INTRODUCTION:

A question bank is a planned library of test

items designed to fulfil 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.
 DEFINITION

 "A question bank is a planned library of test

items designed to fulfil 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."
 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.
1. For the teacher:
 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 analysing 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
Setting objective

Blue print

Writing

Screening of question

Preparing the question cards

Coding of questions

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) 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, 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
 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 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.
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 analysed 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 updating. Storage is the most important aspect. It
has to be well planned where computers are
available it is extremely easy.
Levels of question bank

Zero Level

Level One

Level two

Level three
1. Zero Level: The question bank is just a library of
questions and questions are classified according to
the areas of the syllabus
2. Level One: Certain details arrived in the form of
"guess estimates" by consensus of experienced
teachers and subject-matter experts
3. Level two: The questions are classified according
to the content of learning objectives that they test,
and each question is pre-tested and item analysis
carried out to give more accurate information such
as the facility index and discrimination index
4. Level three: It is a mere extension of level two. at
this level the questions with their technical details
are stored in a computer facilitating their retrieval
and manipulation within a very short time
Advantages
 Test development
 Question bank make available readymade test
items for use by every teacher
 The cooperative efforts result in the improvement
of item quality
 Most of the examination weaknesses are
minimized by using question banks
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.
 Objective/behavioural aspect/abilities in
cognitive, conative and affective domains..
 Content subject area aspects.
 Form of question aspect like essay type,
short answer type and objective type.
 Weightage aspect
 Types of questions used in a question bank

1. Objective type test

 Selection type
True or false items
Multiple choice items
Matching type
Extended matching questions
Multiple response items
Assertion-reason items
Interpretative items
 Supply type
• Short answer type
• Completion type
2. Subjective type(essay test)
 Extended response type
Short essay
Short answers
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 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 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 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
 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
 Variations of the multiple choice format

 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.
 Best answer:- In this type, students are
asked to select the best answer from the
given options.
 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 and 4ª part. Usually the 3rd part is
given and the missing 4h part is selected
from the list of options on the basis of
relationship existing between the 1" two
parts.
 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.
[Link] 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
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 selected.
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,
grammar 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.
 VALIDATION OF QUESTION BANK
 Validation is the process of determining
whether or not the standard at a given phase
of its development fulfils 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
 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.
 Construct validity: It is concerned with how
well test performance can be interpreted as a
meaningful measure of some characteristic or
quality.
 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.
 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.
 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 explain the face validity. The
common sense approach gives face validity.

MODERATION BY PANEL
 Moderation 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.
 Moderation is the sense it involves
comparison of assessment judgement of
different assessors is different setting but all
relating to the same learning outcome with
the purpose of ensuring that the judgement
are comparable.
 Moderation means the quality 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.
 Moderation 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
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.
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 moderation
 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. Weak control low stakes

 Assessor meetings
 Assessor partnerships
 Strong control is necessary where the
assessment involves high stakes. Weak control
is more appropriate where the assessments are
low 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.
 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 such practical features
such as
 Easy of Administration
 Easy way of scoring
 Easy of interpreter rating and application
 Availability of equivalent for comparable
forms of same type of question bank and
cost of its preparation.
 DEVELOPING A SYSTEM FOR MAINTAINING
CONFIDENTIALITY

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
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 sets of questions which is based
on the syllabus. Out of that two sets of paper
will be selected for the examination. One is
main paper and other one is a 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 a day the paper handed over through
email with barcode. Just one hour before they
will get the barcode and open the mail with that
code taking the printout in the presence of
principal or the head of the examiner
Malpractice of this phase
I. 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 examinations 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.
Main sources of leakage are
○ Paper setters
○ Proof readers
○ Staff in-charge of question paper setting
○ Staff in-charge of dispatching the question papers
○ Printing press
○ Staff delivering the question papers.
○ Chief superintendent and staff of college
 Solutions/precautionary measures
 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.
 The university staff handling confidential papers
may be carefully chosen i.e. only reliable/honest/
dependable persons may be engaged for doing
confidential work.
 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.
 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
 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
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 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
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
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 favour 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
 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.
 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.
 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.
 Manual writing should not be permitted in the
preparation of final tabulated Mark register and
permanent pass register.
 Staff well trained in computer programming
alone should be posted in the examination
computer wing.
 Heads of the departments/ principals should be
required to verify the details of staff from service
book and forward the staff Returns.
○ As for as possible format of certificates
should not be changed.
○ 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.
 List of Malpractices and Corresponding Punishments

Malpractices Punishments
1. Appeal for consideration Give warning. if repeated
with/without any promise of cancel the exam taken
consideration.
2. Indicating identity Using Warning/ cancellation of
colour thread / marking in exam of that particular
colour pencil/Candidates paper
name/ Reg. No. another
pages/College Name /any
other special marking.
3. Attempt to bribe the cancel the examination in that
examiner by post or particular subject/cancel the
otherwise. Letter of appeal whole examination taken in
with promise for consideration that semester and debar from
of any form/Offering cash or the next 2 subsequent exams.
other kind/Remittance of
cash.

[Link] the Hall cancel the whole exam &

Superintendent/Evaluator/Oth debar for the next 2/3
er Examination Personnel /
Insubordinate behaviour
/Misbehaviour in the
Examination Hall reported by
the Chief/Hall Superintendent.
5. Possession of materials cancel the all written exam
relating to the of that session
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 cancel all the written

copying or getting help examination of that session
examination Hall in any form and debar for one or more
and accept the malpractice session
b) Helping from others in cancel the written
the examination hall in any examination of and debar
form but do not accept for the next two sessions.
malpractice.

7. Wilfully changing register cancel the examination &

Number taken in the semester
8. Insertion of answer cancer the whole
sheets brought from examination taken &debar
outside. for the next 2/3 years
9. Violent behaviour in the (a) cancel the all the exam
Examination Hall taken for that semester
a) Taking away the answer
script.
(b) Manhandling/injuring (b) cancel the exam taken
personnel connected with and debar for the next 3
the examinations years
10. (a) impersonation (a) cancel the whole exam
present students taken and debar for 3 years
& not to undergo any course
in any college during the
rustication period

(b) Impersonation in case of b) case to be reported to

past students or outsiders police employer to be
informed & degree if any to
be withdrawn for a period
of 3 years
(c) Tampering with Hall c) candidates be not
Tickets/Certificates etc. permitted to for any exams
of this university for a
period of production of
documents and not to
undergo any course college
under this university

11. Other Forms of (a) Cancel the examination

Malpractice by Students taken in the particular
(a) Writing filthy words in subject only
answer script/Wrong entry
of Reg. No. Possession of
material not related with
that particular examination.
b) Not returning the answer b) Cancel all the written
brooks / Malpractice in examinations of that session
practical examination / & debar for subsequent
Dissertation. session of exams.
c) Committing the Cancel the whole exam&
malpractice for a second debar for next 2 years
time/Forged official
communication with regard
to correction/rebottling of
marks.

12. Malpractice by a) debar from exam for 2 to

Examiners(a) Malpractice in 5yrs inform the manage-
examination work. ment &director collegiate
education about the action.
 SUMMARY
A question bank is a planned library of test items
designed to fulfil 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. Maintaining confidentiality
requires safeguarding the information that an
individual has disclosed in a relationship of trust
and with the expectation that it will not be
disclosed to others without permission, expect in
ways that are consistent with the original
disclosure.
 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. question banks serve as
powerful tools that enhance the quality, efficiency,
and fairness of educational assessments. By
offering a repository of ready-made, customizable
questions, they streamline test creation, and
provide valuable insights into student learning.
When used effectively, question banks can save
educators time, help personalize learning, and
ensure that assessments are fair and
representative of the curriculum.
 BIBLIOGRAPHY
 A test book of nursing education, Author –KP Neerja Jaypee
brothers’ medical publishers, 2nd edition 2013, Page -118-130
 A Comprehensive text book of Nursing Education, Author-
Jaspreet Kaur Sodhi , Japee brothers’s medical publisher ,
2nd edition 2019, Page- 231-235
 A test book of nursing education, Author –R Sudha Jaypee
brothers’ medical publishers, 2nd edition 2013, Page -191-194
 Text book of Educational technology/Nursing Education,
Author-N Balasubramaniam , Vision VSH publisher, 1st edition
2023, Page- 213-215
 A text book of Nursing Education, Author- BT Basavanthappa,
Japee brothers’s medical publisher , 2nd edition 2019, page -
261-262
 [Link]
question-banks-educational-assessment/