RATING SCALE

INTRODUCTION:

Rating is the term applied to expression of opinion or judgment regarding some situation, object
or character. The rating scale involves qualitative description of a limited number of aspects of a
things or traits of a person.

DEFINITION:

Rating scale refers to a scale with a set of points which describe varying defrees of the dimension
of an attitude being observed.

PURPOSES:

 Rating scale have been successful utilized for measuring the following:
 Teacher performance / effectiveness
 Personality, anxiety, stress, emotional intelligence etc.
 School appraisal including appraisal of courses, practices and programmes.
USE OF RATING SCALE:

 Helpful in writing reports to parents

 Helpful in filling out admission blanks for colleges
 Helpful in finding out students needs
 Making recommendations to employers
 Supplementing other sources of understanding about the child.
 Simulating effect upon the individual who are rated.
SELF ESTEEM

S.NO. Items 1 2 3 4

Strongly Agree Disagree Strongly

agree disagree
1 I feel that I am a person
of worth, at least on an
equal plane with others
2 I feel that I have a
number of good
qualities
3 All in all, I am inclined
to feel that I am a
failure.
4 I am able to do things as
well as most other
people.
5 I feel I do not have
much to be proud of
6 I take a positive attitude
towards myself
7 On the whole, I am
satisfied with myself
8 I wish I could have
more respect for myself.
9 I certainly feel useless
at times.
10 At time I think I am no
good at all.
 ATTITUDE SCALE

INTRODUCTION:

Attitude scale is a form of appraisal procedure and it is also one of the enquiry terms. Attitude
scale has been designed to measure attitude of a subject of group of subject towards issues,
institutional and group of peoples.

DEFINITION:

The term attitude is defined in various ways, the behavior which we define as attitudinal or
attitude is a certain observable set. Organism or relative tendency preparatory to and indicative
of more complete adjustment.

PURPOSE:

 Co-education
 Religious education
 Corporal punishment
 Democracy in school
 Linguistic prejudices
 International cooperation etc.
CHARACTERISTICS:

 It provide for the quantitative measures on a uni-dimensional scale of continuum.

 It uses statement from the extreme positive to extreme negative position.
 It generally uses a five point scale as we have discussed in rating scale.
 It could be standardized and norms are worked out.
EXAMPLE:

1. Nominal Scale

This is a very simple scale. It consists of assignment of facts/choices to various

alternative categories which are usually exhaustive as well mutually exclusive. These
scales are just numerical and are the least restrictive of all the scales. Instances of
Nominal Scale are - credit card numbers, bank account numbers, employee id numbers
etc. It is simple and widely used when relationship between two variables is to be studied.
In a Nominal Scale numbers are no more than labels and are used specifically to identify
different categories of responses. Following example illustrates –

EXAMPLE: - 1

Select the degree of discomfort of the disease:

 1-Mild
 2- Moderate
 3- severe
 Here numbers are simply used as tags and have no value.

EXAMPLE:- 2

1. How would you describe your behavioral pattern?

 E-Extroverted
 I-Introverted
 A-Ambivert
2. What is your gender?
 M-Male
 F-Female
3. What is the color of your hair?
 1-Black
 2-Brown
 3-Burgundy
 4-Auburn
 5-Other
There is a subtype in nominal scale with only two categories like one of the nominal scale
examples

EAMPLE: - 3

Do you own an I Phone? The answer could be Yes/No.

2. Ordinal Scale
Ordinal scales are the simplest attitude measuring scale used in Marketing Research. It is
more powerful than a nominal scale in that the numbers possess the property of rank
order. The ranking of certain product attributes/benefits as deemed important by the
respondents is obtained through the scale.

“Ordinal” indicates “order”. Ordinal data is quantitative data which have naturally
occurring orders and the difference between is unknown. It can be named, grouped and
also ranked.

EXAMPLE: -1
“How satisfied are you with our “How happy are you with the
products?” customer service?”
 Totally Satisfied  Very Unhappy
 Satisfied  Unhappy
 Neutral  Neutral
 Dissatisfied  Unhappy
 Totally Dissatisfied  Very Unhappy

EXAMPLE: -2
 Ranking of high school students – 1st, 3rd, 4th, 10th… Nth. A student scoring 99/100
would be the 1st rank, another student scoring 92/100 would be 3rd and so on and so
forth.
 3. Interval Scale

Here in the distance between the various categories unlike in Nominal, or numbers unlike
in Ordinal, is equal in case of Interval Scales. The Interval Scales are also termed as
Rating Scales. An Interval Scale has an arbitrary Zero point with further numbers placed
at equal intervals.

EXAMPLE: -

How likely is it that you would recommend this company to a friend or colleague?

Not at all likely Extremely likely

0 1 2 3 4 5 6 7 8 9 10

Ratio Scale: - Ratio scale is a type of variable measurement scale which is quantitative in nature.
Ratio scale allows any researcher to compare the intervals or differences. Ratio scale is the
4th level of measurement and possesses a zero point or character of origin. This is a unique
feature of ratio scale. For example, the temperature outside is 0-degree Celsius. 0 degree doesn’t
mean it’s not hot or cold, it is a value.

1. What is your height in feet and inches?

 Less than 5 feet.

 5 feet 1 inch – 5 feet 5 inches
 5 feet 6 inches- 6 feet
 More than 6 feet

2. How much time do you spend daily watching television?

 Less than 2 hours

 3-4 hours
 4-5 hours
 5-6 hours
 More than 6 hours

Example of speed

Physics defines speed as speed is the distance traveled per unit time. Here the unit for time can
be kept constant and a unit for distance traveled can vary, for example, can be in kilometers or
miles which means 20 km/hour is equivalent to 12.43 mph.

If you have seen cars in Canada, the speedometer in the car has both miles and km on it.
 CHECKLIST

INTRODUCTION:

A checklist is a type of informational job aid used to reduce failure by compensating for potential
limits of human memory and attention. It helps to ensure consisting and completeness in carrying
out a task.

PURPOSE:

Is to call attention to various aspects of an object or situation.

Responses to the checklist items are largely a matter of facts no judgment.
It is an importance tool in gathering facts fir educational surveys.
USES:

 To collect act for educational surveys

 To record behavior in observational studies
 To use in educational appraisal, studies- of school buildings procedure and outcome etc.
 To rate the personality
 To know the interest of the subject also. Kunders interest inventory and strong interest
blank are also checklist.
LIMITATIONS:

 Only the presence or absence of the ability can be tested.

 Yes or no type judgment can only be given.
 How much cannot be tested through checklist.
FOR EXAMPLE: you want to test the story telling still of a students. You can check only
whether the student developed or not developed the skill but you cannot study how much he has
developed?

HINTS ON CONSTRUCTING CHECKLIST:

- Items in the checklist may be continuous or divided into group of related items.
- Terms used in the items should be clearly defined.
- A pilot study should be taken to make it standardized.
- Items should be arranges in categories and categories in a psychological order.
EXAMPLE:
 HAZARD IDENTIFICATION CHECKLIST
Facilities Areas

Surveyor Name: __________________________________ Survey Date: ________________________

Work Unit: ______________________________________Area/Room: _________________________

If “No” is selected, correct the hazard and note the date.

S.NO. ITEMS YES NO N/A DATE

CORRECTIVE
1 Current signage present and accurate?
 Cal-OSHA 300A poster
 UCI or UCIMC Emergency Procedure Flip Chart
(all blue or multi-colored)
 UC Irvine Injury & Medical Treatment (8/2009)
 Hazardous Waste Guidelines (Ver. 3.0)
2 Staff knows how to report an incident/injury/safety
concern?
3 Has staff reviewed the content of the UCI Emergency
Procedures Flipchart?
4 Work unit emergency call list available?
RECORDKEEPING
5 Chemical/hazardous materials inventory?
6 MSDS's accessible?
7 Cal-OSHA Permits for Air & LPG ?
8 Tailgate meeting documentation?
9 Code of Safe Practices available?
FIRE/LIFE SAFETY
10 First Aid Kit accessible and stocked and evidence of
regular inspection?
11 Emergency Action Plan/Fire Prevention Plan
communicated?
12 Portable Extinguishers - Accessible, location marked,
checked monthly, maintained annually?
13 Automatic fire sprinkler systems maintenance
inspection quarterly?
14 Automatic sprinkler systems serviced every five
years?
15 Standpipe systems serviced every five years?
 ANECDOTAL RECORD

INTRODUCTION:

A factual record of an observation of a single specific, significant incident in the behavior of a

student.

It is a written description of a specific incident for which a teacher has observed.

CHARACTERISTICS:

 They should contain a factual description of what happened, when it happened and under
what circumstance the behavior occurred.
 Each record should contain a record of a single incident.
 The incident record should ne that is considered to be significant to the pupil growth and
development.
 Objective description of the behavior should mix up with the subjective comments.
 The exact behavior of the students should be recorded inference, guesses or assumption
must be avoided, useless it signifies.
 The record should be regarded as confidential. It should not fall in to irresponsible hands.
 The record ac as a supplement for other records.
PURPOSES:

o To stimulate the teacher to look to information.

o To understand individual basic personality pattern and his reactions indifferent situations.
o To teacher is able to understand her pupil in a realistic manner.
o It provide an opportunity for healthy pupil teacher relationship.
o Help the students to improve their behavior as it is a direct feedback to an entire observed
incident.
o Can be used by student for self- appraisal and peer assessment.
PRINCIPLES:

Concentration on only one on two behavior observation should be selective.

Record should be complete.
They should be kept by all teachers and not only by the student teacher.
Record the incidents or action as soon as possible after it has happened.
They should have a compiled and field.
The teacher should have practice and training in making observation and writhing
anecdotal records.
Name of the students, class and school, date of observation.
Setting background of the incident.
Interoperation of the behavior.
 EXAMPLE
CHILD OBSERVATION RECORD

Child: ____Tony_____ Age: _3 year and 3 month_______ Date: ___2 march 2019___
Educator: ___Lorina___ Setting: __Sandpit___________ Time: _____2:00pm______

Observation LEARNING &

DEVELOPMENT
Toby walked over to the sandpit and picked up a toy truck.
Carrying the truck with both of his hands, Toby walked over to 2 of 1. Openly explores
his friends who were also in the sandpit. Toby said “I got a dump feelings and ideas in
trick, there is more over there, get one too” he said to the others, their interactions with
pointing to where the trucks were. Toby sat in the sandpit put the others
truck in front of hm and used his hands he began to scoop up sand 2. Initiates and join in
and fill the back of the truck. When Toby filled the back of the play.
truck, he pushed it across the sandpit while kneeling. “too heavy, 3. Persists when faced
hard to push” he commented. Toby stopped pushing and then began with challenges and
to empty the sand from the back of the truck. Once the sand was when first attempts
completely off the back of the truck, Toby pushed it across the are not successful
sandpit again. “Look, I can push it fast now” he said. 4. Shows interest in
other children and
being part of a group.

INTERPRETATION LINKING TO THE

CURRICULUM PLAN
Through this experience it is evident that Toby explores the
environment and manipulates objects and experiments with cause Future planning
and effect, trial and error and motion. Toby pushes the truck across
the sandpit and says “too heavy, hard to push”. Then he empties Scale to weight objects,
sand from the back of the truck and pushes it across the sandpit heavy and light
again. “look, I can push it fast now” Toby comments.
Implementation on
MERITS:

 Use of formative feedback.

 Economical and easy to develop
 Provision of insight into total behavioral incident
 Ts help in clinical services practices.
 They record critical incident of spontaneous behavior in natural setting
 They can be use a supplement to quantitative data,
 They are very good for young children who are unable to use paper pencil test.
DEMERITS:

 They tend to be less reliable than other observation tool as they tend to be less formal and
systematic.
 They are time consuming to write.
 It is difficult for the observer to maintain objectivity when she/ he record the incident
observed.
 It written content incident may lose their meaning.
 MULTIPLE CHOICE QUESTIONS

OBJECTIVE TEST

 Objective test items can be classified supply and select the answer. Objective items are
highly structured and required the student to supply a word or two or to select the correct
answer from a number of alternatives.
 The various types of objective test items have one feature in common that distinguishes
them from the essay test.
 To obtain the correct answer the students must demonstrate the specific knowledge
understanding or skills called for in the items; they are not free to redefine the problems
or to organize and present in their own problems
 They must be selected one of several alternative answers or supply the correct word,
number or symbol.

MULIPLE CHOICE QUESTIONS:

 Multiple choice items are the most widely used and useful type of objective test items.
 It measures a variety of more complex outcome in the knowledge, understanding and
application areas.

CHARACTERISTICS OF MCQ ITEM:

 A MCQ consists of a problem and a list of suggested solutions.

 The problem may be stated as a direct question or incomplete statement and is called the
stem of the items.
 The list of suggested solutions may include words number. Symbols or phrases and are
called alternatives (choice/ options).
 The correct alternative in each item is called the answer or key and the remaining
alternatives are called distracters.
 The direct questions form easier to write is more natural for students and is more likely to
present a clearly formulation problems.
 On other hand the incomplete statement is more concise and if skillfully phrased it too
cam present a well defined problems.
USES OF MCQ:

 It can measure a variety outcome from simple to complex.

 It is adaptable to most types of subject matter content.
 Measuring knowledge outcome and measuring outcome at the understanding and
application levels are the main uses of MCQ.
SUGGESTIONS FOR CONSTRUCTING MCQ:

- The stem of the item should be meaningful by itself and should present a define
problems.
- The items stem should include as much of the items as possible and should be free of
irrelevant material.
- Use a negatively stated items stem only when significant learning outcome require it.
- All of the alternative should only be correct or clearly best answers.
- The relative length of the alternatives should not provide a clue to the answer.
- Use sparingly special alternatives such as none of the above or all of the above.

MULTIPLE CHOICE QUESTUONS

1. A six week old infant cannot

a. Grasp dangling objects
b. Fix gaze
c. Lift and hold head
d. Turn head towards sound

2. Abstract thinking occur at the age of

a. 2 years
b. 3 years
c. 9 years
d. 12 years

3. Number of deciduous teeth is

a. 20
b. 24
c. 32
d. 28

4. Shakir tape is used for

a. Measurement of height
b. Measurement of length of infant
c. Measurement of mid arm circumference
d. Measurement of skin pad thickness

5. Commonest cause of enuresis in children is

a. Urinary tract infection
b. Spina bifida
c. Psychological stress
d. Diabetes mellitus

6. Taste perception of baby develops at

a. Birth
b. 4 months
c. 6 months
d. 8 months
7. Milestones at 10 months of age are
a. Pincer grasp
b. Arranging 3 cubes
c. Walks few steps without support
d. Says mama dada
8. Child change rattle from one hand to another at the age of
a. 3 months
b. 6 months
c. 1 year
d. 2 year

9. Excess of vitamin K in a new born causes

a. Bleeding tendencies
b. Hyperbilirubinemia
c. Vomiting
d. Hemolysis

10. By year all milk teeth are erupted

a. 1.5 year
b. 2 year
c. 2.5 year
d. 3 year

11. Normal heart rate at birth is

a. 120—160/ minute
b. 100-120/ minute
c. 160-180/ minute
d. Is always less than 100

12. Gender of external genitalia of fetus becomes clearly distinguished by

a. 10 weeks
b. 16 weeks
c. 12 weeks
d. 20 weeks

13. Head control is possible in an infant by the age of

a. 1 month
b. 2 month
c. 3 month
d. 6 month
14. Neonatal period extends up to
a. 21 days of life
b. 30 days of life
c. 28 days of life
d. 35 days of life

15. Average blood pressure of a 1 year old child is

a. 120/80mmHg
b. 75/50mmHg
c. 95/65mmHg
d. 60/30mmHg

16. Length of a neonate is

a. 40 cm
b. 50 cm
c. 70 cm
d. 100 cm

17. Breast feeding is recommended at least for

a. 4 months
b. 6 months
c. 9 months
d. 1 year

18. Breast milk at room temperature stored for

a. 4 hours
b. 8 hours
c. 12 hours
d. 24 hours

19. Clinically, a portion of lung that collapse is known as

a. Atelactasis
b. Respiratory acidosis
c. Hypoxemia
d. Retraction

20. Primary critical observation for Apgar scoring is the

a. Presence of meconium
b. Respiratory rate
c. Heart rate
d. Evaluation of the moro reflex
21. A birth is considered premature when the child is born before
a. 35 weeks gestation
b. 36 weeks gestation
c. 37 weeks gestation
d. 38 weeks gestation

22. NICU is the abbreviation for

a. Neonatal intensive care unit
b. Newborn infant child unit
c. Narnia in closet unleashed
d. None

23. All of the following are feature of prematurity in a neonate except

a. No creases on sole
b. Abundant lanugo
c. Thick ear cartilage
d. Empty scrotum

24. All of the following therapies may be required in one hour old infant with severe birth
asphyxia except
a. Glucose
b. Dexamethasone
c. Calcium gluconate
d. Normal saline

25. Full term small for date babies are at high risk for
a. Hypoglycemia
b. Intra ventricular hemorrhage
c. Broncho-pulmonary dysplasia
d. Hyperthermia

26. Recommended temperature for maintaining warmth for neonates is

a. 28 degree
b. 34 degree
c. 25-28 degree
d. 25 degree
27. Prevention of hypothermia in the community should focus on
a. Kangaroo mother care
b. Keeping the room warm (25-28degree C)
c. Ensure adequate breast feeding
d. All of the above
28. In case of seizure due to hypoglycemia in a newborn treat with loading dose of the
following
a. 2 ml/kg of 50% dextrose
b. 2 ml/kg of 10% dextrose
c. 5 ml/kg of 10% dextrose
d. 5 ml/kg of 50% dextrose

29. Reflex that cause a baby’s toes to spread when the sole of the foot is stroked is called the
a. Moro reflex
b. Tonic neck reflex
c. Babinski reflex
d. Root reflex

30. Which of the following childhood disorder improves with increase in age
a. Conduct disorder
b. Emotional problems
c. Temper tantrum
d. Sleep disorder
ADVANTAGES:

 It can effectively measure various of knowledge and complex learning outcomes

 Ensure objectively , reliability and validity
 Easy and rapid score
 The wide applicability of the MCQ
 Provide feedback from students and teachers.
DISADVANTAGES:

 Take a long time to construct items

 Careful preparation to avoid questions testing only recall
 Costly when the group is small to respond.
 Not shared by the other items
 Limited outcome at the verbal level.
 It is not deal with problem solving skills.
 NIGHTINGALE INSTITUTE OF NURSING NOIDA

ASSIGNMENT

ON

EVALUATION TOOL

SUBJECT – NURSING EDUCATION

SUBMITTED TO SUBMITTED BY

MS. JONY SHARMA SHIVANI THAKUR

ASSOCIATE PROFESSOR M.Sc. 1ST YEAR

NIN, Noida NIN, Noida

SUBMITTED ON: - 15-03-2019

 ANNOTATED BIBLIOGRAPHY

WEANING: -
Weaning is the process of gradual and progressive transfer of the baby from the breastfeeding to
the usual family diet. During this process the infants gets accustomed to foods other than
mother’s milk. Weaning does not mean discontinuity of breast feeding. Weaning foods are given
in addition of breast feed when the amount of breastfeeding is inadequate.

QUALITIES OF COMPLEMENTARY FOODS: - The weaning food should be:

1. Liquid at starting then semisolid and solid foods to be introduced gradually.
2. Clean, fresh and hygienic, so that no infection can occur.
3. Easy to prepare at home with the available food items and not costly.
4. Easily digestible, easily acceptable and palatable for the infant.
5. High in energy density and low in bulk viscosity and contains all nutrients necessary for
the baby.
6. Based on cultural practices and traditional beliefs.
7. Well- balanced, nourishing and suitable for the infant.

COMPLEMENTARY FEEDING AT DIFFERENT AGE

4 TO 6 MONTHS
Weaning to be initiated with fruit juices, especially the grape juice, which is low in sorbitol.
Within one or two weeks new foods to be introduced with suji, biscuit soaked in milk, vegetable
soup, mashed banana, mashed and boiled potato, etc. Each food should be given with one or two
teaspoons at first for 3 to 6 times per day. Foods should not be over diluted. Within 3 to 4 weeks
amounts to be increased to half a cup. Breastfeeding must be continued.
6 TO 9 MONTHS
Food items to be given in this period include soft mixture of rice and dal, khichri, pulses, mashed
and boiled potato, bread or roti soaked in milk or dal, mashed fruits like banana, mango, papaya,
stewed apple, etc. Egg yolk can be given from 6 to 7 months onwards. By the age of 6 to 9
months the infant can enjoy to bite biscuits, piece of carrot and cucumber. The infant can have
these foods 5 to 6 times per day and amount of food to be increased gradually. Breastfeeding
should be continued.
9 TO 12 MONTHS
More variety of household foods can be added. New food items like fish, meat, and chicken can
be introduced during this period. The infant can eat everything cooked at home but spices and
condiments to be avoided. Feeds need not to be mashed but should be soft and well cooked.
Breastfeeding to be continued.
12 TO 18 MONTHS
The child can take all food cooked in the family and needs half amount of mothers diet. Number
of feeds can be 4 to 5 times or according to the child’s need. Breastfeeding to be continued,
especially at night.
 Hockenberry J. Marilyn, Wilson David. Essentials of Pediatric Nursing. Ed. 9th. New
Delhi. Elsevier Relx India Private Limited .2016.Page-264-268.