“A standardized test is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different times and places.”
-Lee J Cronbach
ACHIEVEMENT TEST
Assess the knowledge and skills in certain areas and the competence in those certain areas of knowledge.
One’s learning attainments, accomplishments, proficiencies etc
Standardized by the experts to find out the achievement towards the individual.
ACHIEVEMENT TEST
Often contrasted with tests that measure aptitude
Directly related to pupil’s growth and development in educational situational
DEFINITION
“Any test that measures the attainments or accomplishments of an individual after a period of training and learning”
-N.M. Downie
DEFINITION
“Achievement test is a type of ability test that describes what a person has learned to do”
-Throndike and Hagen
DEFINITION
“A systematic procedure for determining the amount a student has learned through instruction”
-Groulund
DEFINITION
“The achievement test focuses upon an examinee’s attainment at a given point of time.”
-Popham
HISTORICAL VIEW
Designed to measure what you already know.
In 1962, the Scholastic Aptitude Test replaced the essay test used by the College Entrance Examination Board.
This test and the advent of machine scoring led to a rapid increase in the use of standardized achievement tests in the U.S.
FUNCTIONS
Provides basis for promotion to the next grade
To find out where each student stands in various academic areas.
Helps determination about the placement of the students in a particular section.
To motivate the students before a new assignment has taken up
FUNCTIONS
To know how effectively the student is performing in the theory as well as the clinical areas.
To expose pupil’s difficulties which the teacher can help them to solve
Helps to identify the teaching and learning process problems and prognosis
FUNCTIONS
Produces evidence of improvement
Developed to identify individual abilities with the supporting events.
PURPOSES
Assess level of competence
Diagnose strength and weaknesses
Assign Grades
Achieve Certification or Promotion
Advanced Placement/College Credit Exams
Curriculum Evaluation
Accountability
Informational Purposes
TYPES OF ACHIEVEMENT TEST
STANDARDIZED TEST
Comprises carefully selected items
administered to a number of samples or group under standa
Measurement, Evaluation and Assesment of Nursing EducationWajid Farooq
One of the most basic and difficult task that teacher face in their work is the process of evaluation classroom. Evaluation include all the processes involved in making decision about students learning progress. It includes the observation of students written work. Their answers to questions in class, and performance on teacher made and standard tests.
Achievement Test
What is Achievement Tests
Types of Achievement Tests
Standardized Achievement Tests
Features of Achievement Test
Characteristics of Standardized Achievement Tests
Standardized tests versus Informal Classroom Tests
Classification of SAT
Conclusion
Concept and nature of measurement and evaluation.pptxlydiaevelyn2
Concept and nature of measurement and evaluationMeaning, process, purposes and problems in evaluation and measurement
General objectives
Students will be able to gain adequate knowledge regarding measurement and evaluation and apply in during their research.
Specific objectives
Students will be able to
Define measurement and evaluation
understand the concept of measurement and evaluation
Explain the nature of measurement and evaluation
Enumerate the process of evaluation
List down the purposes of measurement and evaluation
State the problems and challenges in measurement and evaluation.
Introduction
Plays an important role in all educational institutions especially in NURSING
Students achievement is influenced by the measurement and evaluation practices.
Mostly consists of empirical observations
Serves as a basis for guidance and counselling services.
Meaning and definition
Evaluation is interchanged with the terms assessment , measurement and testing
Each of it have distinct meaning
Testing
Measurement
Assessment
Evaluation
Measurement : Assigning Numbers to performances
Assessment : when Numerical value is not given
Evaluation : The process of judging the value or worth of an individuals characteristics or an outcome or a performance.
definition
Measurement:
Measurement results are some score or numerical value and quantitative description of the pupils
( Norman E Gronlund).
Evaluation:
The process of judging the value or worth of an individuals characteristics or an outcome or a programme.
Concept of measurement and evaluation
Measurement :
Applying a standard scale or measuring device to an object , a series of objects a events or condition.
Measurement answers the question of how much.
Eg: height , weight , Miles travelled, shop keeper – wheat , sugar , fruits , vegetables.
Finally it’s the objects , numbers or even symbols according to certain rules ( which is quantitative).
Evaluation :
Continuous process
Systematic process
Differs from measurement
Integral part of education
Nature of measurement and evaluation
Measurement
Quantitative
External
Evaluation
Qualitative
Both internal and external ( you evaluate both )
Process of evaluation
Many factors have implication for evaluation
Objectives
Evaluation
Content
Learning experience
PURPOSES OF MEASUREMENT AND EVALUATION
Essentials for sound educational decision making
Attains educational goals
Helps in the improvement of the curriculum
Assists in developing a scientific approach to educational problems
Appraises the status and changes in learners behaviour
Discloses learners needs , possibilities , strength , weakness and to suggest remedial measures for solution of the problem.
Familiar
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Measurement, Evaluation and Assesment of Nursing EducationWajid Farooq
One of the most basic and difficult task that teacher face in their work is the process of evaluation classroom. Evaluation include all the processes involved in making decision about students learning progress. It includes the observation of students written work. Their answers to questions in class, and performance on teacher made and standard tests.
Achievement Test
What is Achievement Tests
Types of Achievement Tests
Standardized Achievement Tests
Features of Achievement Test
Characteristics of Standardized Achievement Tests
Standardized tests versus Informal Classroom Tests
Classification of SAT
Conclusion
Concept and nature of measurement and evaluation.pptxlydiaevelyn2
Concept and nature of measurement and evaluationMeaning, process, purposes and problems in evaluation and measurement
General objectives
Students will be able to gain adequate knowledge regarding measurement and evaluation and apply in during their research.
Specific objectives
Students will be able to
Define measurement and evaluation
understand the concept of measurement and evaluation
Explain the nature of measurement and evaluation
Enumerate the process of evaluation
List down the purposes of measurement and evaluation
State the problems and challenges in measurement and evaluation.
Introduction
Plays an important role in all educational institutions especially in NURSING
Students achievement is influenced by the measurement and evaluation practices.
Mostly consists of empirical observations
Serves as a basis for guidance and counselling services.
Meaning and definition
Evaluation is interchanged with the terms assessment , measurement and testing
Each of it have distinct meaning
Testing
Measurement
Assessment
Evaluation
Measurement : Assigning Numbers to performances
Assessment : when Numerical value is not given
Evaluation : The process of judging the value or worth of an individuals characteristics or an outcome or a performance.
definition
Measurement:
Measurement results are some score or numerical value and quantitative description of the pupils
( Norman E Gronlund).
Evaluation:
The process of judging the value or worth of an individuals characteristics or an outcome or a programme.
Concept of measurement and evaluation
Measurement :
Applying a standard scale or measuring device to an object , a series of objects a events or condition.
Measurement answers the question of how much.
Eg: height , weight , Miles travelled, shop keeper – wheat , sugar , fruits , vegetables.
Finally it’s the objects , numbers or even symbols according to certain rules ( which is quantitative).
Evaluation :
Continuous process
Systematic process
Differs from measurement
Integral part of education
Nature of measurement and evaluation
Measurement
Quantitative
External
Evaluation
Qualitative
Both internal and external ( you evaluate both )
Process of evaluation
Many factors have implication for evaluation
Objectives
Evaluation
Content
Learning experience
PURPOSES OF MEASUREMENT AND EVALUATION
Essentials for sound educational decision making
Attains educational goals
Helps in the improvement of the curriculum
Assists in developing a scientific approach to educational problems
Appraises the status and changes in learners behaviour
Discloses learners needs , possibilities , strength , weakness and to suggest remedial measures for solution of the problem.
Familiar
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Evaluation in computer science, The concept of evaluation, Three pillars of evaluation, Measurement, Appraisal, Definition of evaluation, objective based evaluation, tools of evaluation, Techniques of evaluation, Advantages of evaluation, objective of evaluation, Specific objectives of evaluation, General objectives of evaluation, Evaluation for achievement and prediction, Evaluation for diagnosis and prediction, criterion referenced test, norm referenced test, types of test, construction of different types of test, Principles of test construction, administration of an achievement test, blue print, design, characteristics of good test, types of test, item analysis, the difficulty value, discrimination index, online examination, modular online testing frame work, salient features of online examination, benefits of online examination
Similar to Achievement test and socioeconomic status scale (20)
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
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Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
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According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
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Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
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Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
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Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
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IMPACTION
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DIARRHEA
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HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
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PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
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Achievement test and socioeconomic status scale
1. “A standardized test is one in which the procedure,
apparatus and scoring have been fixed so that precisely
the same test can be given at different times and places.”
-LeeJ Cronbach
3. Group will be able to:
– define achievement test and socioeconomic status
scale
– Identify the use of achievement test and
socioeconomic status scale
– Develop achievement test and socioeconomic
status scale
– Classify achievement test
– Describe the approaches for tests
OBJECTIVES
4. – Concept
– Available
socioeconomic status
scale
– Accepted
socioeconomic status
scale
Socioeconomic status scale
– Definition
– Historical view
– Functions
– Purposes
– Characteristics
– Achievement test
construction
– Types of achievement test
– Approaches
Achievement test
TITLE AND CONTENT
5.
6. • Assess the knowledge and skills in certain areas and
the competence in those certain areas of knowledge.
• One’s learning attainments, accomplishments,
proficiencies etc
• Standardized by the experts to find out the
achievement towards the individual.
7. • Often contrasted with tests that measure aptitude
• Directly related to pupil’s growth and development in
educational situational
8. “Any test that measures the attainments or
accomplishments of an individual after a
period of training and learning”
-N.M. Downie
9. “Achievement test is a type of ability test that
describes what a person has learned to do”
-Throndike and Hagen
10. “A systematic procedure for determining the
amount a student has learned through
instruction”
-Groulund
11. “The achievement test focuses upon an
examinee’s attainment at a given point of
time.”
-Popham
12. • Designed to measure what you already
know.
• In 1962, the Scholastic Aptitude Test
replaced the essay test used by the College
Entrance Examination Board.
• This test and the advent of machine scoring
led to a rapid increase in the use of
standardized achievement tests in the U.S.
13. • Provides basis for promotion to the next grade
• To find out where each student stands in
various academic areas.
• Helps determination about the placement of
the students in a particular section.
• To motivate the students before a new
assignment has taken up
14. • To know how effectively the student is
performing in the theory as well as the clinical
areas.
• To expose pupil’s difficulties which the teacher
can help them to solve
• Helps to identify the teaching and learning
process problems and prognosis
15. • Produces evidence of improvement
• Developed to identify individual abilities
with the supporting events.
17. 1. STANDARDIZED TEST
– Comprises carefully selected items
– administered to a number of samples or group
under standard conditions for which norms
have been established after careful evaluation
– Produced by some test agency or by joint effort
of experts
18. 1. STANDARDIZED TEST
– Deal with larger segment of knowledge and skill
than the TMT
– Use a standardized procedure of administration
– Scoring key is provided
– Test manual provides norms for the test
19. 2. TEACHER MADE TEST
– Useful in evaluating student’s progress
to report parents and administration
20. 2. TEACHER MADE TEST
Uses:
– assess the student’s ability
– assess the student’s strength and weakness
– Motivates the students
– Provide continuous evaluation and feedback to the
teachers
– Help to achieve the objectives
– Help the teacher to adapt effective instructional method
21. 2. TEACHER MADE TEST
– Limitations:
• Ambiguous and unclear
• Either too short or too lengthy
• Do not cover the entire content
• Usually hurried conducted
22. 2. TEACHER MADE TEST
– Limitations:
• supervision is not proper
• Lot of scope for copying
• Conducted as rituals only
• Answer sheets are not marked with care
23. 2. TEACHER MADE TEST
– Techniques:
• Observational techniques
• Sociometric techniques
• Self report techniques
• Projective techniques
27. Phase IPhase I Phase II
Phase IV Phase III
1. Formulation of objectives………Shipman M (1979)
– Spelling out the actions necessary for attainment of
objectives
– Spelling out the criteria by which the attainment of objectives
to be assessed.
– Spelling out the personnel whose judgments are involved in
each component of the plan
28. 2. Determining the purposes of testing
– Pretest
– Testing during placement (formative test &
diagnostic test)
– End test (summative test)
Phase I
29. 3. Developing the TOS (table of specifications)
– A list of instructional objectives
– Blueprint
– Learning outcome to be tested
– Number of items
– Percentage of items
Phase I
30. 3. Developing the TOS (table of specifications)
– Item placement
– Type of test (format of test)
– Number of recitation
– Tabulation
Phase I
31. 4. Selecting appropriate type of questions
– Essay type
– Short answer type
– Objective type
Phase I
32. 5. Preparing relevant test items
– Matching the test items with learning outcome
– Selecting most representative items
– Preparing test items
– Avoid all possible barriers in test items which prevent
examinee from responding
– Avoid clues
Phase I
33. • Assembling the test
– Writing each item on separate card
– Review the items
– Arranging the test items according to well
defined criteria
– Provide proper instruction to the examinee
Phase IIPhase I Phase II
Phase IV Phase III
34. • Administering the test
– Avoid long announcements
– Written instructions
– Test administration should not respond to
the individual problems of the examinees.
Phase III
Phase I Phase II
Phase IV Phase III
35. • Scoring the test should be done
objectively
Phase III
36. High achievement scores
a mastery of grade-level material, and the readiness for
advanced instruction.
Low achievement scores
need for remediation or repeating a course
grade.
37. • Appraising the test
Procedure used to judge the quality of the
items
“ITEM ANALYSIS”
Phase III
38. In M. Sc Nursing 1st year, there are 18 students. A teacher has
conducted an achievement test of total 10 marks to find out
the need of special classes of nursing education. Find out the
group of students require special classes.
Roll no. 1 2
1 5 4
2 3 5
3 2 3
4 4 3
5 4 5
6 2 5
Roll no. 1 2
7 5 4
8 3 5
9 2 3
10 4 3
11 4 5
12 2 5
Roll no. 1 2
13 5 4
14 3 5
15 2 3
16 4 3
17 4 5
18 2 5
39. BENEFITS OF “ITEM ANALYSIS” RESULT
– Help to judge the worth and quality of
test
– Aids in subsequent test revision
– increase test construction skills
– Help in future activity planning
40. BENEFITS OF “ITEM ANALYSIS” RESULT
– Provide basis for decision making
regarding promotion of student
– Provide basis for improvement in
teaching methods and techniques
41. • Evaluating the test
– Identifying and defining general and specific objectives
– Selecting teaching points
– Planning suitable learning activities
– Evaluating (knowledge, skill and attitude)
– Using the result as feedback
Phase IV
Phase I Phase II
Phase IV Phase III
42.
43. 1. Summative Evaluation
– Testing is done at the end of the instructional unit.
– The test score is seen as the summation of all knowledge
learned during a particular subject unit
2. Formative Evaluation
– Testing occurs constantly with learning
– Teachers can evaluate the effectiveness of teaching
methods along with the assessment of students' abilities.
46. • Evaluation of SES of a family means the
categorization of the family in respect of
defined variables
– Education
– Occupation
– economic status
– physical assets
– social position etc.
48. An important tool in hospital and community
based research in India which was originally
proposed in 1976
49. • Widely used to measure the socio-economic
status of an individual in urban community
• Based on three variables
1.Education,
2.Occupation
3.Income.
50. Modification of Kuppuswamy scale:
Determine the socioeconomic status of family based
on:
1. Education
2. occupation of head of the family
3. per capital income per month
51. Modification of Kuppuswamy scale:
Recently, Mishra et al have suggested an economic
revision of Kuppuswamy's scale in 2012
• to account for the devaluation of rupee
• to measure the socio-economic status of the family
• To state that it is neither based on the individual nor on
the head of the family
52. • Developed for only those subjects who reside in
urban areas
• This scale contains
– Manual
– Two information blanks (one for the person-
concerned and second for the father or guardian)
– Score card
53.
54.
55. • For each factor, seven possible alternatives are
available
• Range of scores = 3 to29
• The norms which were established
– can only be applicable for urban population
– cannot be used for a rural population
• The highest level of income is also inconsistent across
various economic groups in the present time
57. LIMITATION:
– There is an overemphasis on income rather than
educational and occupational factors, but
nevertheless income commensurate with
education and occupation.
58. UTILITY:
– The revision enables and equips community related
scientists in their quest for socioeconomic status.
59. • Examine the socio.-economic status for the rural or
mixed population only
• Consists of
– a manual
– one information blank
• It has nine factors which assess the socio-economic
status of the individual:
61. • LIMITATIONS:
– does not emphasize the economic aspect
– can only be used for rural subjects.
• The reliability of the scale was found to be
very high(r = 0.93)
63. “A Study of Impact of
Globalization On The Socio-
Economic Status Of Neo-Buddhist
Community In Akola District”
64.
65.
66.
67.
68.
69.
70.
71. • Kuppuswamy B. Manual of Socioeconomic Status (urban), Delhi, Manasayan, 1981.2.
• Mishra D, Singh HP. Kuppuswami’s socioeconomic status scale: A Revision.Indian JPediatr 2003; 70:2734.
• Neeraja KP; textbook of nursing education; edition 2003; jaypee publication; page no 451-464
• Patidar. Anurag bhai, Communication and nursing education; edition 2012; Pearson Education India Publication; page
no 231-237
• Tiwari SC, Kumar A, Kumar A. Development & standardization of a scale to measure socio-economic status in urban &
rural communities in India. Indian J Med Res. 2005;122:309–14.
• http://www.education.com/reference/article/Ref_Norm_Referenced/
• http://my.safaribooksonline.com/book/medicine/9789332501461/firstchapter#X2ludGVybmFsX0h0bWxWaWV3P3htbG
lkPTk3ODkzMzI1MDE0NjElMkZoaWcxMV94aHRtbCZxdWVyeT0=
• http://www.slideshare.net/manusethi927/achievement-tests
• httpshodhganga.inflibnet.ac.inbitstream1060337741717_appendix.pdf
BIBLIOGRAPHY
Achievement test scores are often used in an educational system to determine what level of instruction for which a student is prepared.
Pretest-readiness and placement
Pretest-readiness and placement
Pretest-readiness and placement
Test score must be evaluated in relation to the objectives and learning experiences planned so that these components may be modified
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
Several methods or scales have been proposed for classifying different populations by socioeconomic status
The information is collected in the devised Information-blanks and with the help of the score card the status score is obtained.
On the basis of the total score, the respective class is found out.
no scale is ever complete in assessing actual SES and they are only at the best surrogates and generates uniformity in spite of limitations)
The information is collected in the devised Information-blanks and with the help of the score card the status score is obtained.
On the basis of the total score, the respective class is found out.
The information is collected in the devised Information-blanks and with the help of the score card the status score is obtained.
On the basis of the total score, the respective class is found out.
The information is collected in the devised Information-blanks and with the help of the score card the status score is obtained.
On the basis of the total score, the respective class is found out.
After filling the information-blank, and scoring the individual items, the total score is summed up.
With the help of the key provided in the manual, total score is interpreted in terms of the class: