QUESTION BANK

PREPARATION,
VALIDATION,
MODERATION BY PANEL
AND
UTILIZATION
PREPARED BY:
REETA PATEL
F.Y.M.SC.NURSING
INTRODUCTION:
The word question and “Quest” are derived
from the Latin word “Queer” means
To seek.
It is important new development system which
gives top priority for testing the intelligence
and real abilities of students than the memory.
It may be centralized in the university head
quarter or decentralized.
The main function of the question bank is to
analysis, using and storing the question.
WHAT IS "QUESTION
BANK"?
QUESTION BANK IS A:
“SET OF QUESTIONS ORDERED BY
LESSON/CHAPTER AND STORED IN A
DATABASE FILE WHICH ARE CREATED USING
AN EDITOR.”
 MEANING OF THE QUESTION BANK:
A question bank is a:-
Systematic And Scientific Method Of Storing,
Analyzing And Using Of The Question As A Part
Of System Of Examination.
planned library of test items designed to
fulfill certain predetermined purposes. Question
bank should be:
prepared with upmost care so as to cover the
entire prescribed text.
exhaustive and cover entire content with
different types of questions.
 MEANING OF THE QUESTION BANK…….
 The questions may be arranged as follows:
 Objective/behavior aspect (abilities in cognitive,
co native and affective Domains)
 Content/subject is aspect.
 Form of the question aspect like essay type, short
answer type and Objective type test.
 Weight age aspect.
  Question bank contains questions which are
pretested for their validity and practicability.
 PUPOSES OF QUESTION BANK:
 To improve the teaching learning process.
 Through instructional efforts the student’s
growth will be obtained.
 A collection of test items can be used for
formative and summative valuation of
students.
 It is a pool of ready-made quality questions is
made available teachers and examiners so that
they may select appropriate questions to
assess predetermined objectives.
 PUPOSES OF QUESTION BANK:…….
 To provide basis for examination.
 To provide question to pick up for examination.
 To provide the comparison of examination.
 To facilitate the promptness and standardization
of question paper.
 Select the question in terms of experienced
gained in particular courses or subject.
 To ensure the efficiency and secrecy in the
conduct of examination.
 PUPOSES OF QUESTION BANK:……..,
 The paper setter examiners find it difficult to
prepare the question for tests,so will try to
select the items from the question bank.
It is the teacher’s responsibility to prepare a
large number of questions (of various forms)
on different topic of the total subject which
she is entrusted to teach. Therefore the
teacher should be a pool of quality question
which are reliable and valid.
BASIC CONCEPT & WORKING OF QUESTION
BANKING:
 The kinds of question which are asked in university
examination determine to a large extent, the kind of
teaching that is done in the classroom.
 Most questions which are asked today are
stereotype repetitive and memory based. It is only
occasionally that question asked tend to assess the
understanding of a student or his ability to apply
whatever he has learnt to a problem or situation
with which s/he is not familiar. All this has been
recognized for sometime but not much has been
done to help to improve question setting.
BASIC CONCEPT & WORKING OF QUESTION
BANKING:
 The Association of Indian Universities (then Inter
Universities Board) during a seminar
on:“Examination in higher education”;conducted
in January 1971, recommended “Question
Banking” as a plan of examination reform, in
examination reform a plan of Action” the
university Grant commission also suggested
question banking as a part of examination reform
for universities.
STAGES
 STAGE 1:
Deciding pattern of question paper in these
subjects with the help of a pattern worked out at
Calicut Universities, the pioneer in exam reform,
various universities were asked to react to the
pattern.
A consensus was worked out as:
 Part A – Objective type items 15 to 40 numbers.
 Part B – Short answer question 12 to 15 and
 Part C – 2 to 4 question.
 STAGE 1:
 Depending on the nature of the subject its
contents and objectives, the number of the
question/items in part A arriving at the number
of question/items in initial banking, in these
subject on an average every subject had 6
papers and in each paper we required 25
objective type items, 12 short answer question
and 3 long questions, giving A total 200
question/items.
 We multiply this by 30 to arrive at a total of
around 6,000 question/items.
 STAGE 2:
 Collecting question/items from past
examination and teacher/items writer
sources.
 In any subject not more than 15% of the
total came from past examination and
nearly 40% of total were from item
writers. Nearly 1,000 teachers were
involved as item writers.
 STAGE 3:
 Preparing draft question/item through
workshops on question banking in
individual college and universities.
 Nearly 60 such workshop was conducted
involving about 30,000 teachers to prepare
question/items. These sources accounted
for the balance of 45% of the total. This of
course is the primary sources.
 STAGE 4:
 Screening, selecting question/items and constituting initial banks.
Group of subject expert and evaluating expert in different subject
with the help of a checklist of criteria for good quality
question/items revalidations give them technical value to each
question/item consisting of:

 Reference number (this is the bibliography cord number).

 Class
 Subject
 Topic
 Date
 Type of question: selecting type question
 Supply type question
 STAGE 4:……..
 Subjective tested
 A.1 Knowledge of specific, terms, specific facts.
A.2 Knowledge of conventions, trends and sequences,
classification and categories criteria methodology.
A.3 Knowledge of universal abstraction principles and
generalization theories and structure.

 B. Skills of sketching, drawing, computing, reading.

 C.1 Comprehension – Translation.

 C.2 Comprehension – Interpretation.
 
 STAGE 4:…….
 Subjective tested
 D. Application problem solving (closed as well as open
ended)
 
 E.1 Analysis of elements and relationship.
 E.2 Analysis of organization.

 F. Production of a set of abstract rotation, a plan of

proposed set of operation.
 
 G.1 Judgments in terms of internal evidence.
 G.2 Judgments in terms of external evidence.
 STAGE 4:……
 Level of question
 Time of answering
 Marks allotted.
STAGE 5:
 
 Preparing question/items specially designated
(8”*5”) cards and storing in kardex trays.
 STAGE 6:
 Sampling 20% of these question/items reconstituting
into cyclostyles forms for field trial.  

STAGE 7:
 Field trial of question through teachers.
 

STAGE 8:
 Incorporating item/question behavior characteristic on
cards.
THE WRITING OF QUESTIONS:
 The construction of test questions is a time
consuming task; sometimes it takes a whole
day to prepare a dozen questions, some of
which may be discarded late on.
 The constructor must make an effort to
include only content related to practices
that are nationwide rather than local o
regional.
 FORM OF QUESTIONS:
 The MCQs from of question is used because:
 It is usable for testing both knowledge and
judgment, it provides a meaningful measure in a
short space of time, and it can be scored easily
and quickly. This kind of question is written in the
form of a statement or question followed by
alternative answers, all of which are feasible but
one of which completes the statement or
answers the question more adequately than do
the others.

 TYPE OF QUESTIONS:
 Most of the questions in the clinical nursing tests are
constructed around specific nursing situations.

 Eg: “Ralph Dirkson, a steelworker and father of 3 small

children, who has a symptom of brain tumor.” The use of
the specific patient-nurse situation provides for the
measurement of understandings from a variety of subject
matter areas in the kinds of nursing problems that present
themselves in real life. So, by this not only knowledge
can be tested but also by applied questions application of
knowledge is also tested in a variety of “live”situations.
 THE OUTCOME OF QUESTION BANKING:
 A) Availabilities of a large number of varieties of
question/items known technical values.
Examination Boards for use in end examinations
as well as continuous assessment.
 B) As a means of defining, maintaining & comparing
standards among different universities.
 C) Saving of a considerable amount of efforts, time
and finance in large scale exam.
 THE OUTCOME OF QUESTION BANKING:
 D) Producing desirable changes in methods of
teaching in colleges and Universities.
 E) Finally board of studies will be able to
restructure the patterns of their question
papers.
Thus question banking which remained in the category
of promising ideas has already made a potential
contributing to universities and added a new dimension to
this process of examining in higher education in the
country.
ITEM BANKS HAVE BEEN DEVELOPED FOR
IMPAIRED TESTING PRACTICE IN A NUMBER OF
WAYS: IN 4 CATEGORIES

ECONOMY

FLEXIBILITY

CONSISTENCY

SECURITY AND
CONFIDENTIALITY
 IMPORTANCE OF THE QUESTION BANK:……
ECONOMY:
Major advantage of item banking is that:
It thrives on the repeated use of items.
 Careful screening ensures that only high
quality items are included in the item bank,
but as an item has been included it is likely
to remain on the active life for number of
years and may be sensible employed in a
variety of deference test.
 IMPORTANCE OF THE QUESTION BANK:……
 ECONOMY:……….
Further more, the initial trial functioning
provide the necessary information from which
to develop an adequate statistical description
of any test constructed from a subset of these
items without a further trial usages.
  This applies both to the psychometric
characteristic of reliability Validity and so on
resulting considerable saving of work and
expense.
 IMPORTANCE OF THE QUESTION BANK:……
 FLEXIBILITY:
 An important advantage of item bank is that it
offers the facility for tailoring test to specific
application new test may be built from material
stored in to the back with relatively few
constraints.
 They may be long or short covering a wide range
of ability of concentrating on items at s particular
level, providing comprehensive coverage of the
curriculum focusing or a narrowly defined area
and so on.
 IMPORTANCE OF THE QUESTION BANK:……

 CONSISTENCY:
 The Complete calibration of items led to the cross
calibration of all tests derived from and gives the
measurement system a degree of reason and
consistency unavailable from network of
standardized test from an item bank.
 It is relatively straight towards to construct
parallel tests by varying some parameters
particular the difficulty level of the test.
 IMPORTANCE OF THE QUESTION BANK:……
 SECURITY & CONFIDENTIALITY:
 Traditional achievement test and examinations
all depends upon degree of surprises. 
 The candidate may well know in general what to
expect in an examination paper candidates will
answer to the question rather than working on
threatening this understanding of the full range
of subject matter.
 IMPORTANCE OF THE QUESTION BANK:……

 SECURITY & CONFIDENTIALITY:

 The item included in the test represent only a
sample of the full domain of achievement being
assessed and for the test to be valid each
candidate response to the included items should
be in some sense representatives of his/her
potential response to all the items from the
domain. Item banking systems seek to overcome
the security problems in two ways.
 IMPORTANCE OF THE QUESTION BANK:……

 APPLICATION:
 Small scale question bank designed for use
of teacher with a single student other
banks designed for the generation of group
test have been published commercially or
make available to teacher through official
channels.
CERTIFIED QUALITY AUDITOR QUESTION BANK:
 The CQA Question Bank is perfect for anyone interested
in Certified Quality Auditor certification.
 This new web-based certification preparation program
of practice questions will help you to prepare for the
(CQA) exam by identifying your strengths and
weaknesses so you know where further study is needed.
After attempting each question, you will receive an
explanation specific to the choice selected and the
correct answer. Upon completion of a practice exam you
will get a graphical summary of your scores on each
main topic of the BoK(Body of Knowledge).
CERTIFIED QUALITY AUDITOR QUESTION BANK:
 This product does reference external resources, but
does not contain content to study beyond a brief
explanation of the answer selected. This program is an
Internet-based, self-paced practice program.
 It provides a random set of practice questions on each
section of the BoK, and it contains enough questions
for at least three completely unique exams. The
learner will have access to the course until they
complete it. Web-based products require a computer
and Internet access. The learner sets the pace and is
responsible for his or her own learning experience.
CERTIFIED QUALITY AUDITOR QUESTION BANK:
 *Please note that the questions in this product are not
actual ASQ exam questions. Your performance on the
practice exams is for study purposes only, and may or
may not reflect performance on an actual certification
exam.
 Learning Objectives:
The program provides practice questions for all the
topic areas in the CQA BoK. It was designed not only to
prepare you for the certification exam, but also to help
you achieve a passing score by identifying those areas
that need further study.
 QUESTIONNAIRE VALIDITY:
 A test is never just “valid”. It is always valid
for a purpose.
 Eg: An Ophthalmoscope is a valid instrument for
an eye examination, but not for an examination
of the colon. A test is constructed for a purpose,
and its validity refers to extent to which it
measures what it is suppose to measure. The
validity of an achievement test is established
chiefly by analysis of what the test covers. Such
validity is called content validity. 
 QUESTIONNAIRE VALIDITY:………
 To obtain predictive validation of achievements in nursing
would require the definition of what constitutes levels of
success in the practice of the graduate, the practitioner.
Such definitions have never been developed either for
nursing or for other professions. In the absence of criteria
for predictive validity, the test maker must use the criteria
that are available for content validation.
 Eg: The statements of the functions of nurses published by
the ANA and those findings of curriculum and nursing
service projects of achievements and other groups that
indicate responsibilities of practitioners of nursing and the
abilities they need.
 QUESTIONNAIRE VALIDITY:………
 Sometimes the question is asked as to
whether the validity of an achievement test
is not established by the test extent to
which the test results correlate  
 The validity of a questionnaire relies first
and foremost on reliability.  If the
questionnaire cannot be shown to be
reliable, there is no discussion of validity. 
 QUESTIONNAIRE VALIDITY:……..
 Demonstrating validity is easy, compared to reliability.  If
you have reached this point and have a reliable instrument
for measuring the issues or phenomena you are after,
demonstrating its validity will not be difficult.
Validity refers to whether the questionnaire or survey
measures what it intends to measure.  While there are
very detailed and technical ways of proving validity that
are beyond the level of this discussion, there are some
concepts that are useful to keep in mind.  The overriding
principle of validity is that it focuses on how a
questionnaire or assessment process is used.  Reliability is
a characteristic of the instrument itself, but validity comes
from the way the instrument is working. 
 QUESTIONNAIRE VALIDITY:……..
 The following ideas support this principle:
 If possible, the data gathering should match the decisions
you need to make.  This means if you need to make a
priority-focused decision, such as allocating resources or
eliminating programs, your assessment process should be a
comparative one that ranks the programs or alternatives
you will be considering.

 Gather data from all the people who can contribute

information, even if they are hard to contact.  For example,
if you are conducting a survey of customer service, try to
get a sample of all the customers, not just those
 QUESTIONNAIRE VALIDITY:……..
 A questionnaire that may have high Reliability, but
poor validity is a standardized questionnaire that has
been used in hundreds of companies.  These
instruments are marketed aggressively using promises
of "industry norms" to compare your results with. 

 A good diagnosis of an organization is not likely to

come from a common instrument with lots of
normative comparisons.
Thank
you