MICRO TEACHING

ON
QUESTION BANK

Submitted To Submitted by

Mrs.Shakila K Ms Sumy Saji

Vice principle First year MSc Nursing

Vijaya College of Nursing Vijaya College Of Nursing

Kottarakkara Kottarakkara

Submitted on: 31-7 2018

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 QUESTION BANK
INTRODUCTION
A question bank is a term for a repository of test items that belong to a testing program,
as well as all information pertaining to those items. In most applications of testing
and assessment, the items are of multiple choice format, but any format can be used.
Items are pulled from the bank and assigned to test forms for publication either as a
paper-and-pencil test or some form of e-assessment.

DEFINITION

1. A question bank is a large collection of test items developed by a group of trained and
experienced professionals and printed on index cards or stored in the memory of a
digital computer along with certain supporting data and capable of being reproduced,
whenever needed.
2. The question bank is a planned library of test items designed to fulfill certain
predetermined purposes. It should cover the entire prescribed text.
3. A question bank is a planned library of test items pooled through cooperative efforts
for the use of students, teachers and evaluations.

PURPOSES OF QUESTION BANK

 To improve the teaching learning process. It is inbuilt feedback mechanism for the
improvement of questions.
 Questions from the question bank can be used by the teacher at the pre testing stage,
for setting question paper, for measuring pupil’s achievement etc.
 The question bank is very important for preparation for competitive exams.
 Through Instructional efforts the pupil’s growth will be obtained.
 To improve the evaluation process.
 A tool of test can be used for formative and summative evaluation of the pupils.

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BLUE PRINTING FOR DEVELOPING QUESTION BANK

 objective/behaviour aspect:
It refers to the expected learning outcomes in terms of abilities like recall,
recognition, translation, extrapolation, applications, analysis, evaluation and any
other abilities.
 content / subject aspect:
The content aspect includes the unit and subunit. A good question pool will be one
that contains questions on all the topics in a subject testing all abilities.

PREPARATION OF QUESTION BANK

Preparation of question banks requires a lot of cooperative efforts. Experts have to be

tapped from all the available sources and pooled together. Writers and reviewers of
questions for the bank should have, besides their expertise in the subject content and
teaching experience, sufficient grounding in evaluation methodology.

The following things to be kept in mind while preparing question:

 A large number of questions should be prepared on each topic or unit of the

syllabus.
 The whole syllabus of a particular class should be divided into different
convenient topics.
 Different experts should be assigned different topics in order of their preferences.
 Spent adequate amount of time in developing the questions.
 Match the questions to the content taught.
 Try to make the question valid, reliable, and balanced.
 Use a variety of testing methods.
 Write questions that test skills other than to measure knowledge, to measure
comprehension, to measure application, to measure analysis, to measure synthesis
and to measure evaluation

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  To select items finally, after making item analysis, experts should be asked to
construct items three times more than the actual items to be selected
 All the selected questions are standardized by adopting a systematic procedure.

PLANNING OF QUESTION BANK

Screening of questions

Item review

Process of item analysis

Editing for publication

Preparing the question cards

Review and removal of unwanted questions

 Screening of questions: After the questions are written, it can be passed on to other
members of the group for their comments. Then, these comments are passed on to the
question paper setter or the author of the questions for corrections. Then it can be
passed on to a committee or a team to review and finalize it.
 Item review: Critical review of items is essential. And it is essential before the items
and the item-writer gets locked into a situation where they have to make do with what
they’ve got. Two words are sometimes used for this part of the process-‘paneling’
draws attention to the need for a panel of reviewers, or more than one critic;
moderating’ draws attention to the actual process of the meeting-moderating the more
extreme efforts of the writer by exposing the work to other views. Though it may

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 seem wasteful, panels should always be supplied (as far as is possible) with more than
is eventually needed: more items and often more distracters for each item.

However the items themselves should be in as good a condition as possible before they
are duplicated and sent to panel members:

 Worked over as much as time permits, not just raw drafts

 Typed, not hand-written;
 Numbered and ordered, not random;
 Complete With stimulus;
 Any line references made have been indicated clearly m passage and items;
 Laid out in standard form.
 Process of item analysis: Item analysis indicates which item may be too easy or too
difficult and which may fail to discriminate between the better and poor examines.
Item analysis suggests why an item has not functioned effectively and how it might be
improved. A test is more reliable, if item analysis has been developed. However, from
the item-editor’s point of view, it should be noted that at least five other things are
under analysis during this vital stage of the whole development process. Information
is obtained about:

1. The parts of an item, especially in multiple-choice format with its stems, keyed
answers and distracters.

2. The integrity or worthwhileness of the item as a whole;

3. The performance of the item as a discrete test element;

4. The performance of an item with regard to other items in the same set or test

5. The integrity or worth whileness of the test as a whole.

The test length should also be checked. If a large number of trial candidates are found to
have omitted one particular item, or failed to complete the full test, then this tells us

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something about test length. If everyone completes all items, this suggests that the test
time might be shortened or the number of items increased, particularly if the trial test
supervisors confirm that large numbers of candidates sat around after finishing early in
the trial session.

Once every item is clean, making up the final form actually begins. As in so many
matters to do with test development, there is a sequence of activity which should be
followed, in order to ensure that new error or flaw do not appear and the test as
completely as possible meets the original specification.

 Editing for publication

1. Read the item analysis and sort the items (or groups of items) into three piles:

a. Ready to go

b. Needing editing

c. Possible rejects.

2. Edit items and establish a final pool of items for the test. Check the omit rate to
optimum test establish length.

3. Check the specification against this pool for the number and qualities of the items
available. Reinstate any usable rejects if all the objectives are not satisfactorily covered.

4. Assign the items to a tentative order for the whole test and enter the scoring scheme at
the end of each section of the test.

5. Check this order for.

a. Order of difficulty (For example, in a set of multiple choice items, makes sure some
easy ones occur early, to give the candidate some confidence)

b. Keyed answer order and distribution;

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c. Balance and variety of item type.

6. Write or insert appropriate instructions for candidates. Include suggestions for time to
be spent on each section.

7. Assign the items to a preliminary paging of the test-paper: some may have to be moved
to allow a more satisfactory layout. Allow sufficient space for answering, if there is to be
no separate answer sheet.

8. Number all separate items consecutively. Use letters to distinguish sections of the test
if necessary.

9. Make a mock-up of the test paper (and answer sheet if used). Read the paper through
from beginning to end, to check language, numbering (pages and any line-numbers used),
all labeling and diagrams, the layout in general.

10. Photocopy the mock-up and ask a colleague who knows the subject (but who has not
seen the test) to ’do the test’ on this copy.

11. Check the trial completion by the colleague.

12. If possible, put the test aside for a week and then do it yourself as a final check3 the
copy to the printer.

 Preparing the question cards: It is the easiest method where an institution can
prepare for its own. The finalized question may be written on the card using various
colors for essay, short answer and objective type questions. Then these cards can be
properly arranged with the details of the topic, estimated difficulty level, subject
specification, estimated time limit, etc.
 Review and removal of unwanted questions: A question bank may become a store
of outdated material after some years, if not evaluated at regular intervals. Enrichment
of questions by updating, replacing discarding, modifying, adding new questions,

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 regrouping and classification is to be an ongoing process to give the question bank a
dynamic look .

ADVANTAGES OF QUESTION BANK

 It is storage of a large number of questions.

 It saves time and energy over conventional test development.
 Question bank makes available ready-made test items for use by every teacher.
 It provides platform for discussing curriculum goals and objectives.
 Most of the examination weakness is minimized by using question banks.

DISADVANTAGES OF QUESTION BANK

 It requires a great deal of work in terms of preparation and planning.

 All the items should be analyzed before including in the question bank.
 Item analysis involves the .use of various mathematical and statistical procedures.

RESERCH ABSTRACT

Questions-Bank System to Enhance E-Learning in School Education

 Hosam Farouk El-Sofany, Samir A. El-Seoud, F. F. M. Ghaleb, Shaima Ibrahim,

Noor Al-Jaidah
 Abstract
The assessment process in an educational system is an important and essential part of its
success to assure the correct way of knowledge transmission and to ensure that students
are working correctly and succeed to acquire the needed knowledge. This paper describes
the analysis, design, and implementation of the Questions-Bank system,that allows the
students of primary, preparatory, and secondary schools to take web-based quizzes and
exams, to download course reviews, and previous exams. "Questions-Bank", means that
each question has a weight and area of knowledge deals with it. The system facilitates
generation of automatic, balanced, and different exam sheets, that containing different

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types of questions, covering the entire curriculum, and displaying gradually from easiness
to difficulty. The exam sheet produced by the system, takes into account the different
levels of the students from excellent, good, to fair, and avoids any mistakes of language
and non-clear terminologies. The system allows the schools to create a Questions-Bank
database,that stores the previous exams, the model answers, the reviews, and useful
exercises for each course. Our system is used successfully in distance learning as well as
in self-training. We have tested the system with different type of courses taught in Qatari
schools, ranged from primary to secondary levels. The feedbacks of both teachers and
students were highly promising.

 Keywords: E-Learning, educational systems, web-based evaluation systems,

interactive applications
SUMMARY

This microteaching mainly include definition of question bank such as A question bank is
a large collection of test items developed by a group of trained and experienced
professionals and printed on index cards or stored in the memory of a digital computer
along with certain supporting data and capable of being reproduced, whenever needed.
Other content are purposes of question bank, blueprinting for developing question bank,
preparation of question bank, Planning of question bank, advantages and disadvantages
of question bank.

CONCLUSION

Questioning is the most important device of teaching. The teacher keeps in close touch
with his class by means of questioning. The teaching- learning process becomes effective,
when knowledge is given and shares in the class; through this questioning. The teacher
can know the amount of knowledge acquired by the students with the help of questioning.
It helps the child to keep him alert and attentive. It helps to encourage thought and thus
stimulates curiosity. Questions are asked to fix the lesson clearly in the mind of the child
and to know whether he is following the steps of the lesson or not.

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BIBLIOGRAPHY

 Jaspreet kaur sodhi.comprehensive text book of Nursing Education. first edition

Jaypee publication , page number 242-245

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Submitted On: 31-7- 2018

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