BSc Nursing 2nd Year Communication And Education Technology Chapter 8 Assessment Questions And Answers

Chapter 8 Assessment Questions and Answers

Question 1. Advantages and Disadvantages of multiple choice questions.
Answer:

Multiple-choice questions (MCQs) are a form of assessment where respondents are asked to select the best possible answer (or answers) out of choices from a list.

MCQs are a special type of questions that are widely used in various entrance exams where thousands of students attempt the exams. These are standardized tests with high reliability and validity.

Advantages of MCQs

• Easy to use and administer.
• Can cover a large content area of the syllabus.
• Easy to check answers.

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• High reliability and validity.
• No scope for subjective biases.
• Allow more adequate sampling of content.
• Tend to more effectively structure the problem to be addressed.
• Questions can be used more efficiently and reliably than just supplying items.
• Different response alternatives can provide diagnostic feedback about the planned questions (item analysis is possible).
• Questions can be constructed to address various levels of cognitive complexities.

Disadvantages of MCQs

• Not useful to test the highest level of the cognitive domain.
• Difficult to construct good MCQs.
• Provide an opportunity to guess the answer if the question is not properly constructed.
• More suitable format for cheating in students if the invigilator is not highly keen on observing students.
• A time-consuming process to construct good questions.
• This can lead the instructor to favor simple recall of facts.
• High degree of dependence on the student’s readings and the instructor’s writing ability.
• Measuring synthesis and evaluation can be difficult.
• Inappropriate for measuring the outcomes that require skilled performance.

Question 2. Constructing multiple choice questions.
Answer:

Guidelines to construct good MCQs: The following basic rules must be observed for writing good multiple-choice questions :

1. General tips

• Design each item to measure an important learning objective or learning outcome.
• Before writing a question, think about what it is that you want to test. Lecture notes, textbook readings, assigned problems, and other course materials can be an inspiration to write items.
• Control the difficulty of the item either by varying the problem in the stem or by changing the alternatives.
• Make certain that each item is independent of the other items in the test.

Make sure that each item is grammatically accurate to avoid ambiguity in understanding.

• Keep the question stem and alternatives as short as possible. Use a few words. Avoid repeating words from the question stem in the alternatives.
• Make sure to have a sufficient number of easy and more challenging questions so that the poor, fair, good, and excellent students are effectively judged and separated.
• Try to make the first few MCQs relatively quick and easy, to help calm students down so they can focus on the more challenging questions to come.
• Avoid the temptation to test many things in one question. If possible, try to write more than one MC question rather than test multiple concepts in one question.
• Ask more than one questions when a fair amount of information must be provided as it takes time for students to carefully read and understand the information you provide in a test. For example, you could give them a table of results, a graph, or a scenario and then ask two or three different MCQs about it.

Do not try to write the entire test in one day; it takes time, creativity, and thought to write good MCQs.

• After constructing the MCQuestion test, a try-out may be planned on nearly similar subjects and an item analysis must be carried out before preparation of a final draft of the test. B. Construction of the stem
• Present a single, clearly formulated problem in the stem of the item/question.
• Phrase the question stem as clearly and concisely as possible, avoiding complex language.
• State the stem of the item in a positive form, wherever possible.
• Emphasize negative wording whenever it is used in the stem of an item; for example, which of the following is NOT an appropriate method of back massage?
• Avoid verbal clues, which might enable students to select the correct answer or eliminate an incorrect alternative. The similarity of wording in both the stem and the correct answer is one of the more obvious clues.

2. Construction of alternatives: Make certain that the intended answer is correct or the best. Make all alternatives grammatically consistent with the stem of the item and parallel in form.

Avoid the use of the alternative ‘all of the above’ and use ‘none of the above’ with great caution.

• Do not include alternatives such as ‘both (1) and (4)’ or ‘all but (3)’, as these complicate the structure of the question and tend to confuse students and/or slow them down.
• Vary the position of the correct answer randomly.
• Vary the relative length of the correct answer to eliminate length as a clue.
• There is no set rule about the number of options you should include in MCQs. The greater the number of options, the smaller the mathematical chance of correct guesswork. Therefore, generally, 4-5 alternatives are used.
• Make the distracters plausible and attractive to the uninformed, by:
• Using common misconceptions or common errors of students as distracters.
• Use good-sounding words (example, accurate, important, etc.) in the distracters, as well as in the correct answers.
• Making the distracters similar to the correct answer in both length and complexity of wording.
• Stating the alternatives in the language of the student.
• Construct the destructors as close as possible to the correct answer to make the most effective destructors

Question 3. Advantages and Disadvantages of objective type questions.
Answer:

Objective examination can be part of formative (diagnostic) and summative (final assessment) exams. The most popular objective exam is Multiple Choice Questions (MCQ)

Question 4. Define evaluation. Discuss the purposes of the evaluation
Answer:

Evaluation is the process of determining to what extent the educational objectives are being realized. Evaluation is the process of determining the extent to which objectives are being achieved, the effectiveness of the learning experiences provided in the classroom, and how well the goals of education have been accomplished. Evaluation is the assessment of merits and or worth.

• Evaluation is a value judgment on an observation, ‘performance test’ or indeed any data whether directly measured or inferred. Evaluation is a systematic examination of educational and social progress.
• Evaluation serves distinct purposes for students, teachers, curriculum, and society. The teacher should have a complete program of evaluation, which should be considered an integral, continuous part of teaching as it enables the teacher to accomplish essential purposes.

Evaluation serves the following distinct purposes for students, teachers, curriculum, and society:

• To provide short-term goals to the students to work towards the achievement of educational objectives.
• To clarify the intended learning outcome.
• To determine the level of knowledge and understanding in students.
• To diagnose the strengths and weaknesses of students.
• To encourage student learning by measuring their achievement and informing them about their success.
• To provide information to students for overcoming learning difficulties and selecting future learning experiences.
• To estimate the effectiveness of the instructional media used and the usefulness of instructional materials.

To help students acquire the attitude and skills of self-evaluation.

• To assess the nonscholastic domains of the student’s personality (interests, attitudes, and values).
• To provide feedback to the students about their strengths and weaknesses requiring their special attention.
• To assess the student’s progress throughout the year.
• To determine whether a particular student is competent enough to be advanced to the next class.
• To ascertain if the teaching strategies are effective and if there is a need to change the teaching strategies.
• To improve the curriculum in light of recent advances.
• To satisfy the university requirements for a curriculum.
• To recommend the names of students eligible for a degree to the university.
• To report the student’s progress to parents.
• To prevent society from quacks and incompetent professionals by blocking them from getting degrees/diplomas.
• Evaluation is carried out for general and educational research.

Question 6 Write the observation checklist for the first-year B.Sc. nursing student for a procedure.
Answer:

Question 7. Difference between formative evaluation and summative evaluation. List the types of evaluation.
Answer:

Types of assessment/evaluation: The description of the types of assessment or evaluation