GUESS THE

TOPIC???
STANDARDIZED AND
NON-STANDARDIZED
TEST PART-I

PRESENTED BY:
SUMELA CHATTERJEE
M.Sc. NURSING 1st YEAR
 INTRODUCTION TO
TEST
• Test is based on the learned content of subject specific
area and it is directed to measure the learner's level of
attainment of the specific objectives. We know that to
measure an attribute a standard instrument is needed.
Assessment device is an instrument used to determine
both how well a student has learned covered materials,
and how well he will do in future endeavors.
Assessment can be accomplished through tests,
homework, class work, etc.
DEFINITIONS OF TEST
 Test is a systematic procedure for observing persons and describing them with either a

numerical scale or a category system. Thus, test may give either qualitative or quantitative

information.

-Anthony J Nitko

 A series of questions, problems, or physical responses designed to determine knowledge,

intelligence, or ability is called a test.

 Test is a device of procedure for conforming a subject to a standard set of questions or

tests to which the student is to respond independently and the result of which can be treated

as a quantitative comparison of the performance of students.

Cont….
 A question or a task or a series of such, designed to elicit some predetermined behavior
from the person being tested. The terms assessment and test are usually used
interchangeably by many people. However, the word test implies a paper-and-pencil
instrument, administered under pre-specified conditions that are consistent across students.
Its traditional usage by teachers has implied a written series of tasks to which students
responded in writing (for example essay or short-answer items) or marked their response
choices with a pen or pencil (for example true-false, multiple choice, or matching items.

- Gallagher, (1998)
DIFFERENCE BETWEEN TEST, ASSESSMENT, MEASUREMENT AND
EVALUATION

• Test: A method to determine a student's

ability to complete certain tasks or
demonstrate mastery of a skill or
knowledge of content. A test is one
form of an assessment.
 Cont….

• Assessment: The process of gathering

information to monitor progress and make
educational decisions if necessary. An
assessment may include a test, but it also
includes methods such as observations,
interviews, behavior monitoring, etc.
 Cont….

• Measurement refers to the set of procedures

and the principles for how to use the procedures
in educational tests and assessments. Some of
the basic principles of measurement in
educational evaluations would be raw scores,
percentile ranks, derived scores, standard
scores, etc.
 Cont…

• Evaluation: Procedures used to determine

whether the subject (i.e., student) meets
preset criteria, such as qualifying for special
education services. This uses assessment
(remember that an assessment may be a test)
to make a determination of qualification in
accordance with a predetermined criterion.
 PURPOSES OF TEST
• Tests are conducted to find out whether the
set objectives for a particular course, lesson
or topic have been achieved or not.

• Tests facilitates teacher to determine the

progress made by the students in the class.

• Tests helps teachers to determine what

students have learned or not learnt in the
class.
Cont…
• Tests are used to place students/candidates into a particular class, school, level, or
employment. Such tests are called placement tests.

• Tests can reveal the problems or difficulty areas of a learner. Thus, tests can be
used to diagnose or find out the problems or difficulty areas of a student or pupil.

• Tests are used to predict outcomes. Tests helps to predict whether or not a learner
will be able to do a certain job, task, and use language to study in a university or
perform well in a particular school, college, or university.
CHARECTERISTICS OF A GOOD TEST

LEAFLET
STANDARDIZED TEST
• Standardization means uniformity of procedure
in scoring, administering and interpreting the
results

• 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 interpretation are
consistent and are administered and scored in a
 TYPES OF STANDARDIZED
TEST

ACHIEVEMENT TEST

• Standardized achievement test may assessed

any or all of reading, math's and written
language as well as subject areas such as
sciences and social studies.

e.g.
 Reading tests

 Mathematics tests

 Social studies tests

 Cont…

INTELLIGENCE TEST (IQ)

• Intelligence is the global capacity of

individual to think rationally, to act
purposefully, to deal effectively with the
environment.
 Cont….

APTITUDE TEST

• According to warren "aptitudes a set of

characteristics symptomatic of an individual's
ability to acquire with training, some specific
field of knowledge, skill or set of responses."
USES OF APTITUDE TEST
 Determining student performances

 To determine an individual's knowledge.

 Selection of employee who is best suited for a job.

 Carrier test: Aptitude based tests are regarded as one of the most useful varieties of
career tests e.g. CET.
 Guidance: These can be used for guiding candidate for suitable course or training.
TYPES OF APTITUDE
TEST
• Verbal reasoning: Measures the subject's
ability to comprehend verbal description or
arguments in order to understand their
meaning and draw conclusions.
 Cont….
• Numerical reasoning: The ability to use
numerical skills and to think in quantitative
terms Measuring, analyse and compering
numerical data and perform calculations
where appropriate.
 Cont…

 Abstract reasoning: The abstract reasoning

test is also called the conceptual reasoning
test. It measures your lateral thinking skills
or fluid intelligence, which are your ability
to quickly identify patterns, logical rules
and trends in new data, integrate this
information, and apply it to solve problems.
 USES OF
STANDARDIZED TEST
 Compare results across large student
population for important decisions.
 Test students' achievement or their aptitude or
intelligence.
 Decide students promotion & graduation.
 Decide college admission.
 Predict student future success.
 Decide scholarship recipients.
 Evaluate teacher performance.
 VALIDITY OF A TEST
DEFINITION

• Validity essentially means establishing that the marking measures what it is supposed
to measure. This is a difficult principle, especially when assessing higher order skills
such as critical thinking, formulating, modelling and solving problems in written work,
which is why markers sometimes focus on lower order skills such as referencing,
grammar and spelling. In science and practitioner disciplines where competencies are
essential, validity may be established through competency models, but there are also
competencies which are hard to quantify.

- Knight, 2007
TYPES OF VALIDITY

CHART
 CONT….

Face validity ascertains that

the measure appears to be
assessing the intended construct
under study. The expert
panellist can easily assess face
validity. This is not a very
'scientific' type of validity.
 Cont…
• Construct validity is used to ensure that the
measure is actually measuring what it is
intended to measure (i.e., The construct), and
not other variables. Using a panel of experts'
familiar with the construct is a way in which this
type of validity can be assessed. The experts can
examine the items and decide what that specific
item is intended to measure. Students can be
involved in this process to obtain their feedback.
 Cont….
• Content validity it ensures that the measure covers
the broad range of areas within the concept under
study. Not everything can be covered, so items
need to be sampled from all the domains. This may
need to be completed using a panel of experts' to
ensure that the content area is adequately sampled.
Additionally, a panel can help limit ‘expert' bias
(i.e., a test reflecting what an individual personally
feels are the most important or relevant areas)
 Cont…

• Predictive validity: the extent to

which a test can predict the future
performance of the students.
 Cont….
 Concurrent validity: The relationship
between scores on measuring tool and
criteria available at the same time in the
present situation.

• - E.g. if you create a new test for

depression level, you can compare its
performance with previous depression
test.
 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 OF A TEST

• Reliability is the degree to

which an assessment tool
produces stable and consistent
results.
 TYPES OF RELIABILITY

• Test-retest reliability: is a measure of

reliability obtained by administering the
same test twice over a period of time to a
group of individuals. The scores from Time
1 and Time 2 can then be correlated in order
to evaluate the test for stability over time.
 Cont….
• Parallel forms reliability is a measure of reliability
obtained by administering different versions of an
assessment tool (both versions must contain items that
probe the same construct, skill, knowledge base, etc.)
to the same group of individuals. The scores from the
two versions can then be correlated in order to evaluate
the consistency of results across alternate versions.
Cont…
• Inter-rater reliability is a measure of reliability
used to assess the degree to which different judges or
raters agree with their assessment decisions. Inter-
rater reliability is useful because human observers
will not necessarily interpret answers the same way;
raters may disagree as to how well certain responses
or material demonstrate knowledge of the construct
or skill being assessed.
 Cont…
• Internal consistency reliability is a measure of reliability used to evaluate the
degree to which different test items that probe the same construct produce similar
results

a. Average inter-item correlation is a subtype of internal consistency reliability. It is

obtained by taking all of the items on a test that probe the same construct (e.g.,
reading comprehension), determining the correlation coefficient for each pair of
items, and finally taking the average of all of these correlation coefficients. This
final step yields the average inter-item correlation.
Cont…

b. Split-half reliability is another subtype of internal consistency reliability. The

process of obtaining split-half reliability is begun by 'splitting in half' all items of a
test that are intended to probe the same area of knowledge (e.g., human body) in
order to form two 'sets' of items. The entire test is administered to a group of
individuals, the total score for each 'set' is computed, and finally the split-half
reliability is obtained by determining the cor-relation between the two total 'set'
scores.
 OBJECTIVITY OF TEST

 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.
USABILITY OF TEST

 The overall simplicity of use for a test for

both constructor and for learner.

 It is an important criterion used for

assessing the value of a test.
TEACHER-MADE TEST (NON-

STANDARDIZED)
 Non-standardized, also known as teacher-made tests.
These tests are normally prepared and administered for
testing and evaluating classroom achievement of
students.
 A non-standardized test is one that allows for an
assessment of an individual's abilities or performances
but doesn't allow for a fair comparison of one student to
standardized tests, such as state educational
development tests and college entrance exams.
CHARACTERISTICS OF NON -STANDARDIZED TEST

Constructed by
test experts or Covers board or wide areas
specialists. of objectives and content.

Selection of items will

be done very carefully Test has clear direction and it
and the validity, will be motivating,
reliability is checked. encouraging student.

Before finalization, test undergoes

refining its items by the expertise.
 USES OF TEACHER-MADE TESTS

To know the Helps the teacher to

ability and assess the strengths Motivates the
achievements of and weaknesses of students
students the student

Provides continuous
Helps the teacher to
evaluation and Helps to achieve
adopt better
feedback to the particular objectives instructed methods.
teacher
GENERAL GUIDELINES FOR CONSTRUCTING TEST
ITEMS

 Make the first test item easy. Place Items from easy to difficult or periodically
place easier items in the test.

 Consider placing material on the test to parallel the content coverage sequence.

 All items of the same type should be together.

 Don't use more than two item types, in most cases.

 For elementary students, use one item type.

 Include directions for the total test and each test section. Include instructions how
to respond and the point value for questions in each section.
 Cont…
 Try not to include information that will offer answers to previous questions.

 Try to put all matching on one page, etc) so students do not have to turn pages to
match answers and responses.

 Title the test and each section.

 Write test items that measure stated objectives.

Cont…
 Test only one idea or principle in each item.

 List items in a systematic order.

 Do not provide clues in one item to the answer of another item.

 Arrange the correct alternatives for multiple-choice items randomly

STEPS IN CONSTRUCTION OF
TEST
FIRST STEP
Selection of teaching objectives for measurement: At first
those teaching objectives should be selected from all teaching
objectives of subject teaching which have to be made the
basis for test construction. There can be several causes of
selecting these teaching objectives which have to determine
related teaching, such as how much content has been studied,
what is the need of student, what is the importance of
specific topics in the content, etc.
Cont….

SECOND STEP

Assigning weightage to selected

objectives: After these objectives have
been selected, a teacher assigns
Weightage to these objectives, keeping
the tasks done and importance of
objectives.
Cont…

Third Step
• Weightage to content: Content is
used as the means of realizing the
objectives and questions have to be
constructed on its basis. Therefore, it
becomes necessary to give Weightage
to it. There is a distinction in the
nature, importance and scope of each
topic. Therefore, the Weightage
should be given to these facts in view,
else the test would not represent the
whole subject.
 FOURTH STEP

• In this step, a teacher determines the number of

items, their types, their relative marks.

Cont….
Cont..

FIFTH STEP
• Determining alternatives: At this level,
it is determined how many alternatives or
options should be given according to the
type of questions. Giving alternatives
influences the reliability and validity of a
test; therefore, it is suggested that
alternatives should not be given in
objective type questions, while in essay
type questions only internal choice can be
given.
Cont…

SIXTH STEP

• Division of sections: If the scope or

types of questions are uniform, then it
is not necessary to divide the test into
sections. However, if it is diverse and
different types of questions have been
specified and the nature of the test
seems to be heterogeneous, then a
separate section should be made
comprising each type of item.
SEVENTH STEP
• Estimation of time: At this step estimation of the total time the whole test
is likely to calculate. Time is estimated on the basis of the type and number
of items. Sometime should be reserved for distribution and collection of
answer sheets.
Cont…

Eighth Step
• Preparation of the blueprint: A blueprint provides a bird's eye view of the
entire test. In it we can see the topics, teaching objectives, and types of
questions, number of items and distribution of scores and their mutual relation-
ships. A blueprint is the basis for test construction.
 Cont…

Preparation of score key

• A score key increases the reliability of a

test, so that the test constructor should
provide the procedure for scoring the
answer script.
First Tryout of the Test

• At this stage the initial format of the test is administered to a small

representative sample. After that the process of item analysis is used to
calculate difficulty level and discriminative value. There are a variety of
techniques for performing an item analysis, which is often used, for
example, to determine which items will be kept for the final version of a
test.
Preparation of Final Test

• The test will provide useful information about the students' knowledge of the
learning objectives. Considering the questions relating to the various learning
objectives as separate subtests, the evaluator can develop a profile of each student's
knowledge of or skill in the objectives.

• The final test is constructed after the above analysis for this a suitable format is
prepared and norms are specified. Also, instructions for examinees be prepared.
 ESSAY TYPE QUESTIONS

 An essay test presents one or more questions or other tasks that

require extended written responses from the person being tested.
-Robert Lebel and David A
Frishie, 1986

 Essay item is an item that requires the student to structure a rather

long written response up to several paragraphs.
-William Wiersma and Stephen G
Jurs, 1990
 CLASSIFICATION OF
ESSAY QUESTIONS

EXTENDED RESPONSE

 In extended response, no restriction is placed on the

student as to the points he or she will discuss and the
organization of student will use. The student may
select those points that he/she thinks more important,
pertinent and relevant to his/her argument and the
student may organize the material in whichever way he
wishes.
 Cont…

RESTRICTED RESPONSE

 In restricted response, the student is more

limited or restricted in or as to form and scope of
his/her answer, because the student is
specifically told the context in which his or her
answer is to be made. In this type, the questions
are so structured that the students are limited, the
scope of the response is defined and restricted.
The answers given are to some extent controlled.
OTHER ESSAY TYPE
QUESTIONS

1. Interpretive essay

2. Hypothesis-formation essay

3. Questioning-assumptions essay

4. Inquiry-based assessment
 PRINCIPLES OF
PREPARING ESSAY TYPE
TEST
• Do not give too many lengthy questions
• Avoid phrases, e.g. 'Discuss briefly’
• Questions should be well-structured with specific
purpose or topic at a time.
• Words should be simple, clear and carefully selected.
• Do not allows too many choices
• According to the level of student's difficulty and
complexity items has to be selected.
 GUIDELINES FOR
CONSTRUCTING ESSAY
TYPE QUESTIONS
• Clearly define the intended learning
outcome to be assessed by the item.
• Avoid using essay questions for intended
learning outcomes that are better assessed
with other kinds of assessment.
• Define the task and shape the problem
situation:
• Helpful instructions
• Helpful guidance
 Cont…
• Avoid the use of optional questions:
• Improve the essay question through, preview and
review
Preview (before handing out the essay question to
the students)
a. Predict student responses
b. write a model answer
c. Ask a knowledgeable colleague to critically review
the essay question, the model answer, and the intended
learning outcome for alignment.
• Review student responses to the essay question.
 USES OF ESSAY TYPE QUESTIONS
 To assess students understanding of subject-matter content

 To assess higher-order thinking skills that cannot be adequately assessed by objectively

scored test items.

 To assess students ability to construct rather than to select answers.

 Essay questions should be in layers. The first layer tests the concept, fact, its definition
and characteristics. The second layer tests the interpretation of and inferences from the
concept, fact or topic, concept, structure, etc., to real life situation. In the third layer,
you may be required to construct, consolidate, design, or produce your own structure,
concept, fact, scenario or issues.
 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 TYPE QUESTIONS
DEFINITION
• Short answer items require the examinee to respond to the item with a
word, short phrase, number or a symbol. -Anthony J Nitko
• A short answer test items aim to test the knowledge by asking student to
supply a word, phrase or a number that answer a question of complete a
sentence.
-R Eble et al., 1986
FORMS OF SHORT ANSWER
QUESTION

3.
2. Completion Identification or
1. Question form form association
form
 BASIC PRINCIPLES FOR CONSTRUCTING SHORT
ANSWER TESTS
 The instructions must be clear and unambiguous. Candidates should know what to do.

 Enough space must be provided for filing in the gaps or writing short answers.

 As much as possible the questions must be set to elicit only short answers. Do not
construct long answer-question in a short answer test.

 The test format must be consistent. Do not require fill in gaps and matching in the
same question.

 The questions should be related to what is taught, what is to be taught or what to be

examined. Candidates must know beforehand the requirements and demands of the test.
 ADVANTAGES OF SHORT
ANSWER QUESTIONS

 Short answer test is easy to construct as they measure

only simple learning outcomes.
 They are very useful for the recall of simple memorized
facts and figures..
 They are useful to the lowest level of cognitive
taxonomy. i.e., knowledge of terminology, classification,
etc.
 A relatively large sample of the content can be covered
by the inclusion of a large number of short answer
questions .It is useful in evaluating the ability to interpret
diagrams chart and graphs.
Cont…

 Marking is relatively objective as compared with essay type questions.

 There is little scope for the influence of handwriting and spelling, etc., on
marking.
 Easy to construct.
DISADVANTAGES OF SHORT ANSWER
QUESTIONS

They are not suitable

They are not suitable
for judging the power
for measuring
of analyzing and
complex learning
reasoning of the
outcomes.
student.
 MULTIPLE CHOICE
TYPE QUESTION
• 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 items. The
test of suggested solution may include words,
number, phrases or symbols and are called
alternatives (also called choice or options). The
student is typically requested to read the stem and
the list of alternatives and to select the one
correct/best alternative.
ANATOMY OF A MULTIPLE CHOICE ITEM

• A standard multiple choice test item consists of two basic parts: a problem (stem)
and a list of suggested solutions (alternatives). The stem may be in the form of
either a question or an incomplete statement, and the list of alternatives contains
one correct or best alternative (answer) and a number of incorrect or inferior
alternatives (distracters).

• All incorrect and less appropriate alternatives are called as 'distracters' and the
student task is to select the correct or best alternative called as 'key!.
COMPONENTS AND CHARACTERISTICS OF GOOD
QUESTIONS (MULTIPLE-CHOICE FORM)

THE STEM
• Should be in the form of a question or of a statement to be completed.
• Should be expressed clearly and concisely, avoiding poor grammar,
complex syntax, ambiguity and double negatives.
• Should generally present a positive question. (If a negative is used it should
be emphasized with italics or underlining.) Should generally ask for one
answer only (the correct or the best answer)
• Should include as many as possible of the words common to all
alternatives,
Cont….

THE ALTERNATIVES
• Each item should have either four or five alternatives, all of which should be
mutually exclusive and not too long.
• All alternatives should follow grammatically from the stem and be parallel in
grammatical form.
• The alternatives should be expressed simply enough to make clear the essential
differences between them, and must be unambiguous
CLASSIFICATION OF MULTIPLE CHOICE
ANSWER

1. Single correct answer form

Example: For administration of an intramuscular injection to a 4 month
old infant.
The nurse should select
 Dorsal gluteal site
 Rectus site
 Vastus lateralis
 Ventrogluteal site
Cont….

2. Best answer form

Example: A manifestation of Chlamydial infection in the neonate is
1. Eye discharge
2. Nasal duct obstruction
3. Umbilical cord inflammation.
Cont…

3. Multiple response form

Example- Route of intramuscular injection
1. deltoid muscle
2. gluteal muscle
3. Subcutaneous tissue
4. dermis
Cont….

4.Combined response form

Example: Which of the following would indicate occurrence of cardiac
arrest?
 Apneas
 Absence of pulse
 Chest pain
 Dilated pupils
Cont….

5. Negative
Example: Active immunization is available against all of the following
diseases, except
 Malaria
 Poliomyelitis
 Smallpox
 Tuberculosis
GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE QUESTIONS

• Have enough content in the stem with less distracters.

• Avoid lengthy stems.
• Use positive statement in the stem. If negative statement has to be used then
underline it or write in capital letters, so that it will not be overlooked.
• Stem consists of complete statement, not to add up simplicity and
compactness to the items.
• The stem of one should not suggest the answer to another.
• avoid the use of clues that may suggest correct answer.
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.
CONCLUSION

There are two possible types of student assessment, standardized and non-
standardized, which are characterized by different purposes, styles, and methods.
The effect of both assessments is regarded as positive and reliable, because students
get a chance to evaluate own level of knowledge, clear up personal abilities, work
on own weaknesses, and improve them.
 BIBLIOGRAPHY
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3. Thakkar Vimal.G. Nursing and Nursing Education. 2nd edition. vora medical publications(p)ltd; page
no114-116.

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