOOR VALLIOOR.
SUBMITTED ON
06.01.2020

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