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ESSAY TYPE QUE

The document is an assignment on essay-type questions in nursing education, submitted by Jaspreet Kaur to Prof. Lovesampuranjot Kaur at Desh Bhagat University. It discusses the purpose of education, the evaluation process, and the classification of achievement tests, particularly focusing on essay questions, their characteristics, advantages, limitations, and suggestions for writing and scoring them. The document emphasizes the importance of clear guidelines and rubrics for assessing essay responses.

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13 views

ESSAY TYPE QUE

The document is an assignment on essay-type questions in nursing education, submitted by Jaspreet Kaur to Prof. Lovesampuranjot Kaur at Desh Bhagat University. It discusses the purpose of education, the evaluation process, and the classification of achievement tests, particularly focusing on essay questions, their characteristics, advantages, limitations, and suggestions for writing and scoring them. The document emphasizes the importance of clear guidelines and rubrics for assessing essay responses.

Uploaded by

chitra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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DESH BHAGAT UNIVERSITY

ASSINGMENT
ON
ESSAY TYPE QUESTIONS

SUBJECT- NURSING
EDUCATION

SUBMITTED TO:
PROF. LOVESAMPURANJOT KAUR
FACULTY OF NURSING
SUBMITTED BY:
DESH BHAGAT UNIVERSITY
JASPREET KAUR
M.Sc. NURSING 1ST YEAR
MEDICAL SURGICAL NURSING
DESH BHAGAT UNIVERSITY
INTRODUCTION
Education aims at the al- around development of a student not merely imparting knowledge
to him. Evaluation is the process of judging the value or worth of an individual achievements
or characteristics. It is the judging of the goals attained by the educational system. In order to
evaluate the student’s knowledge teacher uses different types of tests.
STANDARDISED TEST
These are test in which uniformity of procedure in scoring, administering and interpretating
the results are maintained.
Non- standardised tests
DEFINITION
A systematic procedure for determining the amount a student has learn through instruction.
Popham believes that, “ the achievement test focus upon an examinee’s attainment at a given
point of time.”
CLASSIFICATION OF ACHIVMENT TEST
1. Written tests
❖ Essay type
➢ Extended response type{long essay}
➢ Restricted response type
✓ Short essay
✓ Short answer
✓ Very short answer

❖ Objective test
➢ Selection type
✓ True false
✓ Multiple choice matching type
✓ Extended matching type
✓ Multiple response items
✓ Assertion reason item
✓ Interpretive item
➢ Supply type
✓ Completion type

2. Oral
3. Practical/ performance test
ESSAY TYPE QUESTIONS
Definition
Gilbert Sax believes that “essay test is a test is a test containing question requiring the student
to respond in writing.
Essay test emphasise recall rather than recognition of the correct alternative.
Essay test may require relatively brief responses or extended responses.
An essay test presents one or more questions or other task require extended written
responses from the persons being tested – ROBERT LE & DAVID AF.

In essay type question, the student prepares his own answers. It evaluates the knowledge
areas alone.
Handwriting, spelling, neatness, organization, ways of expressing ideas may be considered in
scoring the items. The element of subjectivity can be reduced by careful preparation of the
questions for the selected content areas to be tested in advance.

CHARECTERSTICS OF ESSAY QUESTION:


• Freedom of response.
• Free to select, relate and present ideas in their own word.
• Measure of complex achievement.
• No single answer can be considered throughout and correct.
• The answer vary in their degree of equality or corrections.
• Types of essay questions:
• Based on the amount of freedom given to a student to organise his ideas and write his
answer.
The essay questions are divided into two-
➢ The restricted response types
➢ The extended response types
1. Restricted response questions:
o The restricted response usually limits both the content and the response.
o The content is usually restricted by the topic to be discussed.
o Limitations on the form of response are generally indicated in the questions.
o Another way of restricting the response is by basing the question on specific
problems.

1. Restricted-response essay
a. limits content and response to be given
b. can limit via how narrowly question is phrased (e.g., as specific as a short-
answer question)
c. can limit via scope of the problem posed (e.g., with introduction like that of an
interpretive exercise)
d. therefore, can approach the objectivity of short-answer and interpretive
exercises
2. Extended-response essay
a. great freedom so that allows problem formulation, organization, originality
b. therefore, shares similar scoring difficulties with performance-based tasks
Advantages

1. Measure complex learning outcomes not measured by other means


a. Restricted-response essays:
(i) require students to supply, not just identify, the answer and

(ii) can target specific mental skills

b. Extended-response essays: emphasize integration and application of high-level


skills
2. Can measure writing skills in addition to (or instead of) knowledge and understanding
3. Easy to construct—but only if you don’t care what you actually measure and
how reliably you do so!
4. Contribute to student learning, directly and indirectly

Limitations

1. Unreliability of scoring (unless clear learning outcomes, good scoring rubrics,


practice in scoring)
2. Time-consuming to score—especially if follow guidelines. Can be impossible if
conscientious in scoring, give good feedback, and have many students
3. Limited sampling of content domain

Essay Questions: Suggestions for Writing

Aim

• To call forth the intended student responses

Suggestions for writing essay questions

1. Restrict use to learning outcomes that cannot be measured well by objective means
(e.g., organization, originality)
2. Write questions that can call forth the intended mental processes
a. Easiest to do with restricted-response
b. For extended-response items, helps to state evaluation criteria in the question
c. Make sure they do not target what has not been taught
3. Phrase the question so that student’s task is clear and comparable for all
a. Easiest with restricted response
b. For extended-response, don’t define the task so tightly that its purpose is
spoiled
c. Rather, give explicit instructions on type of answer desired (e.g., "Your
answer should be confined to 100-150 words. It will be evaluated in terms of
the appropriateness of the facts and examples presented and the skill with
which it is written.")
4. Indicate approximate time limit for each question
a. Give plenty of time (should be a power test not a speed test)
b. Do not create overconcern about time
5. Avoid optional questions
a. Giving choices means students taking different tests
b. They will not study the entire domain

Essay Questions: Scoring Criteria

The Scoring Problem

• There is no single correct or best answer to an essay question, so you need


guidelines—"rubrics"--for rating the quality of answers.

• Rubric = a set of guidelines for the application of performance criteria to the


responses and performances of students

Tackle it early--before you give the test

1. Carefully specify your scoring criteria before you finalize the exam
a. May cause you to rethink or modify the question and its accompanying
performance criteria
b. That, in turn, enhances likelihood of calling forth the intended responses
2. Do an initial review of answers to a question to find exemplars or anchors for your
scoring levels
3. Make sure you can describe the kinds of performance (e.g., "lists two of the four key
points") that qualify for each scoring level ("satisfactory," 2 points, etc.)

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