ESSAY TYPE EXAMINATION
INTRODUCTION
Essay type is one of the oldest type of test and have a long history
that dates back to more than four thousand years. According to Gilbert Sax, essay test
is a test containing questions requiring the student to respond in writing. It
emphasizes recall rather than recognition of the correct alternative. Essay test may
require relatively brief responses or extended responses and have been used widely.
The distinctive feature of essay type question is the freedom of response. Students are
free to select, relate and present ideas in their own words. It enhances the value of
essay questions as a measure of complex achievement but associated scoring
difficulty make them inefficient as a measure of actual knowledge.
It should be primarily used to measure those leaning outcomes
concerned with the abilities to select, organize, integrate, relate and evaluate ideas
that require the freedom of response and originality provided.
DEFINITION
An essay test presents one or more questions or other tasks that require
extended written responses from the persons being tested.
Robert and David
It requires the student to structure a long written response upto several
paragraphs
William and Stephen.
FEATURES OF ESSAY QUESTIONS
No single answer can be considered throughout and correct.
The examinee is permitted freedom of response.
The answers vary in their degree of equality or corrections.
PRINCIPLES FOR PREPARING ESSAY TYPE QUESTIONS
Do not give too many lengthy questions.
Avoid phrases. E.g. Discuss briefly.
Questions should be well structured with specific purpose or topic at a time.
Words should be simple, clear, unambiguous and carefully selected.
Do not allow too many choices.
According to the level of students’ difficulty and complexity items has to be
selected.
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 types.
1. Extended response
2. Restricted response
EXTENDED RESPONSE
The extended response question allows pupils to select any factual information
that they think is pertinent, to organize the answer in accordance with their best
judgement and to integrate and evaluate ideas as they deem to appropriate. This
freedom enables them to demonstrate their ability to select, organise, integrate and
evaluate ideas.
Examples
Explain the role of a nurse in the health care team
Describe the contributions of Florence nightingale towards development of
nursing.
Advantages of extended response type
No restriction is placed on student as the points he will discuss and type of
organisation he will use.
Most important, pertinent and relevant material whatever he wishes can be
used.
This type of question permitted the student to demonstrate his ability to:
Recall and evaluate factual knowledge.
Organise his ideas in a logical and coherent fashion.
Limitation of extended response question
Freedom makes the extended response question insufficient for measuring
more specific learning outcomes and introducing scoring difficulties that severely
restrict its use as a measuring instrument.
RESTRICTED RESPONSE
The restricted response question usually limits both the content and response.
The content is usually restricted by the topic to be discussed. Limitations on the form
of responses generally indicated in the question.
Examples
State the main difference between kwashiokar and marasmus.
How good nutrition prevents pressure sores?
Describe two health problem arising out of poor environmental condition.
Student will have less scope, limited nature in the form, because he is told
specifically the context in which his answer is to be made.
Advantages of restricted response
It is more useful for measuring learning outcomes requiring interpretation and
application of data in a specific area.
Disadvantage of restricted question
The restrictions make them less valuable as a measure of those learning
outcomes emphasizing integration, organization and originality.
SUGGESTION FOR THE ESSAY TEST
According to Grounlund, the improvement of the essay question as a measure of
complex learning outcomes requires attention to two problems:
1. How to construct essay questions that call forth for desired behaviour
2. How to score the answers so that achievement is reliably measured.
Grounlund recommends the following way to improve construction and scoring
of essay tests.
Suggestion for constructing essay question
Restrict the use of essay questions to those learning outcomes that cannot be
satisfactorily measured by objective items.
Formulate questions that will call forth behaviour specified in the learning
outcomes.
Phrase each question so that the student’s task is clearly indicated.
The expected length of each type of question should be indicated on the test
form.
While preparing questions, it should be kept in mind that the maximum
subject matter content is covered.
The question should clearly indicate the significance of each part so that the
students may determine the time to devoted to each part: this can be done by dividing
the question into component parts and offering marks according to the significance.
For example, a 15 marks essay question on nursing management on cirrhosis of
liver can be stated as
1. Define cirrhosis of liver(2 marks)
2. Briefly explain the medical management( 5 marks)
[Link] the nursing management of a patient with cirrhosis of liver(8 marks)
Avoid use of optional question
Suggestion for scoring essay type questions
Prepare the outline of the expected problem in advance
Use the scoring method that it is appropriate.
Decide how to handle the factors that are irrelevant to the learning outcomes
being measured
Evaluate all area to one question before scoring to next one
Evaluate the answer’s without looking at the student’s name
If especially important decisions are to be based on the results, obtain two or
more independent ratings.
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 mark 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.
Use the scoring method that is most appropriate
There are two common methods of scoring essay questions. One is
called point method and other is rating method. With the point method, each answer
is compared with the ideal answer in the scoring key and a given number of points is
assigned according to the adequacy of answer. With rating method, each paper is
placed in one number of piles as the answer is read. These piles represent degrees of
quality and determine the marks assigned to each answer. If eight points are allotted
to the question, for example nine piles might be used ranging in value from eight
points to none. Usually between five and ten categories are used with rating method.
Restricted response questions can generally be satisfactorily scored by the point
method. The extended response question, however, usually requires rating method.
Decide how to handle factors that are irrelevant to learning outcomes being
measured
Several factors influence over evaluations of answers to essay
questions that are not directly pertinent to the purpose of measurement. Prominent
among these are legibility of hand writing, spelling, sentence structure, punctuation
and neatness. We should make an effort to keep such factors from influencing our
judgement when evaluating the content of answers. In some instances, such factors
may, of course, be evaluated for their own sake. When this is done, you 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 extend to which
our test scores reflect the achievement of other learning outcomes. Another decision
concerns the presence of irrelevant and inaccurate information in the answer.
Probably the best way to deal with 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.
Evaluate all answers to one question before going to the next one.
One factor that contribute to unreliable scoring of essay question is
shifting of standards from one paper to the next. A paper with average numbers may
appear to be much of higher quality when it follows a failing paper than when it
follow one with near perfect answers. One way to minimise this is to score all
answers of first question, shuffle the papers, then score all answer to the second
question and so on, until all of the 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 degree of correctness can be
more easily compared.
Evaluating all the answers to one question at a time helps counteract
another type of error that creeps into the scoring of essay type questions. When we
evaluate all of the answers on a single paper at one time, the first few answer create
general impression of the student’s achievement that influence your judgement
concerning next answers. Thus, if the first answers are high quality, we tend to
overrate the following answers for a given student are not evaluated in continuous
sequence.
Evaluate the answer without looking at the student’s name
The general impression we form about each student during our teaching
is also a source of bias in evaluating questions. When possible, the identity of the
students should be concealed until all answers are scored.
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 training and the like. In such cases, two or more
competent persons should score the paper independently and the rating should be
compared. After any large differences have been satisfactorily arbitrated the
independent ratings may be averaged for more reliable results.
Scoring problem
For every question, set out the elements which according to you, should
appear in the answer by pointing scoring system.
Score the answers of all the students for one question, before going on to the
scoring of another question.
When 2 or more teachers correct the same test, they should agree on the
scoring procedure before the test and correct answer scripts.
The time allowed and the mark allotted will act as a guide to the students to
answer the questions.
ADVANTAGES
Test the ability to communicate in writing; depth of knowledge and
understanding.
The student can have free to communicate, her ability for independent
thinking.
The student can demonstrate her ability to organize ideas and express them
effectively in a logical and coherent fashion.
It requires short-time for the teacher to prepare the test and administer.
It can be successfully employed for all the school subjects.
The abilities like
Organise ideas express them effectively.
Criticizes or justifies the statement.
Interpretation of ideas, thoughts, etc. Will be more clearly put into writing
and freedom for the student to write, whatever he wants to respond.
The mental Processes like logical thinking, critical reasoning, systematic
presentation can be best developed.
Induces good study habits like making outlines summaries, organising the
arguments for against, etc.
The students can show their initiative, original of their thought and the
fertility of their imagination, as they permitted freedom of response.
The response of students need not to be completely right or completely
wrong.
Eliminates guessing.
DISADVANTAGES
Lacks objectivity
Provides little useful feed back
Takes long time to score.
Limited content sampling.
Subjectivity of scoring.
RELIABILITY AND VALIDITY OF ESSAY TYPE QUESTION
Essay type possesses relatively low validity and reliability because of the factors
like
Contaminated by extraneous factors like spelling, good hand writing,
coloured writing, neatness, grammar and length of the answer.
Biased judgement by previous impressions.
Mood of examiners.
First impression.
Improper comparison of answer, of different students(Bright and Dull).
Ambiguous wording of questions may be misinterpreted results in guessing
and bluffing on the part of the students.
Laborious process both for the corrector and for student.
Only competent teacher can assess it.
Scoring costs.
SAMPLE QUESTIONS:
1. (a) Define Psychiatric Nursing. (2)
(b) List out the principles of Psychiatric Nursing (5)
(c) Explain the newer concepts in Psychiatric Nursing. (8).
2. (a) Explain the various types of admissions to Mental Health Centers
according to Indian Lunacy Act.
(10).
(b) Briefly discuss the psychosexual development theory of Sigmund Freud.
(5).
BIBLIOGRAPHY:
1. [Link].(2003), “Text book of Nursing Education”. I edition, New
Delhi. Jaypee Brothers Medical publishers (p) ltd
2. B. Sankaranarayan.(2009), “Learning and teaching Nursing”. III edition,
calicut. Brainfill publications,
3. B.T. Basavanthappa. 2003, “Text book of Nursing Education. First
Edition, New Delhi. Jaypee brothers Medical publishers (p) ltd
4. [Link]. (2008), “Educational technology” II edition. New Delhi.
New age international (p) ltd publishers.
5. [Link]. (2008), “text book on communication and educational
technology, I edition, Bangalore Emmess Medical Publishers, .
6. Loretta and Hedjerkhans. (1999), “Teaching and learning in schools of
nursing, 7th edition, Delhi, Konark publications
7. Lynne Eyoung and Barbara. (2007), “Teaching Nursing” 9th edition,
philedelphia, Lippincott Willam & Wilkins publication,
JOURNAL REFRENCE:
1. ‘ NURSE EDUCATION TODAY’ volume 28, issue 2, Fibruary 2008,
Page –131-260, ELSEVIER publication.
2. ‘ Nurse Educator ‘ Volume 33, Number 3, sebtember/Oct 2008,
Lipppincott Williams & wilkins
3. ‘Nurse Education in Practice ‘ Volume 13, issue 3,May 2013, Pages
155-234, ELSEVIER publication
NET SOURCE :-
[Link]
[Link]
[Link]
COLLEGE OF NURSING
MADURAI MEDICAL COLLEGE,
MADURAI-20.
NURSING EDUCATION
Assignment
on
essay type test
SUBMITTED TO:
Mrs. S. MUNIAMMAL ,[Link](N),
Lecturer
Mrs. [Link] DERMA, [Link](N),
Lecturer , SUBMITTED BY
College Of Nursing,
Madurai Medical College, Raj Kumar.K
Madurai-20 I Year,
[Link] Nursing.
SUBMITTED ON : 15.03.2017
