Assess and correct pdf download

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This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. Oxford Assess and Progress: Clinical Medicine returns for a second edition with new questions, new illustrations, and updated cross-references to the ninth edition of the Oxford Handbook of Clinical Medicine.

This essential revision resource is packed with over SBAs and EMQs that cover all the core aspects of clinical medicine to help you ace your Finals. Each question is accompanied by extensive feedback which explains not only the rationale behind the correct answer, but also why other options are incorrect.

Open questions are those questions which invite the respondent to provide answers in their own words and provide qualitative data. One of the most common rating scales for self-reporting is the Likert scale. A statement is used and the participant decides how strongly they agree or disagree with the statements.

One strength of Likert scales is that they can give an idea about how strongly a participant feels about something. This therefore gives more detail than a simple yes no answer. Another strength is that the data are quantitative, which are easy to analyse statistically.

The great advantage of self reporting is that it gives free environment to response or show their emotions. At the same time there may be possibilities for hiding natural emotions as per situations.

Anecdotal records also facilitate assessment conversations as educational professionals describe their observations of student learning and consider ways to develop appropriate strategies to build on strengths and address academic needs.

Anecdotal records are reports about the teacher informal observations about students. It will be a good tool to bring positive behavioral patterns through daily observation and correction. Observing children in instructional settings : Formal and information is the starting point in the preparation of anecdotal records.

Maintaining a standards-based focus : Follow some criterias as standards at the time of observation. Making anecdotal records : Writing quality anecdotal records is facilitated by keeping in mind the following considerations: Write observable data, use significant abbreviations, write records in the past tense.

Managing anecdotal records : Once the records are coded for strengths, needs, or information, simply list an abbreviated summary of the strengths and the needs in the space provided below the records.

Separating the records into strengths and needs allows the teacher to summarize what patterns are being exhibited by the student. The summary also helps clarify and generate appropriate instructional recommendations. The standards also inform the selection of strategies and activities for instructional recommendations. Periodically, analyze the compiled records for each student. The time between analyses may vary according to your own academic calendar.

It gives an idea of the personality of an individual as the observer judge the behavior of a person includes a limited number of aspects of a thing or of traits. Rating means the judgment of one person by another. Writes Ruth Strang. Opinions are usually expressed on a scale or values.

Rating techniques are devises by which such judgments may be qualified. The ratings are done by parents, teachers, a board of interviewers and judges and by the self as well. Rating is a term applied to expression of opinion or judgment regarding some situation, object or character. Opinions are usually expressed on a scale of values. Rating scale refers to a set of points which describe varying degrees of the dimension of an attribute being observed.

Description of the characteristics to be related, 2. Some methods by which the quality, frequency or importance of each item to be rated may be given. The trait to be treated should be reading observable. The specific trait or mode of behavior must be defined properly. The scale should be clearly defined ie, We are rating at a three, four or fire-point scale. Uniform standards of rating scale should be observed. The rater should observe the rates in different situations involving the trait to be rated.

The number of characteristics to be rated should be limited. In the rating scale, card, some space may be provided for the rater to write some supplementary material. The directions of using the rating scales should be clear and comprehensive.

Several judges may be employed to increase the reliability of any rating scale. Well informed and experienced persons should be selected for rating. According to Guilford , P. Numerical scale Itemized rating scale 2. Graphic scale 3. Standard scale 4. Rating by cumulative points 5. Forced choice ratings. Numerical Scale In the typical numerical scale, a sequence of defined numbers is applied to the rater or the observer, The rater assigns an appropriate number in line to each stimulus.

Guilfor , P used in obtaining ratings of the effective values of colours and orders as follows:- Most pleasant imaginable 9. Most pleasant 8. Extremely pleasant 7. Moderately pleasant 6. Mildly present 5. Indifferent 4. Modularity unpleasant 2. Extremely unpleasant 1. Most unpleasant 0. Most unpleasant imaginable Thus in a typical numerical scale, numbers are assigned to each trait. If it is a seven point scale the number of 7 represents the maximum amount of that trait in the individual and 4 represents the construct.

Numerical rating scale are easiest to construct and to apply. They are simplest in handling the results. But this rating scales are rejected in favor of other types of scales because it is believed that they suffer from many biases and errors. Graphic Scale Graphic scale is the most popular and widely used type of rating scale. In this scale, a straight line is shown. Vertically or horizontally, The line is either segmented in units or it is continuous.

Scale points with brief description may be indicated along the line. There are many advantages of graphic scale. The respondents may check at almost any position along the line which fact may increase the difficulty of analysis. Standard scales. In standard scales a set of standards is presented to the rater. The standards are usually objects of some kind to be rated with preestablished scale values.

The man to man scale and portrait matching scale are other two forms that conform more or less to the principle of standards scales. Man — to — man scale is used in connection with military personal. The portrait — matching technique was first used in connection with the studies of character by Hartyshorne and May Rating By Cumulative PointS Here the rates is asked to give the percentage of the group that prosses the trait on which the individual is rated Forced Choice Ratings: In this method, the rater is asked, not to say whether the rate has a certain trait or to say how much of a trait the ratee has but to say essentially whether he was more of one trait than another of a pair.

In the construction of a forced — choice rating instrument, descriptions are obtained concerning persons who are recognized as being at the highest and lowest extremes of the performance continue for a particular group to be rated. In forming an item, elements are paired. Two statements or terms with the same high preference value are paired, one of which is valid and the other not.

Two statements or terms with about equally low preference value are also paired, one being valid and the other not. Helpful in measuring specified outcomes or objectives of education 2. Helpful in supplementing other sources of understanding about the child. Helpful in their simulating effect upon the individuals who are rated.

Helpful in writing reports to parents 5. Helpful in filling out admission 6. Helpful in making recommendations to the employers. Helpful to the students to rate himself. Some characteristics are more different to rate. Subjective element is present. Lack of opportunities to rate students. Rates tend to be generally generous. Some of them are discussed as under. Sometimes raters would not like to bring down their own people by giving them low ratings.

The result is that high ratings are given in almost all cases. Such an error is known as generosity error. Some raters have a tendency to rate all individuals low. There is a tendency in some observers to rate all or most of the rates near the midpoint of the scale. Such an Error occurs when the characteristics or the trait to be rated is misunderstood.

When we want to asses whether some traits are present or absent in the behavior of an individual, we can use check list method. This consists of a number of statements on various traits of personality.

The statement which applies to the individuals is checked. The checklist is an important tool in gathering facts for educational surveys, that is for checking of library, laboratory, game facilities, school building, textbooks, instructional surveys, that is for checking of library, laboratory procedures, etc. Which are completed by the respondent rather than by the observer.

There are various ways of writing and arranging the items in a checklist. Kempler has suggested four ways and the researcher may make use of all or some of them to serve his purpose best.

The form in which items are positive statements and the respondent or observer is asked to put a tick mark in the space provided Eg.

The school organizes debates weekly, fortnightly, monthly, annually, irregularly. The items of the checklist should be phrased in such a way that they are discriminative in quality. It will increase the validity of the check list. A preliminary tryout of the check list may also prove helpful in making the tool one objective. The tabulation, qualification and interpretation of the checklist response is done in very much the same way as that of the questionnaire responses.

According to Covillo Costallo and othrs. Ambiguous material : Projective tests often use ambeyours material to which the subject must respond freely often in descriptive form. Ambigious material mean that every subject can interpret the test stimulate in his own way. Evoke responses from unconscious : The test stimulate evoke responses from unconscious of the subject. The subject projects his inner feelings in the test situation. Multi dimensionality of responses: The dimensions in which the subject can respond are various as physical, intellectual, social and emotional.

There is more freedom to respond against the instrumental stimuli of the tests. It is possible for the subject to make a great variety of responses to the test task.

Freedom to respond. The projective techniques provide full freedom to the subject to test stimuli. He is not restricted as regards the nature of responses. Holistic approach : It means that projective tests attempt to study the totality of behavior.

They emphasizes the moral approach to understand personality. Answers are not right or wrong : The responses of the subject are not second or evaluated as right or wrong.

They are evaluated qualitatively. Purpose of the test is disguised. The purpose of the test is not disclosed to the subject otherwise he becomes test conscious and may hide his real feelings. Types of projective measures.

In this test ten standard cards, each bearing an inkblot, representing different diagnostic categories, are administered to subjects, who are then asked to interpret and describe what they see.

The test administrator notes down this description for subsequent analysis i. The scoring is done objectively on the basis of colour, form, movement, content speed originality. Scores can be categorized three….. Location 2. Contents 3. Location involves seeing of the whole. Determinant includes shape, colour, shading movement human figure, animal figures.

This thorschach technique has been used in clinical personality as also some aspects of subjects mental life , adjustment process, depression define mechanism etc. It consists of 20 pictures Morgan Each picture is ambiguous enough to permit a variety of interpretations. Presenting the picture, the testee is asked to make up a stony of what is happening in the picture. Most people when they makeup such stories identify themselves with one of the characters in the picture and their stories may be little more than thirty disguised autobiographies.

If makes an hour to administer the test and the testee may be asked to appear before an interview. The stories are analyses to know the testee attitudes wishes and mental life. These stories reflect the repressed motivations of the subject. The test is more useful in knowing general personality rather than the diagnostic aspects. If can be used with Thorchach to obtain better results.

Each story is scored out under four main Categories vectors levels conditions qualifies. Vectors : drives, feeling direction of Behaviour Levels : Object description, wish intention night dream Conditions : psychological, physical, social, valences, depression,anxiety, security and Qualifies : temporal characteristics contingency casualty,negation This test is being employed in clinical studies of the maladjusted and abnormal section of students normal group.

It is permitting wide quantitative and qualitative frustrstion modes of adjustments. Pictures Instead if using dolls, the researcher presents pictures to the child and ask questions about them one could present pictures of rural and urban persons, Rajasthani and Gujarathi females, Hindus and Muslims, Brahmins and lalits and soon and ask with whom the child would like to play with. In the story , the end is not given but the children are asked to finish it. A partial sentence is asked to complete with the first word or phrase that comes to mind.

For example. Words Association Test WAT Lindzey calls this also as association techniques in this test, the subject is given a list of words, one at a time, and asked to link it with the word that immediately comes to his the mind. These wards are recorded. For example, a teacher is asked about the roles which a teacher is expected to perform.

It is not necessary that all respondents will point out all roles which a teacher is to perform. Say, to teach, to guide, to control, to increate, values, and so on. Every respondent will answer the question as he perceives it… A doctor is described as commercial — minded, greedy, inefficient, careless.

A vegetable, seller is seen as cheat, liar greedy, impolite. It is only is face association process that the person reveals him inner feelings about the subject. Ward association test are affected by clasped time. For example, the interviewer studying sibling rivalry can setup a scene containing a mother doll breast — feeding respondent looking on.

Dolls have also been used extensively in studying prejudies. This techniques can be used to determine a true feeling of a student about a teacher in a class situation.

Role playing is particularly useful in investigating situations. Where interpersonal relationship are the subject of the research, eg : husband — wife, shop keeper — customer — employer-employee officers — clerk etc. An individual reveals himself in various situations and sometimes he is not aware of this fact.

Thus we get reliable information. The connection between diagnosis and the situation is very close 3. It is not possible for the individual to give readymade habitual or conventional responses as the tasks presented are novel and instrumented. These techniques encourage spontaneous responses. These enable us to have a total view of the personality of an individual rather than in piece — meal. It is the most flexible tool in collecting both quantitative and qualitative information.

A questionnaire cannot be judged as good or bad , efficient or inefficient unless the job it was intended to accomplish is known. Developing a questionnaire requires a certain amount of technical knowledge.

The researcher must decide the points like method of data collection , procedure to be followed in approaching the respondent order of sequence of questions structured vs unstructured questions while framing a questionnaire.

Scope of Questionnaire. When very large samples are desired. Cost have to be kept low. The target groups who are likely to have high response rates are specialized. Ease of administration is necessary. Moderate response rate is considered satisfactory.

It has been used for wide range of problems like ; 1. The problem of teacher training. Administrative difficulties , 3. Method of teaching. Testing of achievements. Duties difficulties of teachers. Rating of school textbooks, etc. Characteristics of A Good Questionnaire.

It deals with an important or significant topic so that it enthuses respondent to give response. Its significance is carefully stated on the questionnaire itself. It seeks only that data which cannot be obtained from the resources like books reports and records. It is as short as possible because long questionnaire are frequently thrown away into the waste paper —basket.

It is at the same time as much comprehensive as necessary so that it does not leave out any relevant and crucial information. It is attractive in appearance, neatly arranged and clearly duplicated or printed. Directions are clear and complete , important terms are clarified each question deals with single idea and is worded in simple and clear manner as possible and provide an opportunity for easy accurate unambiguous response.

The questions are objective with no clues ,hints or suggestions as to the responses desired. Leading questions are carefully avoided. Questions are presented in good psychological order proceeding from general to more specific responses. The offending annoying or embarrassing questions have to be avoided as far as possible.

Items are arranged in categories to ensure easy and accurate responses. Descriptive adjectives and adverbs that have no agreed up on meaning are avoided. Double negatives are also avoided. The questions carry adequate number of alternatives. Double barreled questions or putting two questions in one questions or putting two questions in one question are also avoided.

It is easy to tabulate summarize and interpret. Various Forms of questionnaire Questions in the questionnaire may vary with respect to a number of criteria. Primary, Secondary and Tertiary Questions On the basis of the nature of information elicited questions may be classified as primary , secondary, and tertiary.

Primary questions elicit information directly related to the research topic. Secondary questions elicit information which do not relate directly to the topic , ie, the information is of secondary importance. Tertiary questions only establish a frame work that allows convenient data collection and sufficient information without exhausting or biasing the respondent. Closed —ended and open —ended questions The closed- ended are the fixed choice questions. They require the respondent to choose a response from those provided by the researcher.

It is easy to fill out, takes less time keeps the respondent on the subject is relatively more objective , more acceptable and convenient to respondent and is fairly easy to tabulate and analyse.

The open-ended type questions which respondents to answer in their own words. The subject reveals his mind gives his responses. This type of item is some times difficult to interpret, tabulate and summarize in the research report. Structured and non- structured questions The structured questions contains definite concrete and direct questions where as non — structured may consist of partially compleated questions or statements. A non- structured questionnaire is often used as the interview guide which is non — directive.

The interviewer posses only a blue print of the enquires and he is largely free to arrange the from or statements of the questions. Steps In Questionnaire Construction Questionnaires are constructed in a systematic manner.

The process goes through a number of interrelated steps. Preparation; The researcher thinks of various items to be covered in the questionnaire and arrangement of these items in relation to another. Constructing the first draft; The researcher formulates a number of questions including all types of questions. Self evaluation; The researcher thinks about relevance systemtically, clarity in language, etc.

Revision ; After receiving suggestions some questions are eliminated some changed and some questions are added. Pre — test or pilot study; A pre test is undertaken to check the suitability of the questionnaire as a whole. Revision ; The minor and major change may be made on the basis of experience gained in pre- testing. Second pre —testing ; The revised questionnaire is then subjected to a second test and amended if necessary. Preparing final draft; After editing ,checking ,spelling , space for response , pre coding, the final —draft is prepared.

Administering Questionnaire It can be administered in several ways; 1. Self Administered questionnaire ; there are two type of self administered questionnaires. It can be inexpensive to operate.

In postal questionnaire use good quality envelop , typed and addressed to a named person wherever possible , also first class rapid postage service to send the questionnaire. Telephone ; In this respondents can be contacted at their convenient time even in the evening. It can be recorded in machine. Internet ; It is conducted with the help of the help computers.

It can be administered only between those persons both of them have computer and internet facility. Advantages of Questionnaire It has greater potentialities when it is properly used otherwise progress in many areas of education would be greatly handicapped.

It is economical way of collecting information to educaters. It permits a nation wide or even international coverge. It is easy to plan construct and administer. Once it has been constructed skillfully the investigator may ask anybody to administer it on his behalf. Confidential informations often may be obtained more readily by means of questionnaire. It places less pressure on the subject for immediate response. It may be used as a preliminary tool for conducting a depth study later on by any other method.

Limitations of Questionnaire 1. The mailed questionnaires can be used only for educated people also restricts the number of respondents. The return rate of questionnaire is low. The mailing address may not correct which may omit some eligible respondents. Sometimes different respondents interpret questions differently.

The researcher is not present to explain the meaning of certain concepts the respondent may leave the question blank. It does not provide an opportunity for collecting additional information.

The respondent can consult others before filling in the questionnaire this response cannot be considered as his own views. There is a lack of depth or probing for a more specific answer. Children in school situations mostly interact in groups. The teacher parents, social workers, psychologists and other persons who are interest in the improvement of social relations must study the mechanism that operate in social interaction.

To deal effectively with social groups one must study the dynamics of social behavior. A common goal 2. Organised structure 3. Motivation 4. Moreno invented the technique of sociometry. After a few weeks of commencement of school, teacher has to conduct this test. It is not really a test like an intelligence test. It is to test the reactions of student among themselves. Within a few weeks each one would have known one another sufficiently to get close as friends or to maintain a distance.

Teacher has to prepare open ended questionnaire. This could be administer quite informally in one of the class hours assuring students of utmost confidentiality of their responses. They should be urged to be frank and forthright. Students tend to be a little reserved in the beginning, particularly in giving their negative choices. Tact is needed on the part of teachers to establish rapport and trust that their responses would never be leaked out.

The responses are recorded in a rectangular card in which a student could write his name at the top, write down the question number and their choice of class — fellow so that it would be easily processed and tabulated. On the basis of student reactions teacher could prepare a socio matrix. Total for each student could be counted and entered. This would give a measure of acceptance or popularity for positive responses and rejection or unpopularity for negative responses. Some studies might fear that revelation of negative choice would invite trouble from bullies and embitter relationship.

It teachers could ensure confidentiality of pupil responses and avert leakages of preferences, students could be persuaded to fill in both set of questions.

To draw such a diagram, a few rules have to be followed. If neither a broken line nor a continuous line is drawn towards a student. It has to be understood that the student is ignored. To draw in sociogam for a class consisting of 30 or 40 students four Concentric squares one with in others are draw and students are placed in various positions depending upon their scores obtained in the sociomatrix. Thus a sociogram is a diagrammatic representation of the mutual choice, rejection and indifference of the pupils in a class room torwards one another.

On the basis of relationship among, the students in class may be classified in two 4 types 1. Stars 2. Stars are those students in the class room whom large number of students are attracted or student like. They have attractive physique or good health 2. They are usually of above average intelligence 3. They have better or high achievement in the class 4.

They have extrovert personality 5. They are of high self-esteem and high self concept or high level of aspiration. They are talkative or take part in all type of conversation and have self confidence. They are very co-operative and helpful to others. The teacher can take help of popular students in organizing effective teaching. They are helpful for adjusting the isolates of the class. The classroom problem can be easily solved by teacher taking them into his confidence, but he should not give undue weightage to them.

ISOLATES Isolates are those students of the class room whom no student of the class like or does not make friendship with them, such students are called insolates or rejected student of the class. They require help of the teacher.

The teacher should try to identify their problems by discussing with them. The physical, psychological and educational tests should be used for the diagnosis purposes.

The Isolates should be given the awareness of the characteristics of stars. The teacher should make moderate praise of the isolates whenever they succeed in some school work. The teacher must find out those skills and hobbies in which isolates show promise and should try to develop them. The teacher should discuss the problem of the isolates with their parents. They should be encouraged and teacher should deal with sympathetically by developing report with them.

The students have their close friendship or mutual attraction are known as mutual pairs of friends. The mutual pairs have their liking with third or fourth students. Thus their liking or attraction form chains of relationship among the classmates. A rejectee is one who creates niisance in class by frequent fighting and quarelling. His classmates may avoid him out of fear. He may be a fully. One who receives maximum Number of negative scores is a rejective. He is disliked by most of his classmates.

Students in the class should be well acquainted with each other. Sociometric test should not be administered in the first week. At least six weeks interval should be allowed. Positive teacher-pupil relationship chould exist 3.

Student responses should be kept confidential. Students should know that results will be used positively. A relaxed, informal classroom atmosphere should prevail when it is administered. No prior announcement is needed. It should not take more than fun to fifteen minutes. Directions should be clear and simple.

Spontaneity underlines Sociometric choice. Feelings are not always based on reason. Every member must be present on the day of the test. It should not be administered shortly after a new student has joined the class. A test is a form of assessment. It answers the question how well did the individual performed. It can be either in comparison with others or in comparison with a domain of performance tasks. So we can say — a list is a type of assessment consisting of a set of questions administered during a fixed period of time under reasonably comparable conditions for all students.

Purpose of Testing The use of psychological testing is to evaluate behavior, cognitive behavior personality traits and other individual and group characteristics in order to assist in making judgments, predictions and decisions about people. To say it specifically list are used for screening applicants for jobs, educational programs etc and to classify and place people in the right contexts.