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    Preparation of Question Paper Objectives

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    Topeshwar Tpk
    The document provides guidance for teachers on preparing quality question papers that effectively assess student learning. It outlines objectives for assessment and preparatory activities for students. It also details guidelines for question paper format, quality, validation, grading, analysis and use of tables of specifications to map learning outcomes. Key steps include creating blueprints, consulting parallel teachers, using consistent formatting, and conducting post-test analysis to improve instruction.

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    © All Rights Reserved
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    Preparation of Question Paper Objectives

    Uploaded by

    Topeshwar Tpk
    1K views9 pages
    The document provides guidance for teachers on preparing quality question papers that effectively assess student learning. It outlines objectives for assessment and preparatory activities for students. It also details guidelines for question paper format, quality, validation, grading, analysis and use of tables of specifications to map learning outcomes. Key steps include creating blueprints, consulting parallel teachers, using consistent formatting, and conducting post-test analysis to improve instruction.

    Original Title

    QUESTION BANK

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    The document provides guidance for teachers on preparing quality question papers that effectively assess student learning. It outlines objectives for assessment and preparatory activities for students. It also details guidelines for question paper format, quality, validation, grading, analysis and use of tables of specifications to map learning outcomes. Key steps include creating blueprints, consulting parallel teachers, using consistent formatting, and conducting post-test analysis to improve instruction.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views9 pages

    Preparation of Question Paper Objectives

    Uploaded by

    Topeshwar Tpk
    The document provides guidance for teachers on preparing quality question papers that effectively assess student learning. It outlines objectives for assessment and preparatory activities for students. It also details guidelines for question paper format, quality, validation, grading, analysis and use of tables of specifications to map learning outcomes. Key steps include creating blueprints, consulting parallel teachers, using consistent formatting, and conducting post-test analysis to improve instruction.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    PREPARATION OF QUESTION PAPER

    OBJECTIVES:

    1. To understand the effectiveness of teaching learning


    2. To check the level of understanding of students.
    3. Assessment for identifying the weak areas of students and adopt suitable remediation
    measures for the same.
    4. To award JUDICIOUS grades to students in various competencies

    PREPARATORY ACTIVITIES FOR THE STUDENTS

    Ensure that

    1. The syllabus is completed.


    2. Some quality revision is carried out
    3. Discuss the pattern of question paper and the weightage allotted to each competency
    especially in classes 4 & 5 All the test items should be shown to the parallel teachers and
    not just the type of question paper.

    PARALLEL TEACHERS: PERIODICITY

    1. A minimum of TWO sets of question papers should be set for each test.
    2. The HM/ Exam in charge may select a suitable one . The other one can be used for re-
    tests and in any other value added manner.

    PLANNING FOR THE QUESTION PAPER-

     A lesson wise blueprint should be prepared and submitted along with the question paper
    to avoid repetition of questions and testing of all areas.
     Main ELOs should be analysed for testing and questions framed on that The parallel
    teachers must be consulted before setting the paper for ascertaining the lessons and the
    areas of testing. 

    TYPOGRAPHY DETAILS:

    1. Use only one font throughout- Times New Roman/ Calibri


    2. Font Size- For the Main questions / Headings -16
    3. For the rest- 14
    4. In case of Hindi, use Unicode font Mangal, preferably.
    5. Use only 1.5 /double spacing
    6. Leave sufficient space for answers/ diagrams etc
    7. There should be no spelling mistakes in the Question paper.
    8. The pictures in the question paper should have well-defined outlines.
    QUALITY & LENGTH OF THE QUESTION PAPERA QUESTION PAPER SHOULD
    BE IDEALLY ONLY 4 PAGES LONG ( 2 Sheets of paper back to back)

    1. Keep the ELOs in mind while setting question papers.


    2. Set the paper in such a way that the average students can attempt the paper effortlessly.
    3. Paper should neither be too difficult nor too easy for the students to answer.
    4. Set the paper as per KVS norms. Do not deviate.
    5. Do not allot ½ or ¼ marks to any of the VSA type questions.
    6. Let the language be child friendly.
    7. Most questions could be open ended and a variety of answers can be expected from the
    students.
    8. The question papers should provide opportunities to the students to utilize their
    competence rather than their content knowledge.
    9. Marks allotted for each question should not be shown in the question paper.
    10. The question paper must have illustrations

    VALIDATION

    1. Question papers must be submitted to the exam dept with the signature of all the parallel
    teachers. They must be supplemented with the blueprint and a precise scoring guide. For
    questions t which can have more than one answer, a small note may be added.
    2. The Subject Convenors should check the paper and sign it too
    3. The Subject Convenors and Head of the Primary are responsible for the quality and
    standard of the paper in all respects

    GRADING & CROSS CHECKING

    1. Random checking of ten papers in a bundle by the HM/ Sr. PRT for FA 1, 3 & SA2
    papers
    2. Complete checking of all transcripts of SA2 papers by checkers assigned by the Exam
    Dept and random checking by the HM 1. All papers of SA2 need to be checked because
    the papers are not given to the children

    RECORDING ….REPORTING…. ARCHIVING /FILING RECORDING- All the marks are to


    be directly fed into the software preferred by the Vidyalaya

    REPORTING- The test papers of FA1 & 3 are to be sent home , signed by the parent and filed
    in the Worksheet folders . The SA1 papers have to be shown to the parents in a PTA , validated
    and taken back.

    ARCHIVING The test papers of SA1 & 2 are to be retained with the Exam Dept. FILING- The
    print outs of all pen paper tests should be filed by the Subject & Class Teacher and also the
    Exam Dept. or take print outs as per the Assessment Plan drawn by the Vidyalaya.
    POST TEST ANALYSIS- FEEDBACKFOR THE STUDENTS- ( for Self Appraisal)

    1. Suitable follow up work


    2. The teachers should guide the students to analyse their strong and weak areas while
    returning the corrected answer scripts and have an informal discussion with them as to
    how the weaknesses can be addressed.
    3. The students can be asked to write a brief goal statement for themselves

    FOR THE TEACHER (to improvise instructional strategies)

    1. 1.understand the effectiveness of teaching learning


    2. Understand and bridge the gap in communication between the teacher and the taught.
    3. identifying the weak areas of students and adopt suitable remediation measures for the
    same

    FOR PARENTS - working together to help the child (children)

    IMPORTANT

    1. No repetition of questions within a question paper and from test paper to test paper. The
    area tested can be the same but the question must be framed differently
    2. If questions from the previous year paper are being sourced they need to be reframed
    suitably
    3. Seating arrangement- Mixed seating can be avoided. It maybe done for SA1&2 if
    required
    4. No marks should be reflected on the paper or informed to children

    GROUP 1 MAKES A BLUEPRINT FOR LANGUAGES FOR FA3 CLASS III FA 1

    GROUP2 MAKE A BLUEPRINT FOR MATHS FOR CLASS IV FA3

    GROUP3 MAKE ABLUEPRINT FOR EVS CLASS V SA2 OTHER GROUPS ANALYSE
    THE GIVEN QUESTION PAPER AND FIND IF

    1. The blueprint is balanced for the underachiever, average and the advanced learners
    2. Questions match the blueprint for various competencies
    3. Marking scheme is balanced
    4. Typography and format is child friendly
    5. Language used is child friendly
    6. Difficulty level of the question paper is suitable
    TABLE OF SPECIFICATIONS
    INTRODUCTION:-

    It is a tabular format that expresses the instructional goals and the intellectual reach of the
    students that will be reflected as an assignment, learning activity, examination or final
    project, as such each unit correlates to a specific measurement that relates to one or more of
    Bloom’s taxonomy as address a specific learning outcome.

    Intellectual goals speak to the level of rigour, critical thinking and analysis that the
    student is required to demonstrate at a particular academic level. Hence in the assessment
    column the activities and assignment need to reflect the appropriate level.Content, refers to
    the material that is to be covered in the particular course.

    NEED OF THE TABLE OF SPECIFICATION:-

    • The T.O.S. is an instrument that is consistent with the student centred approach.
    • It provides a study and examination guide for students.
    • It solidifies the teacher/student contract.
    • It ensures integrity and transparency for all concerned.
    • Provides a plan of action that is consistent with the Institutions academic goals.
    • Identify the key or critical subject areas, topics or unit that are to be examined by
    either formative or summative evaluation.
    • Extract those elements which would have been expressed as unit headings. These
    comprise the entries for the first column. In the column across the specific content
    area is to be noted.
    • The next column lists the key concepts or terminologies to be covered as well as
    those that students should be exposed to and be familiar with.
    • In the next column the assessment activities that will be used to validate the content
    and intellectual process are entered. Identify which of the taxonomy applies: skill
    ( tactile), knowledge (cognate) or attitude (affective).

    Develop the T.O.S.

    • In the next column chapter readings from texts, journals or other academic
    publications are entered. These readings must also be listed as either required,
    recommended or suggested readings on the course outline.
    • The second to last column has entries that speak to the application to faith based
    learning and the specific learning outcome that is to be met.
    • The final column identifies the SL component that bears relevance to the subject area,
    topic or key component.
    • On completion the T.O.S. provides a comprehensive plan that maps for the student
    the content and intellectual rigour required and how that knowledge is relevant to and
    supported by service and faith based activities or assignments. It is the study road
    map for final examinations and other forms of formative or summative assessment.
    ( project, portfolio, debate, case analysis, production)

    The T.O.S. Unit title:

    • Content Concepts/Terms Activities/Assessment Suggested Application- Application


    to History of… readings Faith and Service History and S K Content of Mass Learning
    Learning Communication Outcomes Chap 1- 3Lecture 1
    • Topic: Mass Extract Communication Media, Learning to Understanding FM/AM
    learning
    • Knowledge: Quiz 10% John Bolt work in teams. the evolution of outcomes process
    11th edmass pertinent as communication Types of well as faith media Understanding
    based ones how to effect
    • topics: media coverage Digital old course Changes in Affective: Mount an for
    community Difference the millennium, new outline between exhibition. Work in
    project environment media, social traditional and groups of 4…20% For faith digital
    media, based make landscape sure that the biblical chapter or E.G.White text is
    quoted

    Conclusion

    • Review original course outline• Highlight course and learning outcomes


    • Extract unit headings
    • Extract instructional objective per unit, subject heading or topic, state as content.
    • Insert key concepts, terminologies or critical component. This will tip the student as
    to what to expect on a written assessment or other assignment
    • Identify reading material by chapters for each unit with text, journal or on line
    publication, blog…
    • Extract activities/formative assessment already established for each unit etc. Indicate
    which area of the taxonomy is being tested

    GRACIOUS COLLEGE OF NURSING ABHANPUR


    BSC.NURSING 2 nd YEAR

    SESSIONAL EXAMINATION (2020 )


    TIME:-3HR MM:75MARKES

    1.ELABORATE ON: (2x15=30)


    1. Mr. X 50 Year old male is admitted with the diagnosis of angina pectoris .

    a) Define angina pectoris.

    b) List the clinical manifestation and diagnostic evaluation of angina pectoris.

    c) Explain in detail about the management including nursing management for angina pectoris.

    2. Mrs. Rani 45 years old female is admitted with the diagnosis of Cushing syndrome.

    a) Define Cushing syndrome.

    b) Write the Pathophysiology and clinical manifestation of Cushing syndrome.

    c) Discuss the medical and surgical management of Cushing syndrome.

    Write notes on : (5x5=25)

    1. Dermatitis .

    2. Management for prolapsed inter- vertebral disc.

    3. Role and responsibility of medical surgical nursing.

    4. Thalassemia.

    5 .Barium studies.

    Short answers on: ( 10x2=20)

    1. Define preoperative nursing.

    2. Define pneumothorax.

    3. Define Rovsign’s signs .

    4. List out two types of lithotripsy.

    5. Mention two investigation to rule out the AIDS.

    6. List out the sing and symptoms of gas gangrene.


    7. List out the types of anaesthesia.

    8. List out the sings and symptoms of filariasis.

    9. Enlist personal protective equipments.

    10. Define aneurysm.


    GRACIOUS COLLEGE OF NURSING
    ABHANPUR RAIPUR (C.G)
    SUB JECT:-NURSING EDUCATION
    QUESTION BANK PREPARATION

    SUBMITTED TO
    MR.OMPRAKASH VERMA SUBMITTED BY
    ASSISTANT.PROFESSOR(MSN) MR.AMESH KUMAR

    GRACIOUS COLLEGE OF NURSING M.SC. NURSING 1st YEAR

    ABHANPUR RAIPUR (C.G) GRACIOUS COLLEGE OF

    NURSING ABHANPU RAIPUR

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