STANDARDIZED TOOL

Standardized test have certain criteria of testing to meet the particular objectives. It is known as
standardized test.

DEFINITION:

It is defined as a systematic procedure find out the answer to the same question with uniformity
direction, time limit and performance should observed one to one and compare the result it is
known as standardized test.

PURPOSES OF STANDARDIZED TOOL:

 This test can assist common achievement of individual performance like personality
interest, intelligence, aptitude, etc.
 It is developed by professional experts and it provides reliability and validity.
 It is based on individual capacity.

CHARACTERISTICS OF STANDARDIZED TEST:

 It should be fixed.
 It is specific direction for administering and scoring the test.
 It consists of standard content.

STANDARDIZED TOOL:

It deals with quality measurement- standardized tools are:

1) Test of intelligence
2) Aptitude
3) Interest
4) Personality
5) Achievement
6) Socio-economic scale
7) Test for mental and physical ability

TEST OF INTELLIGENCE

DEFINITION:

Intelligence is the ability to give response that is true. -Thorndike

Intelligence is a capacity of excellence individual in the various areas. According to

Therman, Intelligence is the ability to think.

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TYPES OF INTELLIGENCE

MECHANICAL INTELLIGENCE:

It is the skill to manipulate the tool.

SOCIAL INTELLIGENCE:

It means understanding of people and the ability to act wisely in human relationship.

ABSTRACT INTELLIGENCE:

It is the ability to handle words, numbers, formulas and Scientific principles.

TYPES OF INTELLIGENCE TEST:

1) Individual intelligence test

2) Group intelligence test

1) Individual intelligence test:

This test can be administered to only one individual at a time. It can be verbal method,
non-verbal and performance.

TYPES OF INDIVIDUAL INTELLIGENCE TEST:

Verbal method

Non-verbal method

Performance test

Verbal method: In this method language ability is essential. The individual can answer
through to verbal way such as reasoning memory, numerical abilities. Verbal test cannot
be administered to dumb, or those who doesn’t understand your Language.

Non-verbal method: It is deals with the diagram and picture. This test is free from
language barriers and do not require reading skill. Non-verbal test can administrate
illiterate, literate foreign.

Performance test: It is one of the non-verbal test but is assess the person has to do
something.

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 2) Group intelligence:

In this method, test can be administered to a group of individual at a time. Group

intelligence test started during first war for selecting shoulder in large number.

TYPES OF GROUP INTELLIGENCE:

Verbal test

Non-verbal test

INTELLIGENCE BASED ON SCIENTIST:

1) Wechsler test:

(a) Wechsler adult intelligence test scale(WISE)

(b) Wechsler intelligence test scale for children(WISC)

2) The Stanford binet intelligence scale

3) Ravens progressive matrix

4) Vineland social maturity scale

WECHSLER TEST:

This test is described by American psychologist Wechsler. From this we can assist the individual
intelligence scale for all age group. WISE is used for people between ages of 16-75; WISC is
used for children at age group between 5-15 yr.

Test detail: Each test consists of verbal scale and performance scale.

It consists of six subjects:

1. Test of general information

2. Test of general comprehension
3. Test of Arithmetic reasoning
4. Test of digit span
5. Test of distinction between similarities
6. Test of vocabulary

PERFORMANCE INTELLIGENCE TEST:

This test has 5 subs. Tests:

1) Picture arrangement test

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 2) Picture completion test

3) Object assembly test

4) Block design test

5) Digit symbol test

APTITUDE TEST

Aptitudes mean ability or a particular skill or a potential.

SIGNIFICANCE OF APTITUDE:

Aptitude tests are used for variety of purposes.

Teachers use these tests to measure their student’s performances.

And employers often use them to identify the candidate that’s most capable or best suited
for a job.

PURPOSES:

Educational purposes: Aptitude tests that are Intended for educational use include the
scholastic assessment test, the American college testing exam and the differential aptitude
test, which assess one’s particular skill.

Occupational purpose: Many aptitude tests are created to check an individual’s specific
skills that are relevant to the individual’s job.

There is a variety of aptitude test such as:

1) Verbal
2) Numerical
3) Clerical
4) Sensory
5) Mechanical ability

TYPES OF ATTITUDE TEST:

1) Specialized

2) Generalized: Divided into subtypes;

i) Mechanical tests

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 ii) Musical aptitude test

iii) Art judgement test

iv) Professional tests

V) Scholastic aptitude test

MECHANICAL TEST:

Items: Asking the subjects to put together the parts of mechanical devices.

Asking him to replace cut-outs of various shapes.

Questions concerning the basic information about tools and their uses.

Physical and mechanical principles.

PROCEDURE:

Subtest I Verbal reasoning: The subject is asked to read the instructions and examples
given in the verbal reasoning test booklet.

He is allowed 30 min. to complete the 50 sentences as per instructions. The subject has
to give his answer in the answer sheets.

Subtest II numerical ability: Here, the subject is allotted 30 min. to answer the 40
arithmetic problems.

Subtest III Abstract reasoning: The subset has 50 problem figures. The Subject is
allowed 25 min. to find out the missing figures of the series from the alternatives.

Subtest IV: Mechanical reasoning: To answer the 68 questions the subject is given 30
min.

Subtest V: Clerical speed & accuracy

Subtest VI: Language usages: To find out the errors in 50 sentences the subject is given
25 min.

INTEREST TEST

Interest tests or interest inventories measures a person’s preferences and motivations,

including what types of activities a person enjoys, the products he or she are most likely
to purchase, and motivational factors such as things that make an individual feel happy
versus neutral.
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 Interest test are also known as interest inventories.

INTEREST ASSESSMENT:

The strong interest inventory is an interest inventory used in career assessment. The goal
of this assessment is to give insight into a person’s interest, so that they may have less
difficulty in deciding on an appropriate career choice for themselves.

It is also frequently used for educational guidance as one of the most popular career
assessment tools.

It was revised later by jo-ida Hanson, and david Campbell. The modern version is based
on the typology of psychologist John.L.Holland.

It is an assessment of interests, and not too confused with personality assessments or

aptitude test.

The test can typically be taken in 25 minutes after which the results must scored by
computer.

After scoring , an individual can then view how their personal interests compare with the
interest of people in a specific career field.

OCCUPATIONAL INTEREST:

Campbell interest and skill survey: match the interest and skill

Strong interest inventory: likes & dislikes

Self-directed search: career selection

PERSONALITY TEST

The term personality is derived from the word persona or the mask which the roman and
greek actors used to indicate to the audience.

Personality is the total quality of an individual’s behavior as it is shown in his habits of

thinking, in his attitude, interests, his manner of acting and his personal philosophy of
life.

There are three basic factors or variables which have to be considered in describing and
analyzing the personality.

The internal aspects of the individual: The basic drives

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 The social and material stimuli to the individual: It includes the influence to the family
and other groups.

The reaction or behavior.

DEFINITION:

Personality is the “mask” i.e. provides external circumstances for the individual
character, Persona- mask but personality is known as individual behavior pattern with
his/her environment.

 PERSONALITY= Inner + outer circumstances

Environment

OBSERVATION METHOD:

Interview (a) Structured (b) Unstructured

It is most popular method

Appearance, speech can be noticed

To evaluate for employment and for education as well as for identifying personality traits.

Body language to be observed, i.e. posture, movement of hands, facial expression.

QUESTIONARIES:

Written method

Very easily checked and scored

Questionnaires related to personality which consists of series of items by using a form

which the respondent responses by himself. This responses will be taken into
consideration for personality assessment.

PERSONALITY INVENTORIES:

Minnesota multiple personality inventory (MMPI):

MMPI: Minnesota multiphase personality

MMPI: Original MMPI 1993

MMP2: First revolution in 1989

MMPI A: Adolescent form

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PROJECTIVE TEST:

 RORSCHACH INK BLOT TEST :

It was developed by Humann Rorschach consisting of ten pictures.

Each ink blot design is printed on a separate card and it is unique in its form, Color,
Shading and white space.

THEMATIC APPRECIATION TEST:

This test developed by H.A. Murray.

Client forms a story based on ambiguous pictures.

It consists of 20 ambiguous drawings on card.

WORD ASSOCIATION TEST:

Uses a list of words which are significant into the sense of being related to certain
emotions and impulses like anger, fear, etc.

Each word is spoken to the person and the person is asked to tell an associated word that
comes to his or her mind .

The reaction is also recorded and taken into account.

After completing the presentation of all the words in the list, the words, reaction time and
words produced by the subject are analyzed in order to understand his personality .

SENTENCE COMPLETION TEST:

The subject is allowed to complete the sentence way he likes.

ACHIEVEMENT TEST

DEFINITION:

Teachers depends upon the achievement tests for measuring the progress of students.
Grounlund defines an achievement test as “ A systematic procedure for determining the
amount a student has learned through instruction”.

ACHIEVEMENT TEST TYPES:

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There are two steps:

1. Formulate the objective

2. Identify the test result

Step-1: Formulate the objective:

Starting the objectives in terms of objective.

Step-2: Determine the purposes of testing.

Selecting appropriate types of questions.

Preparing test

Assembling the test:

Writing the test item

Arrange the test

Give the instruction how to attain the questions

Administering the test

Scoring the test

Appraising the test analysis

SUMMARY AND CONCLUSION

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That class we had discussed about standardized tools, in that include definition of
standardized tools, purpose, characteristics and different-different standardized
tools which includes, Intelligence test, Interest test, aptitude test, achievement test,
personality test, etc.

REFERENCES

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1) D.Elakkuvana Bhaskara Raj, Nima Bhaskar, “ TEXTBOOK OF NURSING
EDUCATION”, 1st edition, Published by Manjunath S. Hegde, EMMESS
Medical publishers.
2) KP Neeraja, “TEXTBOOK OF COMMUNICATION AND EDUCATION
TECHNOLOGY FOR NURSES”, 1st edition, published by jaypee medical
publishers, 2011.
3) Sr. Nancy, “ PRINCIPLE AND PRACTICE OF NURSING”, 6th edition,
published by N.R. Publishing house.
4) Marilyn H. Oermann, Kathleen B. Gaberson, “ EVALUATION &
TESTING IN NURSING EDUCATION”, 6th edition, published by
springer company.
5) BT. Basavanthappa, “TEXTBOOK OF NURSING EDUCATION”, 2nd
edition, Jaypee brothers.
6) Suresh. K. Sharma, “COMMUNICATION AND EDUCATIONAL
TECHNOLOGY IN NURSING”, Elsevier publication.
7) S. Narayana Rao, “ EDUCATIONAL PSYCHOLOGY”, Wiley eastern Ltd,
New delhi.
8) Spaner D, Caraiscos VB, Muystra C, Furman ML, Zaltz-Dubin J, Wharton
M, Whitehead K. Use of standardized assessment tools to improve the
effectiveness of palliative care rounds: a quality improvement initiative.
Journal of palliative care. 2017 Jul;32(3-4):134-40.

ABSTRACT

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Use of Standardized Assessment Tools to Improve the Effectiveness of
Palliative Care Rounds: A Quality Improvement Initiative

Donna Spaner, MD, MScCH, CCFP(PC), Valerie B. Caraiscos, PhD, MD, CCFP(PC),

Abstract

Background:

Optimal care for patients in the palliative care setting requires effective clinical teamwork.
Communication may be challenging for health-care workers from different disciplines. Daily
rounds are one way for clinical teams to share information and develop care plans for patients.

Objective:

The objective of this initiative was to improve the structure and process of daily palliative
care rounds by incorporating the use of standardized tools and improved documentation into
the meeting. We chose a quality improvement (QI) approach to address this initiative. Our
aims were to increase the use of assessment tools when discussing patient care in rounds and
to improve the documentation and accessibility of important information in the health record,
including goals of care.

Methods:

This QI initiative used a preintervention and postintervention comparison of the outcome

measures of interest. The initiative was tested in a palliative care unit (PCU) over a 22-month
period from April 2014 to January 2016. Participants were clinical staff in the PCU.

Results:

Data collected after the completion of several plan-do-study-act cycles showed increased use
and incorporation of the Edmonton Symptom Assessment System and Palliative Performance
Scale into patient care discussions as well as improvement in inclusion of goals of care into
the patient plan of care.

P I C O

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 Data collected after
Clinical staff in No any intervention No any the completion of
palliative care unit several plan-do-study-
act cycles showed
increased use and
incorporation of the
Edmonton Symptom
Assessment System
and Palliative
Performance Scale
into patient care
discussions as well as
improvement in
inclusion of goals of
care into the patient
plan of care.

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