NON STANDARDIZED TEST ON METHODS OF EVALUATION OF

COGNITIVE DOMAIN

I. INTRODUCTION

Education aims at an all-round development of a student and not merely imparting

knowledge to him. It is therefore, necessary that teachers and educators should be equipped, and
not only with subject matter (content) and dynamic methods of teaching but also with objectives
and appropriate testing devices which will assess a student’s ability. Evaluation provides the final
evidence of whether learning has been accomplished and some insight into whether the teacher
was effective. Evaluation plays an important role in all educational institutions including nursing
educational institutions. Evaluation is not an additional feature of instruction but an integral part
of it. Hence the information it provides allows teacher to make adjustments to outcome and
teaching methodologies. Evaluation implies a systematic, continuous process based upon certain
criteria process and emphasizes the border personality changes.

Evaluation is the essential part of teaching and learning. Evaluation in educational context
implies broad programs that examination in which achievements, attitude, interests, personality,
traits and skills factors are taken into consideration. Thus cognitive, affective and psychomotor
learning outcome are measured in the evaluation process.

II. DEFINITION

EVALUATION

1) “Evaluation is a relatively new technical term introduced to designate more comprehensive

concept of measurement than is implied in conventional tests and examinations”
(Wringhtone)
2) “Evaluation is the process of determining to what extent the educational objectives are being
realized”. (Ralph Tyler)
3) Evaluation is a process used to determine what has happened during a given activity or in an
institution (John.W.West)

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 4) Evaluation in education is a process of judging the effectiveness of educational experience
through careful appraisal (L.E Hidgerken)

NON STANDARDISED TEST (TEACHER MADE TEST)

A Non standardized test is one that is not given to give of people initially to standardize it.The
most common types of test that are not standardized are the classroom tests given by teachers all
the time.(Jaspreet Kaur Sodhi)

COGNITIVE DOMAIN

“The cognitive domain involves teaching of facts and their relationship, application, analysis,
synthesis, and evaluation”.

I. Clement
“Cognitive domain is defined as the behavior is not enough to understand behavior, individual
is one who has its own attitudes, beliefs and expectations that affect the way he acquires and stores
information make decisions, reasoning and solve problems.”

Dr. M Balachandran

III. METHODS OF EVALUATION:

The methods of evaluation used in education related to the assessment of:
1. Knowledge
2. Attitude and
3. Skills
The methods use for assessment of knowledge are:

a. Subjective type:
Essay type

Descriptive – Narrative type, Comparison, amplification, precise – writing, short notes.

b. Objective type:

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 Multiple choice type, matching type, true – false, fill in the blanks, sentence completion,
etc.

IV. COGNITIVE DOMAIN:

Cognitive domain is concerned with knowledge and intellectual abilities, there are six
levels of objectives under the cognitive domain into subcategories and is arranged in hierarchical
order (Bloom). Taba identifies only four levels of knowledge which can be useful guide to the
drawing up of objectives in the knowledge domain however objectives cannot be developed
strictly a cognitive domain objectives because there will be some of feelings or appreciation also
in achieving cognitive domain objectives.
The level of knowledge to be focused will depend on the discipline being studied. For
example, in relation to mathematics the emphasis may be upon specific facts and principle
whereas studying sociology, the emphasis may be on concepts that relate principles, logical
reasoning, values and attitudes. As per classification of the cognitive domain there are sub levels
of objectives.
Level –I: Knowledge
Level I knowledge at its lower level may be just learning specific facts or terminology,
knowledge of specifies and ways and means of dealing with specifics. Typical verbs used in
formulating objectives at this level are define describe and identify.
Level II: Comprehension:
This refers to understanding which is demonstrated by the learners making limited use of
the information such as interpretation, paraphrasing and explaining etc. Verbs used in the
objective to assess this level are, explain, give examples, convert, etc.
Level 3: Application:
At this level the learner is able to apply principles, rules and concepts to real situations in
life. It is more than mere recall or comprehension. Typical verbs used in the objectives are
demonstrate, relate, prepare and discover, etc.

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Level 4: Analysis:
At this level the learner is able to breakdown information into its component parts, find out
relationship between parts or elements, separate important aspects of information from its less
important part. Verbs used in formulating objectives at this level are differentiate, discriminate
and distinguish, etc.
Level 5: Synthesis:
At this level, the learner is creative, the parts are put together as a whole, produces
something unique on the own, planning and designing, etc.
Level 6: Evaluation:
This is the highest level of cognitive domain. The learner is able to value to make judgment about
the value of something and use criteria for evaluation. Typical verbs used in the objectives are
compare, criticize, judge and appraise, etc.

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V. COGNITIVE TESTS
To assess the intellectual levels of students, cognitive tests will be performed.

Achievement tests

Standardized test Teacher –made test

Written oral practical

Free response Restricted response

Essay type Short answer Very Short answer Objective type

Recall Recognition Context

Simple Sentence Completion Association

Matching Multiple choice Alternative response classification

Analogy Pictorial form Interpretative

VI. EXAMINATIONS:
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DEFINITION OF EXAMINATION
1) “Examination is an appraisal of ability, achievement or present status in any respect
and it is an instrument used in making such an appraisal”.
- Good, 1959.
2) “Examination in an assessment of ability achievement or present performance in a
subject and it is an instrument of assessment can be long essay or any method or form
of assessment”.
- Terry Page and JB Thomas (1978)
PURPOSES OF EXAMINATION
Examinations serve following purposes.
1) To evaluate the achievement of the students:
Examinations are conducted to discover whether or not the child or student had been able
to acquire certain amount of knowledge or skill
2) To measure the personality.
Examinations are used to test the power of clear thinking, quickness of mind, calmness
and perseverance
3) To measure the efficiency of teachers and of the school or college.
4) To acts as incentive.
Stimulation to work hard is provided to the students through the Institution of
examination.
5) To help in diagnosis
An examination helps the parents to know the progress of their children.They help to
discover the specific weak points of an individual or class and thus give an opportunity
to the teachers as well as to the taught to remove these effects
6) To help in prognosis.
The examination have prognostic value also with this device the aptitude of the students
are determined
7) To measure the fitness for admission to a higher course.

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 Examinations are designed to determine the capacity and fitness of the candidate to
pursue higher courses of general or professional study or training
Examinations which serve this purpose are called entrance or qualifying examination
Eg: CET, CAT
8) To provide Uniformity of standard
The external examination facilities the problem of uniformity of stanard attained by the
students of different institutions.
9) To help in selection by competition.
The examinations are also conducted to select the best candidates for appointment to
pupil service or for award of prizes and scholarships Eg. UPSC, Bank Exams
10) To help in guidance.
Examination are designed to determine the capacity and fitness of the candidate to pursue
higher cources of general or professional study or training
11) Study of every subject
The stuent study all the subjects including where are known as “dullness” for fear of
examination
12) Parents point of view
Examination provides an opportunity to the parents to know where their words stand and
whether money spent on them is being utilized properly
13) To certify competency
A technological society needs a qualified doctors, nurses, engineers, scientist etc., and
the examination s system certifies their presence even if inadequate
14) To link schools with world
Examination fulfills an important role in linking school or college with each other and
with the world.

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 TYPES OF EXAMINATIONS
Oral

Types of Examination Written

Practical (internal and external)

i. ORAL EXAMINATIONS(VIVA)

Oral examinations has been traditionally used with practical examinations and in
professional courses in the clinical crease. This type of examinations consist of a dialogue with
he examines who ask questions to the student, usually in an actual or simulated situations. It is
better that oral examinations be evaluated by two examiners to make it reliable or objective. A
pre-determined evaluation system could be used by the examiner. Time limit must be set for each
student.viva voice examination must be done along with care after a practical examination

Advantages of oral examination

a) It provides direct personal contact with the examinee: the direct personal contact with the
examinee by means of face to face interview or through a telephonic conversation.
b) Provide opportunity for calcifying answers and doubts: by means of face to face contact the
student can clarify the answer and doubts
c) Require the candidate to formulate her own answers: if the examinee is asking questions
from the patient history, then the student has to answer according to his own ability
d) It provides flexibility in moving from strong point to weak points
ii. WRITTEN TYPE TEST

A. ESSAY TYPE
Essay type examination may be one of the oldest type of exam and mostly used in India
every day. Essay type questions permits the people to respond by selecting, organizing,
and presenting the facts he considers appropriate .The essay type refers to any written test
that require an examination to write a sentence, a paragraph or longer passages and that

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 demands a subjective judgement about its quality and completeness when it is scored, the
essay type is more familiar and widely used.
Definition
 It is a test containing questions requiring the student to respond in writing. It emphasize
recall rather than recognition of the correct alternatives(Gilbert Sax)
 It requires the student to structure a long written response up to several paragraphs(William
w & Stephen G J)
 An essay test presents one or more questions or other tasks that require extended written
responses from the person being tested. (Robert L E & David A F).
Principles for preparing essay type test
1) Do not give too many lengthy questions: While preparing the essay question, it should
be easy to the students to understand the question, lengthy questions may generate
confusion.
2) Avoid phrases. Eg; ‘Discuss briefly’, ‘State everything that you know” etc. should be
avoided.
3) Questions should be well structured with specific purpose or topic at a time.
4) Words should be simple, clear, unambiguous and carefully selected: 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.
5) Do not allow too many choices: It preferable not to give overall choice on the question,
such as answer any five questions out of eight.
6) According to level of students difficulty and complexity items has to be selected.
Scoring of essay test
The basis for scoring should be determined by the teacher prior to the administration of the
assessments. Direction to the students should specify if penalties will be assessed for errors in spelling,
punctuation and grammar. The following suggestions can help increase the validity and reliability of
essay questions and the reliability of scoring. The scoring of essay test can be made more objective by
preparing a model answer as a common answer against a sample and revising it, if necessary.
Scoring is of two types. They are Analytic scoring and Holistic scoring.

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  Analytic scoring
For analytic scoring, the score is based on the extent to which predetermined essential
components are present. Because it is more structured than holistic scoring. Scores are easier to justify
because students can determine specifically where they made errors or wrote inadequate or incomplete
responses. In analytic scoring, essential parts of the answers are identified and then parts are scored
individually.
 Holistic scoring
The response is scored as a whole in comparison with characteristics of answers representative
of the pre-established score level. Holistic score tends to be more subjective than analytic scoring.
Advantages of essay type
1) Test the ability to communicate in writing, depth of knowledge and understanding.
Students have the liberty to select, organize and present ideas in their own words.
2) The students can have free to communicate, her ability for independent thinking. Essay
questions require students to demonstrate their reasoning and thinking skills, which give
teachers the opportunity to detect problems.
3) The student can demonstrate her ability to organize ideas and express them effectively in
a logical and constant fashion.
4) It requires short-time for the teacher to prepare the test and administer.
5) It can be successfully employed for all the school subjects.
6) They test a teacher’s efficiency and student’s ability including thinking and problem
solving skills, interpretation of the facts, synthesis and analysis etc.
7) It helps to measure the knowledge of language and writing skills of the students.
Disadvantages of essay type
1) There may be absence of relevant points even if good verbal ability.
2) Ambiguous wording of questions may be misinterpreted results in guessing and bluffing
on the part of the students.
3) Essay type possess relatively low validity and reliability because of the factors like;
 Contaminated by extraneous factors like spelling, good handwriting, colored writing,
neatness, grammar and length of the answer.
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  Biased judgment by previous impression.
 Absence of relevant points if there is good verbal ability.
 Method of examiners: Most of the examiners are not fully read the answers, they need
relevant points.
 First impression: It include the way of preparation, neatness etc.
 Improper comparison of answers of different students.
 Laborious process both for corrector and for the student.
 Only competent can teachers can assess it.
Model question paper in essay type
1. Classify the method of teaching and list the general maxims of teaching. Describe lecture
method in detail.

e) Describe the Edgar Dale’s cone of experience. Describe the criteria for selection and for
guidelines for preparation of AV aids for teaching-learning method
B. SHORT ANSWER QUESTIONS (SAQ)
Short answer questions are short and direct questions and the students are expected to answer
in a word or phrase or a numerical response to the question.
 Uses
1) The short answer item is suitable for measuring a wide variety of relatively simple learning
outcomes such as knowledge of terminology, knowledge of specific facts, and knowledge of
principles, knowledge of method or procedure and simple interpretations of data.
2) Short answer questions are useful to test recall rather than recognition.
3) They are used to test knowledge of factual information.
4) In subjects where names of structures, substance and symbols have to be learnt, the short answer
is valuable assessment.
 Principles of constructing SAQ
1) Do not take statement directly from the textbook. Textbook statements are frequently too
general and ambiguous to serve as a short answer item.

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 2) When completion items are used, do not include too many blank and should come at the
end of the sentence.
3) Arrange spaces for recording answers on the right margin of question paper.
4) Word the item in such a way so that the required answer is both brief and specific.
5) A direct question is general, more desirable than an incomplete statement.
6) If the answer is to be expressed in numerical units, indicate the unit in which answer is to
be expressed.
7) The weight age for each question should be written with the question.
 Advantages of SAQ
1) Short answer test is easy to construct as they measure only simple learning outcomes.
2) They are very useful for the recall of simple memorized facts and figures. It provides the
little opportunity for guessing as the student is required to supply information or to solve
the numerical problems.
3) They are used to the lowest level of cognitive taxonomy, that is knowledge of terminology,
classification etc.
4) A relatively large number of sample can be covered by the inclusion of a large number of
short answer questions.
5) It is useful to evaluating the ability to interpret diagrams, chart and graphs and marking is
relatively objective as compared with essay type questions.
 Disadvantages of SAQ
1) Construction of question is very difficult because it is short answer type
2) They are not suitable for judging the power of analyzing and reasoning of the student and
also not suitable for measuring the complex learning outcomes.
3) Stability to communicate in writing depth of knowledge and understanding cannot be
assessed.
 Examples for SAQ
1. Types and uses of non-projected AV aids.
2. Role and responsibilities of a teacher.
3. Problem encountered in counseling.

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 C. OBJECTIVE TYPE TEST
1) Introduction
The objective test seek to measure more consistently and accurately the knowledge of
items, concepts, vocabulary facts, understanding and measures only what is intended to be measured.
Objective type item can be classified into those that student to supply the answer and those that
require the student to select the answer from a number of alternatives. Objective items are highly
structured and require the student to supply a word or two or to select the correct answer from a
number of alternatives.
2) Definition

(R L Ebel & Frisbe, 1986)

Objective test has a clear and ambiguous scoring criteria, because multiple choice and true-
false tests can usually be scored objectively, they are sometimes referred to as objective tests.
(Gilbert Sax, 1989)

Objective tests items are items that can be objectively scored items on which person select a
response from a list of options. ( W. Wiersma and G. Jurs, 1990)

3) Classification of objective type test

Multiple choice items

Matching type items
Objective test Alternative response items
Fill in the blanks
Sentence completion items
Analogy

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 i. MULTIPLE CHIOCE ITEMS
A multiple choice item consists of a problem and a list of suggested solutions. The
problem may be stated as a direct question or an incomplete statement and is called the stem of the
item. The test of suggested solutions may include words, numbers, phrases or symbols and are
called alternatives. The student is typically requested to read the stem and the list of alternatives
and to select correct/ best alternative
Characteristics of multiple choice items
A standard multiple choice question consists of two basic parts, a problem (stem) and a list
of suggested solutions (alternatives).The stem may be either a question or an incomplete statement, and
the list of alternatives contains one correct or best alternative (answer) and a number of in correct or
inferior alternatives (distracters).These are the most flexible and most effective objective type test item
and consist of two parts.
a. The stem or base: should be in the form of a question or of a statement to be completed. It should
be expressed clearly and concisely, avoiding poor grammar, and negatives. It generally present
a positive question, if negatives is used it should be emphasized with italics or underlining. it
should generally ask for one answer only the correct or the best answer
b. The options/ responses/the list of possible correct answers/possible distracters/alternatives: each
item should have either four or five alternatives all of which should be mutually exclusive and
not too long.It should be expressed simply enough to make the clear the essential differences
between them, and must be unambiguous.

Directions for preparations of multiple choice items

a. Use positive statement in the stem. If negative statement is to be used, then underline it or write
in capital letters, so that it will not be over looked.
b. Stem consists of complete statement, not just a single word: While preparing the multiple choice
question, the statement should be complete.
c. Avoid the use of clues that may suggest correct answers: While preparing item, the clues should
be avoided, because sometimes this may help to getting the correct answers.

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 d. When dealing with items that have numerical answers, arrange them in order from large to small
or vice versa.
e. Place all common elements in the stem to add up simplicity and compactness the item.
f. Have enough content in the item with less distracter and avoid lengthy stem.
g. Eliminate all unrelated details from an item: While preparing the item remove all the unrelated
details.
h. Be cautious of the use of none of the above as a distracter or as a correct answer.
Advantages of multiple choice items
1. Versatility: Multiple choice items are appropriate for use in many different subject matter areas and
can be used to measure a great variety of educational objectives. I can be used to measure a great
variety of educational objectives. They are adaptable to various levels of learning outcomes,
from simple recall of knowledge to more complex levels, such as the student's ability to:
 Analyze phenomena
 Apply principles to new situations
 Comprehend concepts and principles
 Discriminate between fact and opinion
 Interpret cause-and-effect relationships
 Interpret charts and graphs
 Judge the relevance of information
 Make inferences from given data
 Solve problems

2. Validity: In general, it takes much longer to respond to an essay test question than it does to
respond to a multiple-choice test item, since the composing and recording of an essay answer is
such a slow process. A student is therefore able to answer many multiple-choice items in the time
it would take to answer a single essay question. This feature enables the teacher using multiple-
choice items to test a broader sample of course content in a given amount of testing time.
Consequently, the test scores will likely be more representative of the students' overall achievement
in the course.

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 3. Reliability: Well-written multiple-choice test items compare favorably with other test item types
on the issue of reliability. They are less susceptible to guessing than are true-false test items, and
therefore capable of producing more reliable scores. Their scoring is more clear-cut than short-
answer test item scoring because there are no misspelled or partial answers to deal with. Since
multiple-choice items are objectively scored, they are not affected by scorer inconsistencies as are
essay questions and they are essentially immune to the influence of bluffing and writing ability
factors, both of which lower the reliability of essay test scores.

4. Efficiency: Multiple choice items are amenable to rapid scoring which is often done by scoring
machines. This expedites the reporting of test results to the student so that any follow up
clarification of instruction may be done before the course has preceded much further. Essay
questions on other hand must be graded manually, one at a time.

Disadvantages of multiple choice items

a. It provides little or no opportunity for the measurement of the student’s ability to organize and
to express her thoughts or to handle situations.
b. Takes a long time to construct in order to avoid arbitrary and ambiguous questions.
c. Difficulty to construct and also require more time space per items.
d. It require careful preparation to avoid question testing only recall: While preparing the item
required, careful and special attention and it only give recall.
e. Provide cues that do not exist in practice.
f. Costly, when the group is small to respond: When the group is small, it may be costly than
other items.
g. Require more time and more skill to prepare: Multiple choice item requires selection of correct
answer and therefore is not well adapted to measuring problem solving skills.
ii. MATCHING TYPE ITEMS
These items from a special form, prepared in two columns. One set is called the
‘response column’ and the other is called ‘stimulus column’ the item have to be matched. The
examiner is required to make some sort of association between each premise response. He pairs
the corresponding elements and records his answers.

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 Uses of matching type items
a. It should be used only when the teacher is constructing multiple choice items and discovers that
there are several such items having the same alternatives.
b. Used, if the teacher is interested in testing the knowledge of items, definitions, dates and events
and other matters involving simple relationships etc.
c. Used to determine whether a pupil can discriminate among nouns, verbs, adjectives, adverbs
etc.
 Directions for preparations of matching type
a. The matching item should be of same kind in nature: The statement in the whole set of matching
item should belong to the same kind or nature.
b. Terms used should be stated clearly.
c. More choices should be listed in the right hand column than things to be identified in the left
hand column. This eliminates the possibility of making choices by a process of elimination.
d. The terminology in the left hand column should not give clues to the expected response in the
right hand column.
e. If each term in the right hand column can be used more than once, this information should be
included in the instructions.
f. Keep the stimuli and responses columns on the same page: While preparing this item keeps
columns in one page or same page, otherwise it cause confusion to the student.
g. The number of choices should be more than the required answer.
h. Give some heading to both the column like ‘A’ & ‘B’.
i. Items in one of the two columns may be listed in some logical order, but the items in the other
must have a random sequence, so that item position does not give a clue to that which it matches.
 Advantages of matching type
a. They require little reading time, many questions can be asked in a limited period of testing time.
Many questions can be asked in a limited period of time. Because they require relatively less
reading time.
b. Can be constructed easily and quickly: the teacher can make the question easily and quickly, she
can make the statement and ask whether is true or false
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 c. Provides an opportunity to have a large sampling of the content, which ultimately increases the
reliability of the test.
d. They can be scored more easily than the easy or short answer test.
e. Space can be saved: A great deal of space can be saved and the student usually as less reading
to do.
f. There is less scope for guessing as true or false test: means only two option either true or false,
if the answer is wrong the marks will cut.
 Disadvantages of matching type
 If sufficient care not taken in their preparation, they may encourage serial memorization rather
than association.
 Items are likely to include irrelevant clues to the correct answer: Generally they provide clues
that are items are likely it include irrelevant clues to the correct answer.
 It is sometimes difficult to get clusters of questions that are sufficiently alike so that a common
set of response can be used.
iii. ALTERNATIVE RESPONSE ITEMS
It is essentially a two response item in which only one of the answer is presented and
the student judges true or false of the statement.
 Types of alternative response

Alternative response True-false

Yes-no

Right or wrong

 TRUE OR FALSE VARIETY

The student is presented with declarative statement that is true or false. The student is
asked to tick mark the correct response and it is easy to prepare comparatively much less time when
compared to matching type or multiple choices

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Directions for preparation of true or false variety
a. Give single idea clear and direct in the statement: Give single idea clear and direct in thoroughly
a single concept or idea should be represented in a statement.
b. Avoid using clues like; usually, no, sometimes, should, none, always, nothing, may etc. Avoid
‘trick’ and ‘catch’ items.
c. Have equal number of ‘true’ and ‘false’ items.
d. Avoid ambiguous statement: Write clear and direct statement.
e. The statement should not be taken directly from the textbook.
f. Avoid using negative statement. When it is used, underline or bold the negative words..
 Advantages of true or false
a. It is easy to construct alternate response test items than other objective test items.
b. Good for young children: This type of test is more suitable for young children who have poor
vocabulary and poor reading habits.
c. They are capable for sampling very quickly a wide range of the subject matter relatively short
space and short period of time.
d. Provide high reliability per unit of testing time.
e. Requires less time and easy to prepare: They are time savers because they allow for frequent
testing and easy to prepare.
f. They can measure the higher mental process of understanding.
g. They provide simple and direct means for measuring the outcomes of formal instructions.
 Disadvantages of true or false
a. If they are based on a paragraph, they make a heavy demand on a student’s reading skills.
b. Selecting appropriative interpretive material is somewhat difficult.
c. Guessing is possible: because for the possible chance of getting the wright answer is two so
guessing is possible.
 Model question paper in true or false
a. More women suffer anorexia than men. (T/F)
b. Hospitals on occasions are good places for the spread of disease. (T/F)
 RIGHT OR WRONG VARIETY
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 In this variety, usually pairs of words are given. Here the students have been directed is
if two words have opposite meaning write and R in the blank and if not write W.
For example: Men Women, if it is right the students should write R and if it is wrong the students
should write W.
iv. FILL IN THE BLANK ITEM

Fill in the blank item requires the student to produce an answer. The question can be
answered in one or two words. This item often used when the instructors wants the students to
recall or calculate the answer.

 Directions for preparations in fill in the blank item

a. Keep the length of the blank same: For each question the blank space should be same. Some
students will misinterpret the blank space is small then the answer will be small and
viceversa.so keep the length of blank same.
b. Phrase statements or questions in a similar length: maximum the teacher has to select the
questions of same length.
c. Avoid providing grammatical clues to the answer such as use of ‘a’ or ‘an’.
d. Write completion items that can be answered with one word or phrase.
e. Do not take statements directly from the text or lecture because this encourages memorization:
means indirect manner the teacher has to ask the question to know whether the student has
understood the concept.
 Advantages of fill in the blank
a. It works well for calculating skills such as in biostatics and in pharmacology.
b. Guessing is not possible: means there is no option for the question, so students cannot
predict the answer.
c. Broad range of item can be tested: For example from a given unit, the teacher can ask the
questions from any corner of that unit.

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  Disadvantages fill in the blank
o Spelling errors can make it difficult to score: For example, the answer for the question is
furniture, then the student should write the correct spelling, otherwise it considered as
wrong answer.
o Scoring may be time consuming: Because students may supply an answer that the
instructor has not considered.
o It is difficult to phrase the questions so there is only one correct answer.
v. ANALOGY

In this type of test the analogy presents a particular idea or relationship and the student is
asked to complete the second part by adding a word, which will convey the same kind of idea.
Using analogies in the classroom is an effective strategy as students tend to find it easier to
understand a lesson when teachers form connections between the new topic and what has already
been taught.
For example: Deficiency of vitamin C causes Scurvy
Deficiency of vitamin causes -----------------
4) Advantages of objective test
a. As the name indicates, they are more objective in their scoring, since the responses of the
students are controlled, and since there can be no doubt regarding correctness of their responses.
b. They be very comprehensive and can be constructed in a way to cover more subject matter.
Since students does little writing, he can devote his time to thinking process and can be thereby
answer a number of questions compared to essay tests. .
c. It eliminates extraneous factors, eg; speed of writing, fluency of expression, neatness, literacy
style etc.
d. It measures the higher mental processes of understanding, application, analysis, prediction and
interpretation.
5) Disadvantages of objective test
a. Takes a lot of time and effort in preparing the test, preparation requires special abilities.

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 b. Provides little or no opportunity for measurement of student ability to organize and to
express thoughts.
c. Guessing is possible: as it has four option, so it is possible to guess the answer
d. Ability to organize matter, ability to provide matter logically coherent fashion cannot be
evaluated.
6) Model question in objective type
1. Scale used to assess LOC
a. GCS
b. Visual Analogue
c. APGAR
d. Braden scale
2. Normal volume of CSF
a) 50 ml
b) 100ml
c) 150ml
d) 200ml

VII SUMMARY
In the above topic we discussed about non standardized test on methods of evaluation of
cognitive domain, its introduction, and definition of evaluation, non-standardized test and
cognitive domain. Evaluation as it is a process of determining to what extent the educational
objectives are being realized. Methods of evaluation include the assessment of knowledge,
attitude and skill. Cognitive domain is concerned with knowledge and intellectual abilities,
there are six levels of objectives under the cognitive domain into subcategories and is arranged
in hierarchical order and cognitive test include the teacher made test as it is classified as oral
written and practical. Then we saw about examination and according to Good 1959,
Examination is an appraisal of ability, achievement or present status in any respect and it is an
instrument used in making such an appraisal.one of the purpose of examination is to evaluate
the achievement of students. Written type test can further divided in to essay type, short answer

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 question and objective type. As objective test is defined as objective test is one that can be
provided with a single predetermined test of correct answer so that objective opinion or
judgment in the scoring procedures is eliminated and we saw the classification of objective
test such as multiple choice items, matching item, alternative response item, fill in the blanks,
sentence completion items, analogy. Advantage of objective test include eliminate the
extraneous factor and disadvantage include takes time to prepare the questions.so teacher made
test is an effective way to test the cognitive abilities of the students.
VIII CONCLUSION
Educational evaluation is a complex, continuing process, and it is an integral part of teaching
and learning. Therefore the teacher interested in continued improvement in her teaching would
plan to evaluate systematically the educational objectives, the teaching and learning
procedures, the progress of the students and the outcomes in each of her courses. She would
use the data obtained from such an evaluation program to modify the educational objectives,
the teaching and learning procedures and the students learning outcomes as necessary as well
as to try new creative procedures in the courses that she teaches. Evaluation of knowledge
by a teacher is the best way the teacher to understand the student. Everyone has understanding
resources and interests on which to build. Learning a topic does not begin from knowing
nothing to learning that is based on entirely new information. Many kinds of learning require
transforming, existing understanding especially when ones understanding needs to be applied
in new situations. Teachers have a critical role in assisting students to engage their
understanding, building on learners understanding, correcting misconceptions and observing
and engaging with learners during the process of learning. Thus the teacher can evaluate the
students by means of oral, written and practical test.

IX RESERCH ABSTRACT
 The Impact of Classroom Evaluation Practices on Student
Terence J. CrooksFirst Published December 1, 1988
Abstract

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In most educational programs, a substantial proportion of teacher and student time is devoted to
activities which involve (or lead directly to) evaluation by the teacher of student products or
behavior. This review summarizes results from 14 specific fields of research that cast light on the
relationships between classroom evaluation practices and student outcomes. Particular attention
is given to outcomes involving learning strategies, motivation, and achievement. Where possible,
mechanisms are suggested that could account for the reported effects. The conclusions derived
from the individual fields are then merged to produce an integrated summary with clear
implications for effective educational practice. The primary conclusion is that classroom
evaluation has powerful direct and indirect impacts, which may be positive or negative, and thus
deserves very thoughtful planning and implementation.
 ASSESSMENT OF LEARNING DOMAINS TO IMPROVE STUDENT’S LEARNING
IN HIGHER EDUCATION
Gowrishankar Kasilingam*, Mritha ramalingam, Elanchezian Chinnavan1 1 Faculty of
Engineering and Computer Technology, 1 School of Physiotherapy, AIMST University, Kedah,
Malaysia
ABSTRACT
Objectives: To discuss the behavior of three different learning domains and effective assessment
of each domain. Materials and Methods: Learning domains have always played an important role
in evaluating the student’s knowledge and skills. The learning domains can be incorporated, while
designing the course outcomes of all the courses in a program; however, the assessment of
learning domains practiced in many higher education programs resulted in vague assessment
methods and as a result, they failed to show concrete continual quality improvement (CQI). Hence,
the authors have developed an assessment method, which is more holistic to assess the cognitive,
affective, and psychomotor behaviors individually. Results: It is expected that the proposed
method will allow one to objectively evaluate whether the students have achieved the criteria,
subsequently facilitating CQI implementation within the program and produce qualifi ed
graduates. Conclusion: The proposed assessment method for learning domains will encourage
readers to use reliable and valid assessments in higher education by discriminating between
assessing skills, knowledge, and attitudes. This paper will inspire its readers to enhance

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association of teaching and learning. Application: Though, the examples used in the proposed
method are taken from engineering education, this proposed assessment method can be applied to
any higher education programs in medical, pharmaceutical technology, physiotherapy, bio-
technology, etc. Key words: Affective, assessment, cognitive, learning domains, psychomotor
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