GOVT.

COLLEGE OF
NURSING JAGDALPUR

SUBJECT:- NURSING EDUCATION

SEMINAR ON:- QUESTION BANK PREPARATION,

VALIDATION, MODERATION BY PANEL, UTILIZATION

SUBMITTED TO, SUBMITTED BY,

Mrs. Smita Jha Ms. Tarni Verma

Reader Msc Nursing 1st Year
(obstetrical and gynecological nursing) Govt. College Of Nursing
Govt. College Of Nursing, Jagdalpur Jagdalpur
 QUESTION BANK PREPARATION, VALIDATION,
MODERATION BY PANEL, UTILIZATION
A question bank is a planned library of test items designed to fulfill certain predetermined
purpose. Its validation and utilization is very important for the teachers to conduct the test in
an effective and informative way. Moderation given in exams help the students to get passed
in the examinations.

One of the first and most popular uses for computers in testing was to allow a test maker to
store questions in files, making it much easier to assemble alternate forms of tests and store
additional data associated to the items in subsets. The invention of question banks vastly
improved the test development process, promoting far greater flexibility and functionality by
integrating elaborate database software to manage the accumulated questions. Among the
many benefits of using computer-based assessment, the lower long-term costs, greater
flexibility and impartiality, storage efficiency, and question enhancement can be attributed to
the online exam maker's question bank function.

The Question Bank is where all the questions created under your account are held. It is
possible to create one or more courses or tests without ever creating a single question bank,
but this would not be taking true advantage of the benefits of online testing and is not
recommended. Question banks can be thought of as virtual containers for valid, accepted
questions and allow test maker efficiencies and reporting capabilities unavailable with other
assessment tools. Before uploading to the bank, ensure that questions are clearly stated,
checked for technical accuracy and applicability to the desired outcome, and edited for
spelling and grammar.

Principles of good assessment include validity, reliability, flexibility and fairness. As every
assessment has different purposes, multiple test generating methods are necessary. All types
of structured and unstructured questions may be used, from multiple choice and fill-in-the-
blanks to short answer and essay questions. Computerized testing permits more creative
interactive possibilities than old paper-and-pencil methods, such as point-and-click questions
where a test taker must select the correct part of an image on the screen.

Test authors can create, store and manage one or many question banks. These banks can be
organized into various folders according to any classification desired, such as subject,
objective, level of difficulty, grade or question type. Items may be added to question bank
folders by manually typing in questions and answers or by importing from external text or
spreadsheet files. By compiling an extensive list of well considered questions, it becomes
easy to build a variety of tests to suit many different purposes. Test Generator's Test Wizard
allows you to generate unique tests in minutes by randomly selecting questions from one or
more question banks.

Question banks make it much more difficult to cheat on tests by compiling the question
selection from different banks, with random generation allowing instructors to never give the
exact questions twice. It is very easy to create a test from question banks and update it as
required after being evaluated by peers.
DEFINITION
“A question bank is a planned library of test items designed to fulfill certain predetermined
purposes.”

“A question bank is a set of questions ordered by a lesson or chapter and stored in a data base
file which is created using an editor.”

“Question bank is a kind of reservoir of a number of sets of question on each subjects in

which a set for any examination would be picked out at random and at short notice and sent
to the press.”

MEANING
The question bank is a planned library of test items pooled through co-operative effort for the
use of evaluators, teachers and students. It is an inbuilt feedback mechanism for improvement
of questions.

PURPOSES
1. To improve the teaching learning process.
2. Through instructional efforts, the pupil’s growth will be obtained.
3. To improve evaluative process.
4. A pool of test items can be used for formative and summative evaluation of the pupils.
5. It serves as a pool of readymade quality questions which is made available to
teachers and examiners so that they can select appropriate questions for determined
objectives.
6. It helps in proper selection of questions for a well designed question paper.

Use of question bank /Test library

A test library is used with the advantage, by the teacher and text book writers as well as by
examining agencies. Possible uses by each of them are given below.

1. For the teacher:

A good selection of test will be helpful for the teacher in a number of ways.
 As an instructional material.
 For review purposes: A teacher can review the success of instruction and the
progress of the student through periodical review tests selected or adapted from
those available in the library.
 For grading and classification of pupil:- The teacher can compare the
achievements of his pupils with those of other groups by administering test for
which such data are available.
  For studies and investigation:- by administering tests and item analyzing the
teacher can make varied use of test result.

2. For examining agents:-

It is helpful for them in raising the level of testing in their examination. Some of the
uses are:-
 Setting good questions for the examination papers
 Saving time in setting improved question papers.
(a) It can be used for evaluation
Evaluation is of two types:
i) Formative
ii) Summative
(b) It can be used for mastery testing

PREPARATION OF QUESTION BANK

Steps include:

1. Setting objective
2. Blue print of question bank writing of question
3. Writing of question
4. Screening of question
5. Preparing the question cards
6. Coding of questions
7. Filling and storage of questions

1. Setting objective:
It may be general objective or specific objective. It is based on target group, amount
of effort, subject and time target.

2. Blue print of question bank:

A mere collection of large number of question will not constitute a question pool of
quality, unless all such items fit into a pre determined structure of question pool in a
blue print. Specification of objectives is considered unless the items are relevant to the
objective of the program for which the question pool is being developed. Blue print is
in the form of two dimensional grids.
(a) Behavioral / objective aspect:- Means expected outcome in terms of abilities like
recall, application interpretation and synthesis.
(b) Content/ subject aspect:- This denotes the unit or topic through which abilities
are developed or tested. A good question pool will bw one that contains questions
 from all units in a subject, testing all the abilities like knowledge, application, and
comprehension.

3. Writing of questions:-
Non questions may be invited from the experienced teachers, examiners. While
inviting questions outline has to be given (specification of question, key outline
answer, objectives and interventions). Apart from this it is still better to get questions
prepared by practicing teachers invited for a workshop for the purpose of preparing
question bank. This will yield quality questions.

4. Screening of questions:-
First level screening: It is usually for comments after the questions are written. Sheets
are passed to other members of the group for their comments. These comments are
passed on to the author of question who in constitution with two or three participants
finalizes the question.
Second level screening: It is done by group of three subject experts who all familiar in
the field of test construction. Such group comprises:
 Subject specialist who are able to pass authority of subject matter.
 Teacher who has experience of teaching in that particular calss.
 An evaluation expert who helps in improving the format of question in the light of
objective to be tested.

5. Preparing question cards:-

After screening by experts, the questions here after referred to as an item may be
typed or pasted on the front side of the card. The objective and its specification tested,
one topic and sub topic covered should be given on each item card. On the reverse
side of the card may be given the source from where it has been collected, key or
outline of expected answer and date and purpose of its use.

6. Coding of questions:-
After the cards are prepared, they are to be coded and classified in manner that
facilitates their use. This is necessary for quick location and sorting of cards. Coding
is necessary when the number of card is large, so that it may be easy to quickly
reserve a card from the pool. Each card is given a code number and all the item cards
in each subject are analyzed socially. Through the help of this code, the users of the
items can find it easier and quicker to locate the items needed. As the cards are
arranged in same order, the user can locate the item card like a word in dictionary.
 7. Filling and storage of questions:-
All questions cards prepared are to be arranged in a proper order according to code
scheme which help in broader grouping. Questions card may be short arranged topic
wise after looking at the code no. written on the question cards. Filled question cards
should be stored induplicate. The original is kept for reference and updation. Storage
is the most important aspect. It has to be well planned where computers are available
it is extremely easy.

Limitation
 A teacher alone cannot prepare large number of questions.
 All teachers will not be able to form such questions.

Arrangement of questions in a question bank

The questions may be arranged as follows.

1. Objective/behavioural aspect/abilities in cognitive, conative and affective domains.

2. Content subject area aspects.
3. Form of question aspect like essay type, short answer type and objective type.
4. Weightage aspect.

Question bank contains questions which are pre tested for their validity and practicability.

Types of questions used in a question bank

1. Objective type test
Selection type
a. True or false items
b. Multiple choice items
c. Matching type
d. Extended matching questions
e. Multiple response items
f. Assertion –reason items
g. Interpretative items

Supply type

a. Short answer type

b. Completion type
2. Subjective type(essay test)
Extended response type
a. Short essay
b. Short answers
c. Very short answer

1. True or false items

The alternative response test item consists of a declarative statement that the student
is marked to ask true or false, right or wrong, correct or incorrect, yes or no, fact or
opinion, agree or disagree and the like. In each case, there are only two possible
answers, because the true or false option is the most common, this item type is most
commonly and frequently referred to as the true or false item.

Uses of true of false items

Probably the most common use of true or false item is in measuring the ability to
identify the correctness of the statements of facts, definition of items, statement of
principles, differentiating facts from opinions etc. For measuring such relatively
simple learning outcomes, a single declarative statement is used with any one of
several methods of responding.

Suggestion for constructing true or false items

 Avoid broad general statements if they are to be judged true or false.
 Avoid trivial (less important) statements.
 Avoid use of negative statements, especially double negatives.
 Avoid long complex sentences.
 Avoid including two ideas in one statement unless cause-effect relationships are
being measured.
 If opinion is used, attribute it to some source, unless the ability to identify opinion
is being specifically measured.
 True statements and false statements should be approximately equal in length.
 The no. of true statements and false statements should be approximately equal.

2. Multiple choice items:-

These are the most flexible and most effective type of objective type test items and
consists of two parts:-
a. The stem :-It presents the problem, presented in the form of an incomplete
statement or a question
b. The option or responses:- The list of possible answers or distracters
Advantages
 Ensure objectivity, reliability and validity.
 Provide constructive criticism.
 The range and variety of facts can be sampled in a given time.
 Provide precise and unambiguous measurement of the higher intellectual
processes.
 Easy and rapid to score.

Limitations
 Difficult to construct.
 Requires more skill and more time to prepare.
 Teachers cannot always think of possible distractions.
 Tendency for teachers to write MCQ demanding only factual recall.
 Not well adapted for measuring the ability to organize and present ideas.
 Requires more space per item.

Directions for preparing multiple choice question

 Have enough content in the stem with less distracter but avoid lengthy stem.
 Use +ve statement in the stem.
 Stem should consist of complete statement, not just a single word.
 The stem of one should not suggest the answer to another.
 Eliminate all unrelated details from the item.
 Use plausible or logical distracters.
 Avoid the use of clues that may suggest correct answer.
 Be sure that the distracters and the correct response possess homogeneity.
 Be cautious of the use of ‘none of the above’ as a distracter or as a correct answer.
 If it is difficult to obtain more than 3 plausible responses, do not waste tie trying
to invent some other.
 When dealing with items that have numerical answers, arrange them ascending or
descending order.
 Arrange the place for the correct answer in such away, that for the test as a whole,
no letter corresponding to a given answer appears more frequently than some
other letter.
Variations of the multiple – choice format
I. One correct answer:- It is simplest type of multiple –choice question. In this type,
the students are required to select one correct answer listed among several
(generally 4) plausible but incorrect options.
II. Best answer:- In this type, students are asked to select the best answer from the
given options.
III. Analogy type:- Students are required to deduce the relationship that exist between
the first two parts of the item and then apply it to the 3 rd and 4th part. Usually the
3rd part is given and the missing 4th part is selected from the list of options on the
basis of relationship existing between the 1st two parts.
IV. Reverse type or negative variety:- All except one of the responses are correct. The
students are asked to select the incorrect response.

3. Matching items
In this traditional form, the matching exercise consist of two parallel columns with
each word, number of symbol in one column being matched to word, sentence or
phrase in the outer column. The item in the column for which a match is sought are
called premises and the items in the column from which the selection is made are
called responses.

Suggestions for constructing matching items

 Keep the test item to be matched brief and place the shorter response on the right.
 Make the list brief to maintain homogeneity.
 It will also help the students to read the longer premise first and rapidly go
through the list of responses during the test quickly.
 Place all of the items for one matching question on the same page.
 When writing matching items, the number of choice should always exceed the
number of statements, so that guessing in reduced.

4. Multiple response items

In multiple response or multiple completion items, more than one of the given
alternatives is correct. But there is only one correct answer to the precise question
stated in the first sentence of the item. This is a versatile type of objective test, lending
itself to the testing of recall, reasoning and the exercise of judgement.

5. Short answer items

 Short answer type question do not call for an extensive written response. The answer
is expected in short and can be expressed in different forms. Ideally only one answer
is acceptable.
Principles for preparing short answer type tests
 Use action oriented precise verbs
 Each item should deal with important content area.
 Questions can be as long as possible, but answers should be short.
 Use precise, simple and accurate language in relation to the subject matter area.
 Provide necessary space for answers below each question asked.

Advantages of short answer type test

 More objective
 Easy to score
 Easy to answer and to check
 Take less time to score
 Reliability of the score is improved
 Quick response
 More coverage of course content

Disadvantages of short answer type test

 Difficulty in construction
 Require more time to prepare
 Student’s ability to organize ideas and express them effectively in a logical and
coherent fashion can’t be judged
 Ability to communicate in writing, depth of knowledge and understanding can’t
be assessed.

6. Essay test questions

In essay type test, the student’s prepares his own answers. It evaluates the knowledge,
understanding, communication and organization abilities of the students.
Handwriting, spelling, neatness, organization and ways of expressing ideas may be
considered in scoring the items.

Features of essay type questions

1. No. single answer can be considered throughout and correct
2. The examinee is permitted freedom of response
3. The answers vary in their degree of equality or corrections.
Types of essay type questions
Based on the amount of freedom given to a student to organize his ideas and write his answer,
the essay type questions are divided into two types:-

1. Extended response type:- In this type, no restriction is placed on the student as to

points he will discuss and the type of organization he will used. Most important,
pertinent and relevant material whatever he wishes can be used.
2. Restricted response type:- Student will have less scope because he is told
specifically the context in which his answer is to be made.

Principles for preparing essay type test

1. Do not give too many lengthy questions.
2. Avoid phrases, e.g. discuss briefly.
3. ‘Questions should be well structured with specific purpose or topic at a time.
4. Words should be simple, clear, unambiguous and carefully selevted.
5. Do not allow too many choices.
6. According to the level of students, difficulty and complexity, items has to be selected.

Advantages of essay type test

1. Tests the ability to communicate in writing, depth of knowledge and understanding.
2. The student has freedom to communicate his ability for independent thinking.
3. The student can demonstrate his ability to organize ideas and express them effectively
in a logical and coherent fashion.
4. It require short time for the teacher to prepare the test
5. It can be successfully employed for all the school subjects.

Disadvantages of essay type test

1. Lack of objectivity.
2. Provide little useful feedback.
3. Takes long time to score.
4. Limited content sampling.
5. Subjectivity of scoring.
6. Contaminated by extraneous factors like spelling, handwriting, use of colours,
grammer and length of answer.
7. Biased judgment by previous impressions.
8. Mood of examiners.
9. First impression.
10. Improper comparison of answers of different students.
11. Ambiguous wording of question may be misinterpreted, results in guessing and
bluffing on the part of the student.
12. Laborious process both for corrector and for the student.
 13. Only competent teacher can assesss it.
14. Scoring is more costly.

VALIDATION OF QUESTION BANK

Validation is the process of determining whether or not the standard at a given phase of its
development fulfills established requirement.

Validation means the act of validating, finding or testing the truth in something.

A test is said to be valid if it measures what is intends to measure.

Types of validity

1. Content validity:- It is the measure of degree to which the test contains a

representative sample of the material taught in the course. Thus content validity is
determined against course content.
2. Construct validity:- It is concerned with how well test performance can be
interpreted as a mwaningful measure of some characteristic or quality.
3. Criterion related validity:- the criterion related validation may be defined as the
process of determining to the extent to which the test performance is related to some
other valued measures of performance.
4. Concurrent validity:- the relationship between the scores on the measuring tool
and the criteria available at same time in the present situation, so diagnose the existing
status of the individual rather than predicting about his future outcome.
5. Face validity:- When one looks at the test, he thinks of the extent to which the test
seems logically related to what is being tested. This explains the face validity. The
common sense approach gives face validity.

Moderation by panel
Modulation is the process of controlling topics and its associated information moderation
panel provides necessary moderation tools for the moderator to manage topics and its
associated information effectively.

Modulation is the sense it involves comparison of assessment judgement of different asosa is

different setting but all relating to the same learning outcome with the purpose of ensuring
that the judgement are comparable.

Moderation means the call of being moderate the act of moderation is being done by
moderators deciding examiners at some University examination the moderation system is
used in many Board examinations and University examinations.

Motivation is the process of ensuring that the same assessment standards are applied to
student for every school doing a particular study statistical moderation is the process of
adjusting school assessment to the same standard while maintaining the students rank order
given by the school.

Need for moderation

 The main objective is to reduce the grievances of the learners pertaining to marks.
 To avoid any injustice to the students.
 As a substitute of revaluation.
 It is a super supervisory work over the examiners.

Moderation committee
The members of the moderations committee consists of

1. Vice chancellor
2. Controller of examinations appointed by the the honourable chancellor of universities
in the states of prepare uniform ordinance for the conduct of examinations.

Checkpoints for moderation

 Before entering the moderation system check the points of examination system with
the moderation is required.
 Passing in IT head of passing namely theory practical oral sessional internal external
etc.
 Getting higher classes.
 Declaring the rank holders.
The checkpoint of the examination system will throw light on the need of moderation in
examination system.

Aspects of moderation
 The moderator should be senior one.
 Hi may be paper setter of a particular subject.
 One moderator shall be appointed for five examiners.
 The chairman Board of paper setter of head of the department of a particular subject
will act as a moderator where there are less than 5 examiners.
 Moderation work shall be carried out to simultaneously with the central assessment of
answer books.

Limitation of modulation
 Destination me not be absolutely correct because the candidates performance which is
being invariably ill-defined.
 The mark maybe a measures of candidates knowledge of Intelligence of power of
expression or a combination of this characteristics.
Types of moderation system
It can differ in a style and complexity and is clarified under two headings

1. Strong control high stakes

 External moderators.
 External moderation panel.
2. We control low stakes
 Assessor meetings
 Assessor partnerships
Strong control is necessary where the assessment involves high stakes weak control is more
appropriate where the assessment are lost stakes.

High stakes refers to situations where the consequences of the assessment can be considered
serious low stakes refers to situations where the consequences are less serious.

Utilisation of question bank

It is important that the question bank is practical for its purpose utilisation of question bank
should look on such factors as the time taken to conduct the test the cost of utilising it and the
practicability for everyday use question bank should be simple enough to be utilised by the
questions bank Constructor and the students.

Utilisation includes search practical features such as

 Easy of Administration
 Easy way of scoring
 Easy of interpreter rating and application
 Availability of acute valent for comparable forms of same type of question bank and
cost of its preparation
Conclusion

Question bank is an important aspects of measuring education as it is used for the evaluation
of students it plays an important role in the education process.

Developing a system for maintaining confidentiality

Introduction

The system for maintaining the confidentiality is very important because in this system
helps to bring out the original skills of the candidates if the system has to fail to
maintaining the confidentiality that will affect the examination system and lot of
malpractices will take place to control this all mark practice there should be a
recommended authorities needed.
 Definition:- Confidentiality is a set of rules or a promise that limits assess or places
restrictions on certain types of information.

Objectives
 To prevent malpractices
 To formulate the qualities of examination
 To improve the discipline of both candidates and examinations
 To bring out a better educational program
 To cultivate a qualified and talented generation

Techniques for maintaining confidentiality

The techniques of confidentiality include mainly three-phase they are following

1. Pre-examination phase
2. Examination phase
3. Post examination phase
Pre examination phase

This phase begins with preparation of question paper and ends with the delivery of material
to the examination hall.

Procedure for preparation of question paper question paper mainly prepared by the lectures
and professionals those who are recognize or affiliated with University they will prepare
minimum of 10 seeds of questions which is based on the syllabus out of that to set a paper
will be selected for the examination one is main paper and other one is a supplementary paper
supplementary purpose this all question paper selected by the University superintendent after
the preparation and selection the question paper will keep in double locker of the confidential
department of the university after preparing the papers that was sealed and handover to the
examination hall just one hour before the exam with presence of University authorities this is
taking over to the examination hall from the university through the university vehicle with
proper security.

But now day the paper handed over through email with barcode just one hour before they will
get the barcode and open the mail with that go take a printout is in the presence of principal
on the head of the examiner.

Malpractice of this phase

1. Easy availability of answer paper

Problem
 Easy availability of answer books and sheets leads to scope for insertion of pre-
written answer paper replacement of original answer paper etc.

Reasons:-

1. Colleges do not send the final list of candidates admitted by them to the various
affiliated courses.
2. Proper account of answer books is not maintained.
3. Examination stationery items are not kept in safe can study both in colleges and
Universities.

Solutions / precautionary measures

1. Colleges should be required to send the exact number of candidates admitted within a
week from the last date of admission to the first year.
2. Procedure for proper recording of the answer books may be revised and implemented.
Instructions should be instructed to strictly follow the processor and submit the
accounts to the university as soon as the examination are over. if considered necessary
the answer book may also be serially e number.
A format can be given to colleges and information can be collected about the usage of
main answer books. The format should include the number of answer books used.
3. Principals alone should be required to act as chief superintendent 6 in exceptional
cases on the Recommendation of the principal a reliable person may be appointed as
chief superintendent. double locker system must be introduced for the safe custody of
question papers and main answer books.

II. leakage of question papers

Problem

Leakage of question papers defects the main purpose of examinations i.e. assessing the depth
of knowledge and extent of skill acquired by the students

Sources
Main sources of leakage are

1. Paper setters
2. Proof readers
3. Staff in-charge of question paper setting
4. Staff in-charge of dispatching the question papers
5. Printing press
6. Staff delivering the question papers.
7. Chief superintendent and staff of college
Solutions / precautionary measures
 1. The Chairman and question paper setters maybe chosen from the list of experts
recommended by respective Board of Studies based on known reliability of the
individuals.
2. The university staff handling confidential papers may be carefully chosen i.e. only
reliable /honest/ dependable persons may be engaged for doing confidential work.
3. Question paper manuscripts, proof and printed question papers should be the
personal custody of the controller of examinations. he must also monitor the
format of question papers and covers to ensure that there is no scope for leakage.
4. Principles alone should be required to act as chief superintendent. in exceptional
cases on the Recommendation of the principal a reliable person made be
appointed as chief superintendent. Double locker system must be introduced for
the safe custody of examination related stationary.
5. Only regular staff should be appointed in confidential section of the controller
wing to prevent malpractice.

Examination phase
This phase mainly include taking out the examination papers from the confidential area and
distributing the paper to the candidates. Here the examination in charge has to give the
instruction to the candidates regarding the examination paper and how to behave in the
examination hall. he has to explain what all consequences will occur if any malpractices
occur.

Malpractices of the examination phase

There is scope for a variety of malpractices during the conduct of University examinations

Problem

Malpractice may vary from as simple as processing material with intention to copy to us
serious as impersonation by the examinees. The question paper may be leaked out in several
ways. the invigilator may be carried out in a careless manner which may result in
encouragement of assistance to mass copying.

Types of malpractices
1. Possession of incriminating materials for the purpose of coping
2. Actual coping
3. Appeal to examiners
4. Offering cash
5. Exchange of answer sheets by examinees
6. Insertion of previously written answer sheets by examinees
7. Impersonation by the examinees
8. Question paper setters may leaked question papers in the this girls of model
question paper
9. The candidates may copy e in the examination hall with or without the knowledge
of investigator invigilator
10. Invigilators main dictate or right answer on the blackboard
 11. The examination may use symbols marking for identification of answer paper
12. Answer books maybe suit substituted
13. Answer books may be dispatched to the valuation centre with forget letters

Solutions/Precautionary measures
1. Question papers should include analytical questions so that the candidates
understanding of the subject is tested and not the capacity of the candidates for
reproducing what is in the book.
2. Distance between seats may be so arranged that it is difficult to exchange answer
sheets.
3. Answer books containing any unwanted writing like appeal may not be valued and as
per rules the concerned students may be punished for committing malpractices
(instructions to the students sent by the university may include a note on do’s and
don’ts.)
4. Invigilators should be required to thoroughly check the identification of the candidate-
comparing ID card, photo, signature, etc with actual. The instructions to the
invigilator should indicate these as well as other duties.
5. Chief examiners may be appointed on the basis of their reputation.
6. The question paper setters may be given guidelines for setting questions which may
not provide scope for insertion of previously written answer sheets.
7. All teachers should be given training in the conduct of examinations and also
imparted a sense of professionalism. Only such trained teachers should be appointed
as invigilators.
8. Invigilation should be made compulsory for all teachers as a part of their duty.
9. As already pointed out colleges should be required to send the exact number of
candidates admitted within a week from the last date of admission ( for the first
years). Safe custody of examination related stationery may be insisted upon.
10. Principals alone should be required to act as chief superintendents. In exceptional
cases on the Recommendation of the principal a reliable person may be appointed as
chief superintendent double lockers system must be introduced for the safe custody of
examination related stationary.
11. Only honest reliable dependable person should be appointed in confidential section.

Post examination phase

In this phase mainly packing of the answer sheet according to the roll number along with
question paper and send it to the respective university.

In the post examination phase, paper chasing is considered to be a major source of

malpractice. Some other malpractices are the result of the teachers giving incorrect
information about their teaching experience and as a result they may be required to value
answer books in subjects that they are not currently teaching. Yet other malpractice may be
some non-teaching staff who may indulge in tampering with the records.

Types of malpractices
 1. Paper chasing: some students try to influence the examiners at the valuation centre to
give more marks to them and a few examiners Mein oblique them.
2. Staff in the examination wing and/ or computer wing may attempt to tamper with the
marks in order to favor some students or they may commit mistakes due to their in
experience.
3. Some teachers may accept to value answer paper in subjects which they do not teach
and thereby commit mistakes in valuation.

Solutions/ precautionary measures

1. Careful appointment of Administrative staff and the camp officer for Central
valuation. Controller of Examination should not allow any change of names of staff
and change of camps on any account.
2. As far as possible, office bearers of Staff Association should not be posted to the
examination section. (as they by virtue of their role as office bearer of the association
try to protect the erring staff at every stage.
3. Introduction of optical mark reader and bar code is also suggested as an alternative
method to speed up proceeding results, maintain confidentiality and control
malpractice.
4. Manual writing should not be permitted in the preparation of final tabulated Mark
register and permanent pass register.
5. Staff well trained in computer programming alone should be posted in the
examination computer wing.
6. Heads of the departments/ principals should be required to verify the details of staff
from service book and forward the staff Returns.
7. As for as possible format of certificates should not be changed.
8. There should be a separate grievance cell/ complaint cell headed by an officer of
proven honesty. the posting and transfers recommended by the controller of
examinations should be given due consideration. the examination wing should be
account accommodated in a separate building/ wing. visitor may be permitted to meet
only the officers and not the staff.
The Chamber of the Controller of Examination should be at the entrance of the building/
wing. wearing of identity cards by the staff should be insisted

List of malpractices and corresponding punishments

1. Appeal for consideration with/without any
promise of consideration
2. Indicating identity using color thread/
marking in color pencil/ candidates name/
reg. no. Another pages/ college name/ any
other special marking.
3. Attempt to bribe the examiner by post or
otherwise. Letter of appeal with promise
for consideration of any form/ offering
cash or other kind/ remittance of cash
Give warning. If repeated cancel the exam
taken
Warning/ cancellation of exam of that
particular paper
Cancel the examination in that particular
subject/ cancel the whole examination taken
in that semester and debar from the next 2
subsequent exams.
4. threatening the hall superintendent/
evaluator/ other examination personnel/
insubordinate behavior/ misbehavior in
the examination hall reported by the
chief/hall superintendent.
5. possession of materials relating to the
examination/ writing on the desk/ any part
of the body/ writings on scale, calculator,
handkerchief, hall ticket, organizer etc.
copying from the above.
6. (a) helping others for
Copying or getting help examination hall
in any form and accept the malpractice.
(b)helping others for
From others in the examination hall in any
form but do not accept malpractice.
7. Willfully changing register number
8. Insertion of answer sheets brought from
outside.
9. Violent behavior in the examination hall.
(a) Taking away the answer script.
(b) Manhandling/ injuring personnel
connected with the examinations.
10. (a) impersonation- present students
(b) Impersonation in case of past students or
outsiders.
(c) Tampering with hall tickets/ certificates
etc.
11. Other forms of malpractice by students
(a) Writing filthy words in answer script/
wrong entry of reg. no./ possession of
material not related with that particular
examination.
(b) Not returning the answer books/
malpractice in practical examination/
dissertation.
(c) Committing the malpractice for a second
time/ forged official communication with
regard to correction/ rebottling of marks.
12. Malpractice by examiners (a) malpractice
in examination work.
Cancel the whole exam and debar for the
next 2/3 years
Cancel the all written exam of that session
Cancel all the written examination of that
session and debar for one or more session
Cancel the written examination of and debar
for the next two sessions
Cancel the examination and taken in the
semester
Cancel the whole examination taken and
debar for the next 2/3 years
(a) Cancel the all the exam taken for that
semester
(b)cancel the exam taken and debar for the
next 3 years
(a) Cancel the whole exam taken and debar
for 3 years and not to undergo any course
in any college during the rustication
period
(b)Case to be reported to police employer to
be informed and degree if any to be
withdrawn for a period of 3 years.
(c)Candidates be not permitted to for any
exam of this university for a period of
production of documents and not to undergo
any course in any college under this
university.
(a) Cancel the examination taken in the
particular subject only
(b)cancel all the written examinations of that
session and debar for subsequent session of
exams
Cancel the whole exam and debar for next 2
years
(a) Debar from exam for 2 to 5 years inform
the management and director collegiate
 education about the action.

SUMMARY:- A question bank is a planned library of test items designed to fulfill

certain predetermined purpose. Its validation and utilization is very important for the teachers
to conduct the test in an effective and informative way. Moderation given in exams help the
students to get passed in the examinations.

CONCLUSION:-At the end of my class student will able to known about the
Question bank preparation, validation, moderation by panel, utilization its definition, uses,
validation of question bank, moderation by panel, utilization of question bank, developing a
system for maintaining confidentiality.
BIBLIOGRAPHY
1) R Sudha, Nursing Education, Nursing Education principal
and concept. 1st Edition. Page no. 265-272. Jaypee Brothers
medical publisher (P) Ltd.
2) Shebeer P. Basheer. Nursing education. Text book of
Nursing Education.1st Edition. Page no.251-259.

WEBOGRAPHY
1. http://www.edglossary.org
2. http://en.m.wikipedia.org
3. http://www.whitbyschool.org
4. http://standardizedtests.procon.org
5. http://classroom.synonym.com
6. http://www.ncbi.nlm.nih.gov
7. www.therapyconnect.amaze.org.au