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].