PRAKASH INSTITUTE OF NURSING
GREATER NOIDA
Subject - Nursing Education
ASSIGNMENT ON
Rating scale checklist OSCE
SUBMITTED TO:- SUBMITTED BY:-
MS Monalisha Kamini
Nursing Lecturer M.sc [N] 1 st YEAR
PIPRAMS PIPRAMS
SUBMITTED ON - 23/FEB/2021
Standardized Tests:
Standardized test are those test stated the uniformity and equality in the scoring and
administrating and interpreting the result.
Eg - Any examinations in which the same test is given in the manner to all students.
TYPES OF STANDARDIZED TEST -
Achievement test –This test may assessed any or all of reading, math’s and
written language as well as subject areas. For eg –
- Reading tests
- Mathematics tests
- Social studies tests
Intelligence test
Aptitude test – To determine an individual’s knowledge. There are three types of
aptitude test –
- Verbal reasoning
- Numerical reasoning
- Abstract reasoning
NON STANDARDIZED TEST
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 another . This type of
test contrasts standardized tests, such as state educational development tests and college
entrance exams.
Non Standardized Test –
Written tests
Oral tests
Practical / Performance
VALIDITY OF TEST
Validity is the ability of the test to measure what it is intended to measure.
TYPES OF VALIDITY -
Content validity
Predictive validity
Construct validity
Concurrent validity
Face validity
FACTORS AFFECTING VALIDITY
Unclear direction results to low validity.
If reading vocabulary is poor, the students fail to reply to the test items.
Difficult sentences are difficult to understand, unnecessarily confused.
Use of inappropriate items will lead to disorganized of matter leads to lower
validity.
Inadequate weight age to sub topics objectives forms a question of a test.
RELIABILITY OF TEST -
The degree of accuracy, consistency with which an exam, test measures, what it
seeks to measure a given variable.
The degree of consistency among test scores.
A test score is called reliable, when we have reasons for believing it to be stable
and trustworthy.
OBJECTIVITY OF TEST -
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.
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.
ESSAY TYPES EXAMINATIONS OR ESSAY TEST-
‘An essay test presents one or more questions or other tasks that require
extended written responses from the persons being tested’.
-Robert LE and David AF
TYPES –
Extended response
Restricted response
ADVANTAGES OF ESSAY TYPE TEST -
Test the ability 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.
DISADVANTAGES -
Lack objectivity
Provide little useful feedback
Takes long – time to score
Mood of examiners
Improper comparison of answer of different students
Laborious process both for corrector and for the student
Only competent teachers can assess it.
SHORT OPEN ANSWERS TYPE TESTS –
Use action oriented precise verbs.
Each items should deal with important content area.
Questions can be as long as possible, but answers should be short.
Use precise, simple and accurate language in relation to the subject matter
area.
MULTIPLE CHOICE ITEMS -
It is the form of objectives type test.
These are the most flexible and most effective of objective type of items
and consists of two part.
The stem – which presents the problem, presented in the form ofan
incomplete statement or a question.
The potions or responses – list of possible/ correct answers
possible distracters.
VARIATIONS OF THE MULTIPLE – CHOICE FORMAT -
Simplest type
Analogy type
Reserve type/ negative variety of multiple choice item
THE ALTERNATIVE – RESPONSE ITEMS
True / False items
Questions or declarative statements followed by yes/no or true/ false.
The student is asked to tick marks the correct response
MATCHING TYPE ITEMS -
Direction for preparation of matching type items
The matching items should be of same kind nature.
The number of choices should be more than the required answer.
Keep the stimuli and response columns on the same page
Give some headings to both the columns like ‘A’ and ‘B’.
RATING SCALES [DIRECTED OBSERVATION] -
Rating scale is the judgement of one person by another.
Rating scale is a common evaluation tool used in evaluating the knowledge, skills
and performances.
eg – 1. How good was the performance
Excellent
Very good
Good
Average
Poor
TYPES-
Descriptive rating scales;
Numerical rating scales
Graphic rating scales
Behaviourally anchored rating scale [BARS]
USE –
To evaluate skills, product outcomes, activities and personal characteristics.
ADVANTAGES- Easy to administer and score
Can be used for a large group of students
Wide range of application
Clarity of feedback to student
DISADVANTAGES –
Misuse can result in a consequent decrease in objectivity.
QUALITIES –
Clarity
Variety
Simple
Relevance
Objectivity
Useful
Precision
Uniqueness
CHECKLIST
Checklist are designed to record the presence or absence of specific traits or
behaviour.
A checklist is a tool for identifying the presence or absence of conceptual
knowledge, skills or behaviours.
Checklists are used for identify whether key tasks in a procedure, process or
activity have been completed.
A checklist is an inventory of behaviors, skills, or characteristics that the observer
marks or checks if they are present.
USES OF CHECKLIST-
The checklist is used to assess the current characteristics of the child, teacher,
curriculum ,or environment and to track changes overtime.
The task may be a sequence of step or include items to verify that the correct
sequence was followed.
Used be given to students to follow in completing procedure [eg- evaluating
demonstration]
CHARACTERISTICS OF CHECKLIST -
It should be –
Logical order
Based on expected outcomes
Short or concise
Highlight critical task
Use single task in one sentences Include students name, date, course, examiner
and overall result.
ADVANTAGES -
Easy, quick, convenient and efficient in preparing recording and evaluating.
Simple and time – efficient.
Focuses on specific behaviors, skills or characteristics
Data from checklists can be easily analyzed.
Don’t have to trained to use it
DISADVANTAGES -
Checklists lack the richness of the more descriptive narration.
Narrowed in nature.
Limit the presence and absence of behavior
Important aspects of behaviors may be missed. Such as –how a behavior is
performed and for how long.
OBJECTIVE STRUCURED PRACTICAL EXAMINATION
OR
CLINICAL EXAMINATION [OSPE/OSCE]
INTRODUCTION-
The traditional system of practical examinations in nursing consist of either assessing
procedure to a student or a patient for identifying the needs and the problems. This depends
upon students ability and availability of the patient for the particular procedure.
STEPS OF OSPE/ OSCE -
Demonstrate practical skill
Make accurate observations
Analyze and interpret data
Identify the patient problem
Plan the alternative nursing interventions
TYPES OF STATIONS-
Procedure station
The question station / the response station
SCORING OF STUDENT -
Make a checklist
Observe the student performance
Fulfilment of requirement of examination
Fulfilment of objective of examinations
PROBLEMS IN CONDUCTING OSPE/OSCE -
Not availability of many faculty members
Lack of enthusiasm of the teachers to try out new methods
Students apprehension for having to learn even the smallest detail of subject.
Lack of physical facilities and cooperation in clinical settings
Controversies over the evaluation criteria.
ADVANTAGES OF OSPE/ OSCE –
It is more objective, reliable and valid than the traditional system of
examination.
All students are subjected to the some standardized test.
Emphasis is shifted from testing of actual knowledge to testing of skills, that
too in a short time
It helps to ensure a wild coverage of the practical skills
Ensure the interaction of teaching and learn
LIMITATIONS OF OSCE/OSPE -
The stimulated situations may not reflect the real life situation
Students cannot be assessed for different skill, in handling equipment.
Empathy towards the patients cannot be evaluated
The skills of the students in providing holistic nursing care cannot be assessed.
It may be time consuming to construct an OSPE.
There is a risk of fatigue.
STRATEGIES TO OVERCOME -
Training the faculty member in using OSCE/OSPE
Preparation of the students from the beginning of the course for this type of
examination.
Proper communication with the the administration of the clinical areas regarding
OSCE
Ensuring the reliability and validity of the evaluation criteria
Adequate planning and organizing of the whole exercise.
BIBLIOGRAPHY
I. R.Sudha. Nursing principles Principles and Concepts .1st edition. New Delhi;
jaypee brothers medical publishers ltd;2013.page no 163-187.
II. K P Neeraja. Textbook of Communication And Education And Technology
For Nurses .edition New Delhi ; jaypee brothers medical publishers ltd ;page
no 434-465.
III. Thakkar Vimal .G. Nursing Education .2nd edition.vora medical publications
ltd;page no 114-116.
IV. GM Veerabhadrappa. The Short Textbook Of Nursing Education 1st edition.
New Delhi; jaypee brothers medical publishers ltd; 2011. Page no 173-183.
V. Sharma Mukesh Chandra. Textbook of Nursing education[Communication
and Educational Technology ]1st edition. New Delhi; jaypee brothers medical
publishers ltd;2013. Page no 232-306.
VI. https;//www.scribd.com/mobile/doc/102345895/standardized-and-Non-
Standardized-Tests[6/16/2012;11/26/2016].
