ESSAY TYPE TEST

INTRODUCTION :

 The essay type examination seek to measure the integrated knowledge of the
examinees and reveal certain traits such as originality, imagination, association of
ideas, creativity etc.
 Essay questions are supply or constructed response type questions and can be the best
way to measure the students higher order thinking skills, such as applying ,
organizing, synthesizing, integrating, evaluating, or projecting while at the same time
providing a measure of writing skills.

DEFINITION:

 An essay test presents one or more questions or other tasks that requires extended
written responses from the person being tested.
-Robert Le and David AF.
 It requires student to structure a long written responses up to several paragraphs
-William.W and Stephen GJ.
 It is a test containing questions requiring the student to respond in writing . it
emphasize recall rather than recognition of the correct alternatives.
- Gilert Sax.

USES OF ESSAY TEST :

 Assess the ability to recall, organize, and integrate ideas.

 Assess the ability to express oneself in writing.
 Ability to supply information.
 Assess student understanding of subject matter.
 Measure the knowledge of factual information

TYPES:

 Based on the amount of freedom given to student to organize his ideas and write his
answer.
 The essay questions are divided into two types:
  Extended response.
 Restricted response.

RESTRICTED RESPONSE QUESTIONS:

 Student will have less scope , limited nature in the form because he/she told
specifically the context in which his / her answer has to be made.
 The restricted response question usually limits both the content and the response the
content is usually restricted by the scope of the topic to be discussed limitations on the
form of response are generally indicated in the question another way of restricting
responses in essay tests is to base the questions on specific problems.
 For this purpose, introductory material like that used in interpretive exercises can be
presented. Such items differ from objective interpretive exercise only by the fact that
essay questions are used instead of multiple choice or true or false items.
 Because the restricted response question is more structured it is most useful for
measuring learning outcomes requiring the interpretation and application of date in a
specific area.

FOR EXAMPLE:

1. Write the life sketch of Quaid-e-Azam in 100 words?

2. State any five definition of education?

ADVANTAGES OF RESTRICTED RESPONSE QUESTIONS :

 Restricted response question is more structured.

 Measure specific learning outcomes.
 Restricted response provide for more ease of assessment.

 Any outcomes measured by an objective interpretive exercise can be measured by a

restricted response essay question.
LIMITATIONS OF RESTRICTED RESPONSE QUESTIONS:

 Restricted response question restricts the scope of the topic to be discussed and
indicating the nature of the desired response which limits student opportunity to
demonstrate these behaviour

EXTENDED RESPONSE QUESTIONS:

 No restriction is placed in students as to the points he will discuss and the type of
organization he will use.
 Teachers in such a way so as to give students the maximum possible freedom to
determine the nature and scope of question and in a way he would give response of
course being related topic and in stipulated time frame these types of questions.
 The student may be select the points he thinks are most important, pertinent and
relevant to his points and arrangement and organize the answers in whichever way he
wishes. So they are also called free response questions.
 This enables the teacher to judge the student’s abilities to organize, integrate, interpret
the material and express themselves in their own words.
 It also gives an opportunity to comment or look into students’ progress, quality of
their thinking, the depth of their understanding problem solving skills and the
difficulties they may be having.
 These skills interact with each other with the knowledge and understanding the
problem requires.
 Thus it is at the levels of synthesis and evaluation of writing skills that this type of
questions makes the greatest contribution..

FOR EXAMPLE:

 Describe at length the defects of the present day examination system.. Suggest ways
and means of improving the examination system.
 Global warming is the next step to disaster. Explain
B.SC,NURSING II nd YEAR:

FOR EXAMPLE:

1. Explain detail about the family planning methods?

BIRTH SPACING:
DEFINITION OF BIRTH SPACING:
 Birth Spacing is the practice of waiting between pregnancies. A woman’s body needs
to rest following pregnancy. After having a baby, it is a good idea to wait at least 18
months before getting pregnant again to maintain the best health for her body and her
children. The 18-month rest period is called “birth spacing.” When the time between
pregnancies is less than 18 months, her body may not be ready to have a healthy baby

OBJECTIVES:
 Family Planning refers to practices that help individual or couples to attain certain
objectives:
 To avoid unwanted pregnancies
 To bring about wanted births
 To regulate the interval between pregnancies
 To control the time at which births occur in relation to ages of the parent
 To determine the number of children in the family

PURPOSES:
 Raising a child requires significant amounts of resources: time, social , financial and
environmental. Planning can help assure that resources are available.
 To improve the health of the mother and child.
 Helping to prevent HIV/AIDS.

CONTRACEPTIVE METHODS:
DEFINITION:
 Contraceptive methods defined , it is preventive methods to help women avoid
unwanted pregnancies. They include all temporary and permanent measures to
prevent pregnancy resulting from coitus.

 CRITERIA FOR IDEAL CONTRACEPTIVE:

  It should be safe for use means free from any kind of side effects.
 It should be reliable.
 It should be cost effective.

 It should be easy to administer and convenient. 

 It should be culturally feasible and acceptable.

METHODS OF CONTRACEPTIVE:
 The contraceptive methods may be broadly grouped into two classes ;
 Spacing methods:
1. Barrier methods
a. Physical methods
b. Chemical methods
c. Combined methods
2. Intra-uterine devices
3. Hormonal methods
4. Post- conceptional methods
5. Miscellaneous
 Terminal methods:
1. Male sterilization [Vasectomy]
2. Females sterilization[Tubectomy]

BARRIER METHODS:
 A variety of barrier or ‘occlusive’ methods, suitable for both men and women are
available.
 The aim of these methods is to prevent live sperm from meeting the ovum.
 Its is classified into three types:
 Physical methods
 Chemical methods
 Combined methods

PHYSICAL METHODS:
 It involves three methods:
 Condoms
 Diaphragm
  Vaginal sponge

CHEMICAL METHODS:
 In the 1960s , before the advent of IUD and oral contraceptives , spermicide (vaginal,
chemical contraceptives) were used widely.
 They comprise for categories:
 Foams: Foam tablets. Foams aerosols
 Cream, Jellies, and Pastes: Squeezed from the tube.
 Suppositories: Inserted manually.
 Soluble films: C-film inserted manually

INTRA-UTERIENE DEVICES:
TYPES OF IUD:
 There are two basic types of IUD:
 Non medicated
 Medicated
 Both are usually made of polyethylene or other polymers in addition , the medicated
or bio active IUDs release either metal ions (copper) or hormones(progesterone).
 The non medicated or inert IUDs are often referred to as first generation IUDs.
 The copper IUDs comprise the second generation IUDs and the hormone releasing
IUDs the third generation IUDs.

FIRST GENERATION IUDs:

 The first generation IUDs comprise the inert or non medicated devices, usually made
of polyethylene or other polymers.
 They appeared in different shapes and sizes:
 Loops
 Spirals
 Coils
 Rings
 Bows

SECOND GENERATION IUDs:

  It occurred to a number of research workers that the ideal IUD can never be
developed simply as a result of obtaining changes in the usual shape or size. A new
approach war tried in the 1970’s by adding copper to the IUD.
 It was found that metallic copper had a strong anti-fertility effects. The addition of
copper has made it possible to develop smaller devices which are easier to fit , even
in the nulliparous women.
 A number copper bearing devices are now commercially available:
 Earlier devices:
 Copper-7
 Copper T-200
 Newer devices:
 Variants of the T devices
i. Cu-T-220C
ii. Cu-T-380A or Ag
 Nova T
 Multiload devices
i. ML-Cu-250
ii. ML-Cu-375

HORMONAL CONTRACEPTIVES:
 Hormonal contraceptives may be classified as follows:
 Oral pills
1. Combined pill
2. Progesterone only pill
3. Post-coital pill
4. Once- a-month pill
5. Male pill
 Depot (slow release) formulations#
1. Injectables
2. Sub cutaneous implants
3. Vaginal rings

POST-CONCEPTIONAL METHODS:
MENSTRUAL REGULATION:
  A simple method of birth control is menstrual regulation.
 It consists of aspiration of uterine contents 6 to 14 days of a missed period, but before
the pregnancy test can accurately determine whether the women is pregnant.
 Cervical dilatation is indicated only nullipara.

MENUSTRUAL INDUCTION:
 This is based on disturbing the normal Progesterone –Prostaglandin balance by the
intra uterine application of 1-5 mg solution(2.5-5mg pellet)of prostaglandin.
 Within a few minutes of the prostaglandins impact, performed under sedation , the
uterus responds with the sustained contraction lasting about 7 minutes followed by
cyclic contraction continuing for 3-4 hour.
 The bleeding starts and continues for 7-8 days.#

ORAL ABOSTIFACIENT:
 Mifepristone (RU-486) in combination with misoprostol is successful terminating the
pregnancies of upto 9 weeks duration with minimum complications
 The commonly used regimen is mifepristone 200mg orally on day 1 , followed by
misoprostol 800 mcg vaginally either immediately or within 6-8 hours.#
 MTP kit having combipack tablets of mifepristone 200mg one tablet and misoprostol
200 mcg 4 tablets.
 The other regimen is a dose of mifepristone 600 mg on day one followed by 400 mcg
orally of misoprostol on day three

MISCELLANEOUS:
ABSTINENCE:  
 This involves complete avoidance of sexual cohabit..

COITUS INTERRUPTS:
 In this method the penis is withdrawn from the vagina before ejaculation.
 In this way semen is prevented from entering the uterine cavity and pregnancy does
not take place.
 Since the penis is withdrawn and ejaculation takes place outside the vagina, this
method is called coitus interruptus or withdrawal methods.
BASAL BODY TEMPERTURE METHOD:
  The BBT method depends upon the identification of rise of BBT at the time of
ovulation, as a result of increase in production of progesterone. The rise of
temperature is vary small 0.3 to 0.5 degree C.
 When no ovulation occurs the body temperature does not rise.

CERVICAL MUCUS METHOD:

 This is also known as billing methods or ovulation method.
 This method is based on the observation of changes in the characteristics of cervical
mucus.
 At the time of ovulation, the cervical mucus becomes watery clear resembling raw
egg white, smooth, slippery, and profuse.
 It is recommended that the women uses a tissue paper to wipe inside of vagina to
assess the quantity of and characteristics of mucus.

SYMPTOTHERMIC METHOD:
 This method combines the temperature , cervical mucous and the calendar techniques
for identifying the fertile period.
 If the women cannot clearly interpret one sign , she can ‘double check’ her
interpretation with another. This method is effective than the ‘Billing methods’.

BREAST FEEDING:
 Field and laboratory investigations have confirmed the traditional belief that lactation
prolongs postpartum amenorrhoea and provides some degree of protection against
pregnancy.

BIRTH CONTROL VACCINE:

 Most advanced research involves immunization with vaccine prepared from beta sub
unit of human chorionic gonadotropin , a hormone produced in early pregnancy.
 Immunization of human chorionic gonadotropin would block continuation of
pregnancy.

TERMINAL METHODS:

 Sterilization is only method which gives permanent protection from conception from
conception.
  Either husband and wife can under go sterilization by a simple surgical operation that
is :
 vasectomy

 Tubectomy.

ADVANTAGES OF EXTENDED RESPONSE QUESTIONS :

 This type of essay item is mostly useful in measuring learning outcomes at the higher
cognitive levels of educational objectives such as analysis, synthesis and evaluation
levels.
 They expose the individual differences in attitudes, values and creative ability.

LIMITATIONS OF EXTENDED RESPONSE QUESTIONS :

 They are insufficient for measuring knowledge of factual materials because they call
for extensive details in selected content area at a time.
 Scoring such type of responses is usually difficult and unreliable since the examinees
have free will in the array of factual information of varying degree of correctness,
coherence and expression.

GUIDELINE FOR CONSTRUCTION :

 The questions should be framed in such a way that the task is clearly and
unambiguously defined and can be completed within the stipulated time.
 It is preferable to set more number of questions requiring short answers of about a
page or two than a few questions requiring long answers of more than five pages.
 It is preferable not to give too many or too lengthy questions.
 Phrases like “ Discuss briefly,” “ state everything that you know ,” etc. should be
avoided.
 A range of difficulty and complex city should be maintained while setting the
questions according to the level of the students.
 It is preferable not to give overall choice on the questions (such as answer any five
questions out of 8) but internal choice between two questions of the similar type can
 be given. In the previous one, construction of optional questions of equal difficulty is
very difficult.
 The advantages of the second option are that the important questions are not skipped
out by the students and comparisons of scores of two students become essay.
 Prepare a marking system acceptable to other examiners by prior discussion with a
checklist of specific points against which marks are allotted.
 It is better to use point system of scoring based upon those elements that are expected
to appear in the answer.

SEQUENTIAL STEPS IN THE CONSTRUCTION OF ESSAY TYPE TEST :

 Check for the objectives of evaluation clearly.

 The objectives should be representative of entire areas of knowledge expected of
students.
 Sampling of objectives must be done as it provides the basis for developing test items.
 Ensure the adequacy of sample.
 Give appropriate weight age to each behavioural domain,
For example : Knowledge 50% - Skill 30 % - Attitude 20%
 It is not possible to cover the entire content of the subject in the test. So sampling of
the course content is done.
 Prepare a blue print of the test.

CONSTRUCTING ESSAY TYPE QUESTIONS :

 When deciding whether or not to use essay questions in and when developing the
questions, the following guidelines can be considered.
 Determine the level at which the thinking is to be assessed ( refer to your objectives
and instructional methods)
 Keeping in the mind the reading and writing level of the students.
 Use the essay test only for the outcome which cannot be measured by other type of
questions.
 Two or more questions that are more specific and shorter are preferable to a single
longer questions.
 Define the task as specifically as possible without giving away the answers.
  From the directions students should be able to tell how the item will be scored ( what
is expected in the answer sheet) and how much weight will be given to essay answers
in determining the total test score.
 Provide more than one essay item and let the student select which one to answer.
 The item may not be of similar difficulty.
 Good students may select difficult questions not do as well as they might have on the
easier questions.
 Some students may not know which question they can answer best.
 Suggest a ( reasonable ) time or page limit for each essay questions.
 Decide in advance what you are seeking in the answer.

 Write a model response and or develop a scoring system that include the information
you will reward in the answer.

SCORING ESSAY QUESTIONS:

1.PREPARE AN OUTLINE OF THE EXPECTED ANSWER IN ADVANCE:

 This should contain the major points to be included, the characteristics of the answer
to be evaluated and the amount of marks to be allotted to each preparing a scoring key
provides a common basis for evaluating the students answers and keeps the standard
stable throughout the scoring.

2.USE THE SCORING METHOD THAT IS MOST APPROPRIATE:

 There are two common methods of scoring essay questions.

 One is called the point method , each answer is compared with the ideal answer in the
scoring key and a given number of points are assigned according to the adequacy of
the answer.
 With the rating method , each paper is placed in one of a number of piles as the
answer is read.
 These piles might be used ranging in value from eight points to none.
 Usually between five and ten categories are used with rating scale.
 Restricted response questions , however , usually requires the rating method.
3.DECIDE HOW TO HANDLE FACTORS THAT ARE IRRELEVANT TO THE
LEARNING OUTCOMES BEING MEASURED:

 Several factors influence our evolutions of answers to essay questions that are not
directly pertinent to the purposes of measurement.
 Prominent among these are legibility of handwriting , spelling , sentence structure ,
punctuation and neatness.
 We should make an effort to keep such factors for influencing our judgement when
evaluating the content of the answers.
 In some instances , such factors may of course , be evaluated for their own sake.
 When this is done , we should obtain separate score for written expression or for each
of the specific factors.
 As far as possible , however, we should not let such factors contaminate the extent to
which our test scores reflect the achievement of other learning outcomes.
 Another decision concerns the presence of irrelevant factors is to decide in advance
approximately how much the score on each question is to be lowered when the
inclusion of irrelevant material is excessive.

4.EVALUATE ALL THE ANSWERS TO ONE QUESTION BEFORE GOING TO THE

NEXT ONE:

 One factor that contributes to unreliable scoring of essay questions is a shifting of

standards from one paper to the next.
 A paper with average answers may appear to be of much higher quality when it
follows a failing paper than when it follows one with near perfect answers.
 One way to minimize this is to score all answers to the first question , shuffle the
papers and then score all answers to the second questions and so on , until the all
answers have been scored.
 A more uniform standard can be maintained with this procedure , because it is easier
to remember the basis for judging each answer and answers of various degrees of
correctness can be more easily compared.
 Evaluating all the answers to one questions at a time helps counteract another type of
error that creeps into the scoring of essay questions.
  When we evaluate all of the answers on a single paper at one time , the first few
answers create a general impression of the students achievement that influence our
judgement concerning the remaining answers.
 Thus , if the first answers are of high quality , we tend to overrate the following
answers : whereas if they are low quality , we tend to underrate them.
 This is “Halo effect” is less likely when the answers for agiven student are not
evaluated in continuous sequence.

5.EVALUATE THE ANSWERS WITHOUT LOOKING AT THE STUDENTS NAME:

 The general impression we form about each student during our teaching is also a
source of bias in evaluation essay questions .
 When possible , the identity of the students should be concealed until all answers are
scored.

6. IF ESPECIALLY IMPORTANT DECISIONS ARE TO BE BASED ON THE RESULTS ,

OBTAIN TWO OR MORE INDEPENDENT RATINGS:

 Some times essay questions are included in tests used to select students for awards ,
scholarships , special train and then the like.
 In such cases , two or more competent persons should score the papers independently
and their ratings should be compared .
 After any large difference have been satisfactorily arbitrated the independent ratings
may be averaged for more reliable results.

SCORING APPROCHES TO ESSAY QUESTIONS:

 Two scoring approaches are described to score essay question (Meherens and
Lehmann – 1984)
 Analytical Method
 Global (holistic) method

1.ANALYTICAL METHOD:

 This method is recommended for restricted – response questions.

 The answer is broken down into several points and point value is assigned.
  When reading the answer , the examiner decides the values for students

2.GLOBAL (HOLISTIC) METHOD:

 This is recommended for extended for extended questions .

 The teacher reads the entire essay and makers an over all judgement about well
student has covered the points , which were expected in the answer.
 The teacher has assigns category (grade) to the paper.

ADVANTAGES OF ESSAY TYPE QUESTION:

 They measure complex learning outcomes that cannot be measured by other means.
 They are easy to construct and conduct.
 They test a teacher’s efficiency and a student’s mental ability including thinking and
problem-solving skills, interpretation of facts, synthesis and analysis etc.
 They help in organizing ideas and concepts.
 They promote application of knowledge in different spheres.
 They are useful to assess the knowledge of language and writing skills of the students.
 They provide the students, sufficient independence in answering without hesistance or
binding.
 They allow for free and effective expression.
 They give the students a good opportunity to express their individual ideas and
talents, creativity and skills of presentation of a concepts.
 It eliminate the possibility of the students’ guessing the correct answer

DISADVANTAGES OF ESSAY TYPE QUESTIONS:

 They stress only on intellectual attainment of the students and do not measure their
interest, aptitudes, etc.
 They examine the students in only one section of the curriculum.
 The composition of essay type examination may not be more appreciable, as factors
like handwriting, language , presentation skills, etc. are influencing it and therefore
lead to an error in interpretation.
 They do not aid in harmonious development of personality.
  A degree of subjectivity is inevitable in these examinations.
 They have limited range of application.
 It offers less feedback to teacher.
 It takes long time to score.
 It presents difficulties in obtaining consistent judgement of performance.
 It leaves some scope for guess work by the students and the scoring pattern shows
halo/an anti halo effect ( the first answer and its assessment influences the subsequent
ones.)
 Sometimes, the real evaluation of the students may not be possible with such type of
examinations. There is a risk that the grading of essay responses can be subjective and
unreliable.
 Sometimes, bluffing a special scoring problem may occur.
 It is possible for students to obtain higher scores on essay questions than they deserve
by means of clever bluffing.
 Writing something for every questions
 Stressing the importance of the topic covered by the question.
 Agreeing with the teacher’s views whenever it seems appropriate.
 Being a name dropper using a famous personality’s name in the test frequently.
 Writing on a related topic and fitting it to the question.
 Writing in general terms that can fit many questions.

CONCLUSION :

 So essay test is the best way to measure the students higher order thinking skills, such
as applying, organizing, synthesizing, integrating, evaluating, or projecting while at
the same time providing a measure of writing skills.

BIBLIOGRAPHY:

 D,Elakkuvana bhaskara raj and Nima bhaskar , A Textbook of Nursing Education,

Emmess Medical Publisher , Edition 2013 . Page No:278 and 283.
 Neerja KP, Text Book of Communication and Education Technology for Nurses,
Jaypee Brothers Medical Publisher,1stedition 2003, Page no:430-441
NET REFERENCES:

 https://www.slideshare.net/shaziazamir3/essay-type-test
 https://www.slideshare.net/jagdishsamabd/essat-type-question