A PROCESS IS FOLLOWED DURING EXECUTION OF A HEALTH RESEARCH.THIS PRESENTATION IS ABOUT QUESTION BANK PREPARATION,VALIDATION & MODERATION BY PANEL AND ITS UTILIZATION.THIS IS USEFUL FOR PG NURSING STUDENTS.
2. DEFINITION
• “An item bank is defined as an organized
collection of test items that can be assessed for
test development”
- Rudner.
• “An item bank or question bank is a collection of
test items organized, classified and catalogues
the order to facilitate the construction of a
variety of achievement and other types of
mental test.”
- B. H. Choppin.
3. PURPOSES
• To improve the teaching learning process
• Through instructional efforts the student’s
growth will be obtained
• To improve evaluation process
• A pool of test items can be used for formative
and summative evaluation of the student’s
performance
4. NEED
• Before the test, the teachers are generally not
getting adequate time to prepare the questions.
Naturally in the absence of adequate time, they
prepare them haphazardly.
• Construction of test questions on the spot is
rather difficult. It is time consuming.
• If there is an item or question bank, the material
from it can be used by any teacher and by any
school.
• It is needed to produce and evaluate questions.
5. PRINCIPLES
• Spent adequate amount of time for developing the
question
• Match the questions to the content
• Try to make the question valid, reliable, and
balanced.
• Use a variety of testing methods
• Write questions that tests skills other than recall
• While framing question it has to be ensured that they
are unambiguous, simple in the language and brief as
far as possible.
• Each of the question should evaluate some specific
content area or learning outcome.
6. PRINCIPLES
• Their difficulty level should be appreciated to the
group of learners being tested.
• Each question should be accompanied with some
specific information
• All the objective items should be grouped in one
section, while the short answer type and essay type
item should be in another section.
• In the section of objective type items having the same
format, e.g. Yes- No type, True- False type, multiple
choice types etc should be grouped together.
• Item in each section should be arranged in order of
their difficulty, as far as possible.
8. STEPS
• Planning a question bank
• Development of question bank and Collection of
test items
• Blue Printing for Developing Question Bank
• Validation
• Reviewing The Question Paper
• Recording and storing
• Developing a system for maintaining
confidentiality
11. USES OF
VALIDATION
• Relevance is obtained.
• Grammatical correction done.
• Plausibility of distracters checked
• Can be used as effective tool in class room
teaching.
• Avoids dangerous situations.
• A feed back to teachers.
• Create better learning process.
12. STEPS
CONSISTS OF THREE STEPS:
• Questioner analysis (before the
commencement of the test)
• Critical evaluation of the test (before the
commencement of the test)
• Item analysis(after the test)
14. PURPOSES
A panel comprising of three or more experts
(moderators/subject experts) has to ensure
that:
• The task is clear in each item and the person
attempting an item will know what is
expected. The task in an item is understood in
the same way by all candidates.
• 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.
15. PURPOSES
• The questions are well distributed in the different
parts of the syllabus course contents/cover 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, that are moderation is,
• The items are technically correct and accurate,
offering the best way testing the concepts or
principles or knowledge it is intended to test. They
should not have clues to the correct answers.
• The items are original and not just copied from the
text books or past examination papers.
17. • A judicious selection of questions can be made
for instructional purpose.
• Different types of types of questions selected
from a question bank may be used for pre
testing, development, review and revision of a
lesson.
• In the preparation of textual material a question
poll can be utilized for preparing review
exercises in the text books.
• the preparation of teaching units or resource
units also involves the use of evaluation
materials which may be picked up from the
question bank.
18. • 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 tests and question papers
can be profitably used by 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.
19. REFFERENCES
• B.T. Basavanthappa 2003 ´TEXT BOOK OF NURSING EDUCATION I
edition, New delhi .jaypee brothers publications , page no:473-
476, 537-539.
• K.P. Neeraja (2003) ´ TEXT BOOK OF NURSING EDUCATIONµ
I edition,NewDelhi jaypee brothers publications page no: 419-426.
• Loretta.E. Heidgerken (1997) ´TEACHING AND LEARNING IN
SCHOOL OF NURSING. 3 edition NewDelhi , Jaypee
brothers publications,page no: 446 448.
• B. Sankaranayan etal (2003) LEARNING AND TEACHING NURSING. I
EDITION, Calicut Brainful publications page no: 239-255.
• www.cna-
nurses.ca/CNA/documents/pdf/publications/CRNE_Bulletin_April
_2006_e.pdf
• www.egyankosh.ac.in/bitstream/123456789/24817/1/Unit15.
• www.ignou.ac.in/institute/handbook4/SEC6.
• www.ncme.org/pubs/items/25.pdf.
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