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`1. 2min Introduction
A question bank is a systematically crated repository of
questions designed to support educational, training, and
evaluation purposes. It serves as an essential tool for
educators, trainers, and students by providing a structured
framework for assessing knowledge, understanding, and skill
development. Question banks are versatile resources used in explaining listening

various settings, including schools, universities, corporate

training programs, and competitive exam preparations. The
process of preparing a question bank is much more than
simply gathering questions. It involves thoughtful planning,
meticulous organization, and strategic alignment with learning
objectives and assessment goals. The quality of a question
bank directly impacts its effectiveness in fostering learning
outcomes and achieving educational goals. Therefore, a well-
constructed question bank must be comprehensive, balanced,
and versatile.
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2. 2min Definition Define
define
According to Devasis Chakma, "A question bank is a large question bank
question bank
database of suitable questions that are coded by subject area, Roller board preparation?
preparation
instructional level, instructional objectives measured, and
various other pertinent question characteristics, such as
difficulty level and discriminating powers."
According to Nathan Thompson,"A question bank refers to a Explaining Listening

pool of test questions to be used on various assessments

across time."
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.
2. 3min enlist the
Purposes
purpose of Enlist the
1. To improve the teaching learning process.
question bank explaining listening Pamphlet purpose of
2. Through instructional efforts, the pupil's growth will be
preparation question bank
obtained.
preparation?
3. To improve evaluative process
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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
4. 2min
listdown the Uses of Question Bank/Test Library
uses of A test library is used with the advantage, by the teacher
explaining listening
question bank and text book writers as well as by examining agencies. booklet

Possible uses by each of them are given below. Listdown the

I. For the Teacher: uses of

A good selection of test will be helpful for the teacher in a question

number of ways. bank?

As an instructional material.
For review purposes: A teacher can review the success of
instruction and the progress of the students through periodical
review tests selected or adapted from those available in the
library.
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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 investigations: By administering tests and
item analyzing the teacher can make varied use of test result.
II. For Examining Agents:
It is helpful for them in raising the level of testing in their explaining listening
examination. Some of the uses are:
Setting good questions for the examination [Link]
time in setting improved question papers.
a) It can be used for evaluation
Evaluation is of two types:
Formative
Summative
b) It can be used for mastery testing
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5. 5min explain the Preparation of Question Bank PPT
preparation of Steps include:
question bank 1. Setting Objective
2. Blue print of question bank explain the

3. Writing of question preparation

4. Screening of question of question

5. Preparing the question cards explaining listening bank?

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.
Blue Print of Question Bank:
A mere collection of large number of questions 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
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a) Behavioural / 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 be one that contains questions from all
units in a subject, testing all the abilities like knowledge, explaining listening
application, and comprehension.
3. Writing of Questions:
Now 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.
[Link] 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
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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. explaining listening
Teacher who has experience of teaching in that particular
class.
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.
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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 explaining listening
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 question cards prepared are to be arranged in a proper
order according to code scheme which helps in broader
grouping. Question card may be sort arranged topic wise after
looking at the code number written on the question cards.
Filled question cards should be stored in duplicate. 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.
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Limitations:
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. explaining listening
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
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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) explaining listening
Extended response type
a. Long essays
Restricted response type
a. Short essays
b. Short answers
c. Very short answers
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
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frequently referred to as the true or false item.
Uses of true or 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 explaining listening
statements, especially double negatives.
Avoid long complex sentences.
Avoid including two ideas single declarative statement is
used with any one of several methods of responding.
Suggestions 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 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
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min equal in length.
The number of true statements and false statements should be
approximately equal.
2. Multiple choice items - Refer unit IV previous pages.
3. Matching items
In its traditional form, the matching exercise consist of
two parallel columns with each word, number of symbol in explaining listening
one column being matched to the 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.
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When writing matching items, the number of choice should
always exceed the number of statements, so that guessing is
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 explaining listening
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. Refer - Unit - IV (Previous pages)
6. Essay Test Questions. Refer - Unit - IV (Previous pages)
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Planning of queation bank:
Analysis of subject matter content

Collection of test items:teachers and item writers specially

trained for purposes ,post examination paper.
explaining listening
Try out and item analysis

Using item analysis data

Banking selecteditems

Administering sample test

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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. explaining listening
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 seem wasteful, panels should
always be supplied (as far as is possible) with more than is
eventually needed more items and often more distractors for
each item.
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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 explaining listening
Any line references made have been indicated clearly in
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
unctioned 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:
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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 explaining listening
the same set or test
5. The integrity or worthwhileness 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 something
about test length. If every-one 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
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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 explaining listening
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. Rein-state//replace any
usable 'rejects' if all the objectives are not satisfactorily
covered.
. 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, make sure some easy ones occur early, to give the
candidate some confidence)
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b. Keyed answer order and distribution;
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 explaining listening
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, and 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
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it yourself as a final check. Only then can you send 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, explaining listening
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, 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.
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 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.
Identify the
explaining listening hand out disadvantage
6. 2min Identify the Disadvantages of Question Bank of question
disadvantages bank?
of question  It requires a great deal of work in terms of preparation
bank 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
SUMMARY:
Till now we are discussed about definition ,purpose ,uses of question ,preparation of question bank and disadvantages of question bank
preparation.

Conclusion:
The question bank preparation successfully consolidated a diverse range of questions, ensuring alignment with the syllabus, cognitive
levels, and assessment objectives. This structured approach promotes comprehensive evaluation and serves as a reliable resource for both
teaching and learning purposes."
Evaluation:

[Link] is the definition of question bank preparation?

According to Devasis Chakma, "A question bank is a large database of suitable questions that are coded by subject area, instructional level,
instructional objectives measured, and various other pertinent question characteristics, such as difficulty level and discriminating powers."

According to Nathan Thompson,"A question bank refers to a pool of test questions to be used on various assessments across time."

[Link] are the purposes of preparing a question bank?

1. To improve the teaching learning process.

2. Through instructional efforts, the pupil's growth will be obtained.

3. To improve evaluative process

Assignment:

Question bank –preparationwith model preparation (as per Dr.M.G.R University)

Bibliography:

Book reference:

Student teacher reference:

1. B.T. Basavanthappa (2003) "TEXT BOOK OF NURSING EDUCATION" I edition, Newdelhi jaypee brothers publications, page no:473-
476, 537-539.

2. K.P. Neeraja (2003) " TEXT BOOK OF NURSING EDUCATION" I edition New Delhi jaypee brothers publications page no: 419-426.

3. Loretta.E. Heidgerken (1997) "TEACHING AND LEARNING IN SCHOOL OF NURSING" 3 edition New Delhi, Jaypee brothers
publications, page no: 446 448.

4. B. Sankaranayan etal (2003) LEARNING AND TEACHING NURSING" I EDITION, Calicut Brainful publications page no: 239-255.

Net Reference

[Link]

[Link]

[Link]
Journal reference:

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for
classroom assessment. Applied Measurement in Education, 15(3), 309-333

Scully, D. (2017). Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research,
and Evaluation, 22(1), Article 4.

van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: From methods to
programmes. Medical Education, 39(3), 309-317

Student reference:

1. B.T. Basavanthappa (2003) "TEXT BOOK OF NURSING EDUCATION" I edition, Newdelhi jaypee brothers publications, page no:473-476,
537-539.

2. K.P. Neeraja (2003) " TEXT BOOK OF NURSING EDUCATION" I edition New Delhi jaypee brothers publications page no: 419-426.
 LESSON PLAN
ON
QUESTION BANK PREPARATION
SUBMITTED TO: SUBMITTED BY:

SUBMITTED ON:
 REATHI COLLEGE OF NURSING-TIRUPPUR

LESSON PLAN ON QUESTION BANK PREPARATION

IDENTIFICATION DATA:
Name of the student : Jenifer. P

Name of the subject : Nursing education

Topic : Question bank preparation

Placement :

Date :

Time :

Venue :

Duration : 15min

Methods of Teaching : Lecture Cum discussion Method

Av Aids : Black board, chart, PPT, OHP, leaflet, booklet, pamphlet,bulletin board,hand out

Previous knowledge : The learner has prior knowledge regarding question bank preparation

Name of the evaluator :[Link] [Link] (N),

GENERAL OBJECTIVES:

At the end of the class, the students will be able to gain adequate knowledge regarding question bank preparation and develop the practical
skills necessary to apply this knowledge effectively in various clinical settings.

SPECIFIC OBJECTIVES :

At the end of the class the students will be able to

o Define question bank preparation

o enlist the purpose of question bank preparation
o listdown the uses of question bank
o explain the preparation of question bank
o identify the disadvantages of question bank