CLASSI3ICATION O3 TEST:

ATTITUDE SCALE

INTRODUCTION: The nat#re an t&%e o' test is etermine b& the %artic#lar %#r%ose o' meas#rement vario#s a#thors have "iven i''erent classi'ication o' test$ We have to learn habits , skills, social norms an stan ar s an esirable kno!le "e an attit# es$ !e evelo% o#t skill an character as !e live !ith others$ besi es o#r 4$ On the basis o' t&%e o' -#estion: behavio#r is "overne not onl& b& o#r motives an emotions it is etermine an & Essa& or 'ree ans!er t&%e in'l#ence b& more & en #rin" e%ositions !hich incl# e attit# e an characters $these Short ans!er t&%e en #rin" or"ani(ation have been b#ilt #% "ra #all& aro#n some as%ects o' o#r li'e & ob2ective or ne! t&%e an in their b#il in" an 5 or"ani(ation, emotional %erce%t#al an co"nitive %rocesses Alternative res%onse t&%e have %la& an im%ortant 5 role$ )#lti%le res%onse t&%e 5 )atchin" t&%e 5 Com%letion t&%e 5 sim%le recall t&%e 6$ On the basis o' a ministration: TER)INOLO*IES: & In ivi #al 0s "ro#% test & oral 0s !ritten test ATTITUDE: & S%ee 0s %o!er test 7$ On the basis o' stan i(ation:o' o%inion , interest or %#r%ose$ !e e+%ect a It means a stable set or ar is%osition & Non ar i(e an test certain kin o' stan e+%erience are rea & to "ive s#itable res%onse$ & Teacher ma e in'ormal ob2ective t&%e & Stan ar i(e test A,TITUDE: 8$ On the basis o' scorin": & Amenable to -#alitative scorin" Amenable toin stencil or to %#nch boar scorin" Nat#ral&abilit& o' the ivi #al ac-#ire "eneral or s%ecial t&%es o' kno!le "e or skill$ & Amenable to machine scorin"$ 9$ On the basis o' trails: & Intelli"ence test .E/A0IOUR: & test o' s%eci'ic abilities & ,ersonalit& test an a 2#stment It re'ers to total res%onse , motor an "lan #lar !hich an or"anism makes to an& sit#ation !ith !hich it is 'ace $ E),IRICAL: It im%lies kno!le "e base on the in ivi #al $it is not base on !i e scienti'ic kno!le "e$ )ILIEU: NON STANDARDI:ED TEST: It means imme iate environment, %h&sical an social !ith em%hasis #%on the later$ All o#r tra itional achievement test 'alls in this cate"or&$ The -#estions are set b& %a%er setter accor in" to his s#b2ective 2# "ment$ There is no scienti'ic an ob2ective 1UESTIONNAIRE: marketin" scheme o' the "#i ance o' the market$

1 A series o' ealin" !ith some %s&cholo"ical, social, e #cational to%ic or to%ics sent or "iven to a "ro#% o' in ivi #al !ith the ob2ect o' obtainin" ata !ith re"ar s to some %roblems$

STANDARDI:ED TEST: Test an scales that have met the criteria o' testin" are kno!n as stan ar i(e test$ Stan ar i(e means onl& that all st# ents ans!er the same -#estions an a lar"e n#mber o' -#estions #n er #ni'orm irections, #ni'orm time limits an there is a #ni'orm or stan ar re'erence can be com%are $ It is base on content an ob2ectives$ Th#s the& have been #se in a s#''icientl& lar"e n#mber o' cases to make it %ossible to etermine their vali it&, reliabilit&, ob2ectivit& an a ministrabilit&$

C/ARACTERISTICS O3 STANDARDI:ED TEST: Accor in" to Thron ike, 4$ A 'i+e set o' test items, esi"ne to meas#re clearl& esi"ne sam%le o' behavio#r 6$ s%eci'ic irection 'or a ministerin" an scorin" test 7$ Stan ar content an %roce #re$ 8$ stan ar i(e test norms %rovi e a stan ar 'rame o' re'erence 'or eterminin" an in ivi #al level o' %er'ormant on a %artic#lar test 'or com%arin" his level o' %er'ormance on i''erent test$

T;,ES O3 STANDARDI:ED TEST: 4$ 6$ 7$ 8$ 9$ Achievement test A%tit# e test ,ersonalit& test Intelli"ent test ,ro"nostic test

DE3INITION O3 ATTITUDE: An attit# e is a %re is%osition on rea an !rite res%on in a %re etermine manner relevant stim#li$ < Whittakav

An attit# e is a is%ositional rea iness to res%on to certain instit#tion, %ersons or ob2ects in a consistent manner !hich has been learne an has become one=s t&%ical mo e o' res%onse$ An attit# e has a !ell e'ine ob2ect o' re'erence$

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< 3reeman

An attit# e is o'ten e'ine as a ten enc& to react 'avo#rable or #n'avo#rabl& to!ar s a esi"nate class o' stim#li, s#ch as national or a racial "ro#%, a c#stom or an instit#tion$ Anastasi

< SI*NI3ICANCE O3 ATTITUDE:

5 One o' the %rimar& ob2ectives o' e #cation is the evelo%ment o' esirable attit# e in the st# ents$ 5 It is obvio#s that it becomes essential to kno! to !hat e+tent the necessar& attit# e are evelo%e an !hat is more nee e in this re"ar $ 5 Similarl& attit# es to!ar s societ& an vocations m#st be correctl& 'orme $

C/ARACTERISTICS O3 ATTITUDE: 5 It is a %oint o' vie!, s#bstantiate or other!ise tr#e or 'alse !hich one hol s to!ar s an i ea, ob2ect or %erson$ 5 It incl# es certain as%ects o' %ersonalit& as interest, a%%reciation an social content 5 An attit# e is learnt 5 An attit# e is a o%te 5 An attit# e has as%ects, s#ch as irection, intensit& "eneration or s%eci'icit&$

SI*NI3ICANT SU.<,ARTS O3 ATTITUDE: 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Attit# e are learne Attit# e have re'erents Attit# e are social learnin" Attit# e have rea iness to res%on Attit# e are e''ective Attit# e var& in intensit& Attit# e have a time imension Attit# e have a #ration 'actor Attit# e are com%le+ Attit# e are eval#ation Attit# e are in'erre Attit# e are a o%te Attit# e are 'orme #e to the %rocess o' i''erentiation Some attit# e are 'orme #e to some shock tra"e &$

3EATURES O3 ATTITUDE: & & & An attit# e is res%onsible 'or one behavio#r in a %artic#lar !a& !e ma& have a %ositive or ne"ative a%%roach$ An attit# e is a %re is%osition or ten enc& to behave in a %artic#lar sit#ation$ O#r behavio#r is not onl& etermine b& o#r attit# e b#t b& other 'actors as !ell 'inall& !e ma& sa&, >an attit# e is a eterminin" ac-#ire ten enc& !hich %re%ares a %erson to behave in a certain !a& to!ar s a s%eci'ic ob2ects, s#b2ect to the con itions that e+ist in the environment$

3OR)ATION O3 ATTITUDE: Accor in" to Sta"ner, 5 5 5 5 The inte"ration o' e+%eriences A i''erent e+%eriences some ramatic e+%eriences A o%tion o' available attit# e$

,UR,OSE O3 ATTITUDE TESTIN*: & & & & & To kno! the e+tent to !hich esirable attit# e have been evelo%e in the st# ents To enable the st# ents to evelo% esirable attit# e$ To hel% the teachers in "oo teachin" To hel% teachers #n erstan st# ents To hel% st# ents in their care %lans

C/AN*E O3 ATTITUDE: Once attit# e an belie's have been 'orme the& a ten enc& to %ersist or contin#e$ It is there'ore i''ic#lt to chan"e the attit# es that have been establishe $ In or er to chan"e attit# e an belie' !e sho#l, Chan"e %erce%tions b& ne! e+%eriences an 'act#al kno!le "e Control emotions an motivational 'actors in earl& chil hoo !hen most o' o#r ail& attit# e are 'orme $ ta% vario#s 'ormative a"encies$

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& A,,LIED AS,ECTS O3 ATTITUDE:

5 The n#rse sho#l tr& to #n erstan %atients attit# e

5 The n#rse sho#l tr& to 'in o#t the ca#se o' the #n'avo#rable attit# e an sho#l chan"e them into 'avo#rable one, beca#se 'avo#rable attit# e hel% in treatment an recover&$ 5 The n#rse nee s to evelo% an c#ltivate a %ro'essional attit# e !hich !ill contrib#te to her bein" s#ccess'#l in her !ork$

?em%h @ Averil list the 'ollo!in" attit# e 'or a s#ccess'#l an e''icient n#rse$ 5 Ambition to her task !ell 5 Con'irmit& !hich the r#les an re"#lations o' the %ro'ession 'or !hich she is %re%arin" 5 Willin"ness to !ork an !ork e''ectivel& 5 Cheer'#lness an o%timism 5 Interest in the %roblems an i''ic#lties o' other %eo%le 5 Co<o%erativeness, in #strio#sness, res%ect 'or o%inion an 2# "ement o' others 5 interest in increasin" kno!le "e #n erl&in" e''ective n#rsin" care 5 etermination to "ro! %ro'essionall& 5 )aintenance o' %oise an sel' control in all %ro'essional sit#ations 5 maintainin" a consistent %ri e in their %ro'ession 5 abilit& to rise to the #ne+%ecte !itho#t %anic 5 Determination to make the %atient com'ortable b& %a&in" attention to small etails that mean so m#ch to the %atient s!ellin"$

)EASURE)ENT O3 ATTUTUDE: )eas#rement o' attit# e m#st incl# e several imension i' it is to be #se'#l$ Direction There are ne"ative or %ositive 'or a"ainst imension$ A st# ent has %ositive or ne"ative 'eelin"s abo#t s%orts, school A colle"e cl#bs, vocational classes an other school A colle"e matters !hich constit#te the irection o' his attit# e$ De"ree: There are amo#nts or e"rees o' likin" an islikin" attache to attit# e$ st# ents ma& have i''erent e"rees o' likin" !hich can be meas#re on a contin##m 'rom mo erate to stron" to ver& stron"$ The i ea 6 o' e"ree can be a%%lie to the ne"ative 'eelin" to!ar s an ob2ects also$

Intensit&: attit# e also have imensions o' intensit& or stren"th , at a hi"h e"ree o' intensit& some "iven kin o' behavio#r is motivate $also the stren"th o' one attit# e com%are to another ma& etermine !hich one becomes the basis o' action$ TEC/NI1UES O3 )EASURIN* ATTITUDE: & & & & & & Attit# e scale Error choice techni-#e$ 3ree res%onse techni-#e$ ,aire com%arisons$ O%inion %ollin" or s#rve&in"$ Sim%le techni-#es are anec otal recor , a#tobio"ra%hies, iaries, leis#re time %#rs#its, im%ression, intervie! etc$ ATTITUDE SCALES 4$ T/URSTONE T;,E SCALES:

Th#rstone techni-#e o' scalin" attit# e test is kno!n as the metho o' e-#al a%%earin" interval$ In this metho , statements o' both 'avo#rable an #n'avo#rable, bearin" on a %artic#lar to%ic, -#estion or instit#tion are obtaine 'rom a "ro#% o' selecte !riters, other e+%erts an la&man$ These statements are e ite an then the& are classi'ie b& a lar"e n#mber o' 2# "es on an eleven %oint scale$ This is one b& %lacin" each statements in one o' eleven %iles, %res#mabl& 'ormin" a contin##m #n'avo#rableness o' each item !ith res%ect to -#estion at han $ the me ian o' the 2# "e location 'or statement is its scale val#e$ Statements that are 2# "e to be ambi"#o#s or irrelevant to the contin##m are eliminate $

In takin" an attit# e test scales in this manner, the res%on ent checks those statements !ith !hich he a"rees, his score bein" the me ian o' the scale val#es o' the items he has marke $ Th#rstone believe that scales constr#cte 'or i''erent attit# es b& this metho %ermit irect com%arison o' the scores o' an& attit# 8 e so meas#re $

The vali it& o' s#ch com%arison, ho!ever he has been -#estions beca#se the e'ine >ne#tral %ointsB o' the i''erent attit# es are not necessaril& the same$ the intervel onl& a%%ear e-#al b#t are not emonstrabl& e-#al$ The thr#stone metho is #se'#l i' strict com%arabilit& o' scores is not ass#me $

LI?ERT T;,E SCALE: In this scale , each item or statement is 'ollo!e b& 'ive res%onses $ one o' !hich is checke b& the s#b2ect $ the res%onses #s#all& e+%resse in terms o' 9 cate"ories$ & & & & & stron"l& a"reeCSAD A"reeCAD Un eci e CUD Disa"ree CDD Stron"l& isa"reeCSDD <The in ivi #al statement are either clearl& 'avo#rable or #n'avo#rable$ <To store the scale the alternative res%onses are cre ite 9,8,7,6,4, res%ectivel& 'rom the 'avo#rable to the #n'avo#rable en $ <This metho meas#res attit# e onl& in the sense that in ivi #al are "iven a rank or er accortin" to attit# e intensit&$ < The likert scalin" %roce #re oes not re-#ire the classi'ication o' items b& a "ro#% o' 2# "es$ <Items are selecte solel& on the basis o' res%onses o' s#b2ects to !hom the& are a ministere in the co#rse o' evelo%in" the test$

STANDARDI:ED SCALE: This is the another techni-#e o' testin" attit# e$ The s#b2ect has to choose a items o#t o' the "iven items accor in" to his vie! is correct *UTT)AN T;,E SCALE A SCALO*RA) ANAL;SIS: This !as ori"inall& evelo%in" as a techni-#e 'or eterminin" !hether a set o' attit# e statement is #ni imensional$ In this attit# e scale items can be or ere alon" a contin##m o' intensit& or i''ic#lt& o' acce%tance$ Each %erson %osition on the scale that com%letel& hisAher res%onses$ The essential %roce #res in the evelo%ment o' *#ttman scale is to i enti'& asset o' items that 'all into an or ere se-#ence in terms o' their en orsement b& res%onse$ The items that o not 'it this re-#irement are iscar e $

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A %erson score on the scale is 'o#n b& e+aminin" the %attern o' items that he A she en orses$

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)erit o' the Th#rstone an the Likert t&%e scale: It avoi s the i''ic#lties enco#ntere !hen #sin" the 2# "in" "ro#% to constr#ct a scale$ The constr#ction o' an attit# e scale b& the sti"ma metho is m#ch easier than b& #sin" a 2# "in" "ro#% to %lace the statements in %ies 'rom !hich the scale val#e m#st be calc#late $ It &iel s reliabilit& as bi" as those obtaine b& other techni-#es !ith 'avo#r items$

ERROR C/OICE TEC/NI1UE: In this techni-#e an achievement test is constr#cte $ "enerall& hal' the items are almost irect an the res%onses are almost ri"hts$ The ans!ers to the rest o' the items are not correct !hen the in ivi #al "ives res%onses to those items, he sho!s %artialit& to one or the other si e$ Ths# an achievement test becomes a sort o' %ro2ective test 'or testin" attit# e$

3REE RES,ONSE TEC/NI1UE: 3ree res%onse techni-#e "iven b& o!n in ivi #al to a -#estion, %roblem A instit#tion also reveals his attit# e$ Res%onses to those items "ive in'ormation abo#t %ersonal relations, %ersonal social val#es, broa social 'eelin"s$ In another 'ree res%onse techni-#e, !e can "ive com%lete stories abo#t the attit# e bein" teste an ask the st# ents to com%lete them$ We can kno! abo#t the in ivi #al %roblems an attit# e thro#"h the material "iven 'or the com%letion o' the stor&$

,AIRED CO),ARISON: The s#b2ect is "iven %aire com%arison o' nations e+ercise or other com%arison relate to an attit# e$ Each nation is sho!n in com%arison !ith the other$ The ratio is s#%%ose to check a %air !hich he likes, 'rom the scores !e can kno! the stat#s o' his nation or his likes$

O,INION ,OLLIN* A SUR0E;IN*: It is sai that o%inion s&mboli(es an attit# e$ In this techni-#e verball& e+%resse o%inions are taken to be attit# e$ /ere ;es E No or A"ree E Disa"ree, t&%e -#estions are aske $ We can #se this techni-#e 'or testin" o%inions re"ar in" c#rrent a''airs$ The -#estions sho#l be sim%le an there 11 sho#l not be an& o#bt or ambi"#it&$

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SO)E SI),LE TEC/NI1UES: 4$ Anec otal recor s: Anec ote is sai to be a >!or sna%shotB o' si"ni'icant %#%il behavio#r$ The anec otes can be collecte b& teachers, co#nselors, or other observer in the 'orm o' a recor $ Their later anal&sis can reveal si"ni'icant in'ormation abo#t the attit# e o' st# ents, to!ar s vario#s ob2ects, %eo%le an val#es$ 6$ A#tobio"ra%hies: A#tobio"ra%h& is a creative !ritin" e+%erience semi str#ct#re or #nstr#ct#re abo#t one=s sel' !ith em%hasis an 'eelin" an attit# es, the %#r%ose o' !hich is to hel% the st# ent, teacher, co#nselor, %in%oint events in the st# ents li'e an their relationshi% to his behavio#r$ 7$ Diaries: A iar& acco#nt o' im%ortant events 'eelin"s an attit# e !ritten b& st# ents, also "ives an insi"ht into the attit# e o' st# ents$ 8$ Leis#re time %#rs#its: Recor s o' the books or 2o#rnals rea the %artici%ation in vario#s t&%es o' activities an %ro"rammes also "ive a lot o' in'ormation abo#t st# ents attit# e$ 9$ Im%ression It is base #%on the observation o' behavio#r an attit# e o' the in ivi #al b& teachers, co#nselors etc$, this also reveals si"ni'icant in'ormation abo#t in ivi #al o' co#rse this is not a ver& reliable techni-#e$ F$ Intervie!: The attit# e o' the in ivi #al can be assesse b& askin" %re etermine -#estions !hich can "ive linkin" into his attit# e$

,RO.LE)S IN ATTITUDE TESTIN*: 5 Attit# e is a com%le+ a''air !hich cannot be !holl& escribe b& an& sin"le n#merical in e+ 5 ,eo%les attit# e are s#b2ect to chan"e 5 It is also i''ic#lt to "et vali res%onses 5 The scores o' the in ivi #al "enerall& concentrate in the mi le 5 Discre%ancies bet!een verball& e+%resse attit# e an overt behavio#r have also been note in a n#mber o' series 5 Ever& observation o' overt behavio#r ma& not al!a&s %rovi e an acc#rate in e+ o' attit# e$

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LI)ITATIONS O3 ATTITUDE SCALE: 5 An in ivi #al ma& e+%ress sociall& acce%table o%inion an conceal his real attit# e 5 An in ivi #al himsel' ma& not clearl& a!are o' his real attit# e 5 An& in ivi #al ma& never have been con'ronte !ith a real sit#ation to iscover !hat his real attit# e to!ar s a scienti'ic %henomena$ 5 Attit# e are reveale thro#"h the behavio#r o' the in ivi #al$ .#t behavio#r itsel' is not al!a&s a tr#e in ication o' attit# e 5 Observation o' behavio#r ma& not al!a&s be %ossible !hen a lar"e sam%le is #n er st# & 5 Social c#stoms or the esire 'or sociala%%roval ma& make mankin s o' behavio#r mere 'ormalities !hich are -#ite #nrelate to the inner 'eelin"s o' an in ivi #al$

OT/ER T;,ES O3 ATTITUDE SCALE NO)INAL SCALE: This is a ver& sim%le scale$ It consists o' assi"nment o' 'acts A choices to vario#s alternative cate"ories !hich are #s#all& e+ha#stive as !ell m#t#all& e+cl#sive$ These scales are 2#st n#merical an are least restrictive o' all the scales$ Instances o' nominal scales are E cre it car n#mbers, bank acco#nt n#mbers, em%lo&ee ID n#mbers etc$, It is sim%le an !i el& #se !hen relationshi% bet!een t!o variables is to be s#ite $ In a nominal scale n#mbers are n# more thal labels an are #se s%eci'icall& to i enti'& i''erent cate"ories o' res%onses$ )o e is 're-#entl& #se 'or res%onsive cate"or&$

ORDINAL SCALE: These are sim%lest attit# e meas#rin" scale #se in the marketin" research$ It is more %o!er'#l than the nominal scale in that the n#mber %ossess the %ro%ert& o' rank or er$ The rankin" o' certain %ro #cts attrib#tes A bene'its as eeme im%ortant b& the res%on ents is obtaine thro#"h a scale$

The most im%ortant attrib#te is ranke 4 b& the res%on ents an the least im%ortant is ranke 9$ Instea o' n#mbers, letters or s&mbols too can be #se to rate in a or inal scale, s#ch scale makes no attem%t to meas#re the e"ree o' 'avo#rabilit& o' i''erent rankin"s$ )e ian an mo e are meanin"'#l 'or or inal scale$ 14

INTER0AL SCALE: /ere in the istance bet!een the vario#s cate"ories #nlike in nominal or n#mbers #nlike in or inal, are e-#al in case o' interval scales$ These are also terme as ratin" scales$ An interval scale has an arbitrar& (ero %oint !ith '#rther n#mbers %lace at e-#al intervals$ E": Thermometer

The ata obtaine 'rom the interval scale can be #se to calc#late the mean scores o' each attrib#te over all res%on ents$ The stan ar eviation can also be calc#late $ RATIO SCALE: These are not !i el& #se in the marketin" research #nless a base item is ma e available 'or com%arison$ A ratio scale has a nat#ral (ero %oint an '#rther n#mbers are %lace at e-#all& a%%earin" intervals$ E": /ei"ht, Wei"ht SE)ANTIC DI33ERENTIAL SCALE: This is a seven %oint scale an the en %oints o' the scale are associate !ith bi%olar labels$ 4 6 7 8 9 F G ,leasant ominant

Un%leasant s#bmissive

.i%olar means t!o o%%osite e+tremes $ )ena an me ian #se 'or com%arison$ This scale hel%s to etermine overall similarities an i''erences amon" ob2ects$ In ivi #al can score 'rom 4 to G or <7 to H7$ On the basis o' these res%onses %ro'iles are ma e$ We can anal&(e 'or t!o or three %ro #cts an b& 2oinin" these %ro'iles !e "et %ro'ile anal&sis$ When semantic i''erential scales is #se to evelo% an ima"e %ro'ile$ It %rovi es a "o basis 'or com%arin" ima"es o' t!o or more items$

The bi" a vanta"e o' this scale is its sim%licit&, !hile %ro #cin" res#lts com%are !ith those o' the more com%le+ scalin" metho s$ The metho is eas& to 'ast to a minister, b#t it is also sensitive to small i''erences in attit# e, hi"hl& versatile, reliable an "enerall& vali $

STA,LE=S SCALE:

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It !as evelo%e b& Ian sta%le$ This scale has some istinctive 'eat#res,

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Each item has onl& one !or A %hrase in icatin" the imension it re%resents$ Each item has ten res%onse cate"ories The res%onse cate"ories have n#merical labels b#t no verbal labels$ Each item has an even n#mber o' cate"ories

This scale is #s#all& %resente verticall&$ This is a #ni%olar ratin" scale$ )ULTI DI)ENSIONAL SCALIN*: It consist o' a "ro#% o' anal&tical techni-#e !hich are #se to st# & cons#mer attit# es relate to %erce%tions an %re'erences$ It is #se to st# &J & & & The ma2or attrib#tes o' a "iven class o' %ro #cts %erceive b& the cons#mers in consi erin" the %ro #ct an b& !hich the& com%are i''erent ranks$ To st# & !hich bran com%etes most irectl& !ith each other$ To 'in o#t !hether the cons#mers !o#l like a ne! bran !ith a combination o' characteristics not 'o#n in the market$ What !o#l be the cons#mers i eal combination o' %ro #ct attrib#tes What scales an a vertisin" messa"es are com%atible !ith cons#mers bran %erce%tions It is a com%#ter base techni-#es$ The limitation o' this scale is that it is i''ic#lt to clearl& e'ine the conce%t o' similarities an %re'erences$

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T/E 1 SORT TEC/NI1UE: It is #se to iscriminate amon" lar"e n#mber o' ob2ects -#ickl&$ It #ses a rank or er %roce #re an the ob2ects are sorte into %iles base on similarit& !ith res%ect to some criteria$ The n#mber o' ob2ects to be sorte sho#l be bet!een FK E 48K a%%ro+imatel&$ Th#s the sort techni-#e is an attem%t to classi'& s#b2ects in terms o' their similarit& to attrib#te #n er st# &$

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CRITICAL INCIDENCE TEC/NI1UE INTRODUCTION: The critical inci ent techni-#e is similar to anec otal recor s in that in'ormation is recor e thro#"h observation o' st# ents %er'ormance$

DE3INITION: The critical inci ence techni-#e is a set o' %roce #res #se 'or collectin" irect observations o' h#man behavio#r that critical si"ni'icance an meet metho olo"icall& e'ine criteria$ Accor in" to 3ivers an *osnell, the critical inci ent techni-#e >as one that makes a si"ni'icant i''erences in the o#tcome o' an activit&$ It ma& be the %ositive 'actors that contrib#tes to!ar s the ca#se o' behavio#r or it ma& be the ne"ative 'actors that inter'ere !ith the com%letion o' the assi"nment$B

AREAS O3 CRTTICAL INCIDENT TEC/NI1UE: It is a 'le+ible metho that #s#all& relies on 'ive ma2or areas$ The 'irst is the eterminin" an revie!in" the inci ence, then 'act 'in in" !hich involves collectin" the etails o' the inci ent 'rom the %artici%ants$ When all o' the 'acts are collecte , the ne+t ste% is to i enti'& the iss#es$ A'ter!ar s a ecision can be ma e on ho! to resolve the iss#es base on vario#s %ossible sol#tions$ The 'inal an most im%ortant as%ect is the eval#ation, !hich !ill etermine i' the sol#tion that !as selecte !ill solve the root ca#se o' the sit#ation an !ill ca#se no '#rther %roblems$

USE O3 CRITICAL INCIDENT AS A TEAC/IN* STRATE*;: 5 3lana"on C4L98D E /e evelo%e the critical inci ent techni-#e as a metho o' "atherin" in'ormation abo#t e''ective or ine''ective behavio#r %er'orme b& the airline %ilots$ 5 3lana"an, *osnell, 3ivars E #se it in or er to evelo% cate"ori(ation 'or assessin" st# ent n#rse %er'ormance 5 Cormack C4LM7D E The !a& in !hich he #se the techni-#e as a means o' e+aminin" the role o' the %s&chiatric n#rse 5 Rinon C4LGLD E Use it to elicit the n#rses %s&cholo"ical role in carin" 'or %atients #rin" rehabilitation 18

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5 .enner C4LM8D E a a%te its #se to e+%lore the shi't 'rom novice to e+%ert %ractitioner thro#"h the i enti'ication o' com%etencies o' n#rses at i''erent levels o' skill attainment 5 Clam% C4LM8D E ho! the techni-#e !as #se in the n#rsin" e #cation to increase st# ents a!areness o' n#rses attit# e to %atients an their levels o' inter%ersonal comm#nication skills 5 Oearmann an Reill& C4LL6D E Note that anec otal notes an critical inci ent i''ers$

CRITICAL INCIDENT RECORDS: To eval#ate the %er'ormance, the eval#ator recor s s%eci'ic critical inci ent o' e''ective an ine''ective behavio#r t!o si es or as%ects o' %er'ormance recor E''ective behavio#r: C,ositive behavio#rD contrib#tin" to %atient care service Com%letion o' an assi"nments A achievin" o' an ob2ective maintenance o' -#alit& in n#rsin" care o' the %atient e"$ Antici%ate nee o' the %atients$

Ine''ective behavio#r: CNe"ative behavio#rD !hich inter'ere !ith "oo n#rsin" carrier or lea s to %oor n#rsin" care e"$ 3aile to or"ani(e n#rsin" care 'or ma+im#m %atient bene'it$ Critical inci ent are o#tstan in" ha%%enin" !hich in icate the %resence or absence o' the -#alit& A characteristics or behavio#r %attern to be anal&se $ An inci ent !ill be consi ere critical !hen it occ#rs in a sit#ation, !here the %#r%ose or intent o' the seems 'airl& clear to the observer$ An anal&sis o' inci ent hel%s in breakin" o!n broa statement o' ob2ectives into s%eci'ic com%onents nee e 'or eval#ation$

CRITERIA 3OR USIN* CRITICAL INCIDENT: 5 Observer has to observe act#al behavio#r an m#st be re%orte 5 All the relevant 'actors in the inci ent m#st be "iven 5 De'inite 2# "ement abo#t the behavio#r that is consi ere to be critical

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/OW TO RECORD T/E CRITICAL INCIDENT: 5 Total %erio o' observation has to be !ritten on the 'orm 5 N#mber o' inci ents, e''ective an ine''ective behavio#r has to be recor e 5 S%ace 'or si"nat#re o' the eval#ator an the %erson !ho is bein" eval#ate sho#l be %rovi e $

AD0ANTA*ES: 5 5 5 5 3le+ible metho that can be #se in the m#lti E #ser s&stem ata is collecte 'rom the res%on ents %ers%ective an in hisAher o!n !or s oes not 'orce the res%on ents into an& "iven 'rame!ork I enti'ies even rare events that mi"ht be misse b& other metho s !hich onl& 'oc#s on common an ever& a& events #se'#l !hen %roblem occ#r b#t the ca#se an severit& are not kno!n Ine+%ensive an %rovi es more in'ormation Em%ahsises the 'eat#res that !ill make a s&stem %artic#larl& v#lnerable an can brin" ma2or bene'its Can be a%%lie #sin" -#estionnaires or intervie!s$

5 5 5

5 DISAD0ANTA*ES: 5 A 'irst %roblem comes 'rom the t&%e o' re%orte inci ents$ The critical inci ent techni-#e !ill rela& on the events bein" remembere b& #sers an !ill also re-#ire the acc#rate an tr#th'#l re%ortin" o' them$ Since critical inci ents o'ten rela& on memor&, inci ents ma& be im%recise or ma& even "o #nre%orte 5 The metho has a b#ilt in bias to!ar s inci ents that ha%%ene recentl&, since these are easier to recall$

CONCLUSION: The critical inci ent techni-#e is e''ective 'or 'ormative eval#ation$ It enables the learner an the teacher to their im%act on the o#tcome o' an action$ It can also be #se in a s#mmative eval#ation, %rovi e several critical inci ent are #se to 2# "e the st# ent=s master& o' behavio#r #n er consi eration$

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.I.LIO*RA,/;: & & & & & .hatia @.hatia C6KKFDBA te+t book o' e #cational %s&cholo"&B %#blishe b& oaba ho#se , Delhi , ,a"e No: 9F4<9FL$ .orin" ,Lan"'el ,!el ,B'o#n ations o' %s&cholo"&B %#blishe b& Asia %#blishin" ho#se, .omba&, ,a"e no 9FK<9MM$ Cli'or $T$ )or"on C4LLLD >Intro #ction to ,s&cholo"&BGth e ition ,%#blishe b& Tata )c *raco Ehill ,#blishin" com%an& limite $Ne! elhi$ ,a"e no 7M8<7LK$ ?amala .hatia C6KKKD >The %rinci%les an metho s o' teachin" B%#blishe b& oaba ho#se,Delhi, ,a"e no 88K$ .$N$ ,an a C4LLLD >A vance e #cational ,s&cholo"& B%#blishe b& Discover& %#blishin" ho#se, Ne! elhi$%a"e$no 4KL$

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