A Two-Tier Multiple Choice Questions to Diagnose Thermodynamic Misconception of Thai and Laos Students

NASA Astrophysics Data System (ADS)

Kamcharean, Chanwit; Wattanakasiwich, Pornrat

The objective of this study was to diagnose misconceptions of Thai and Lao students in thermodynamics by using a two-tier multiple-choice test. Two-tier multiple choice questions consist of the first tier, a content-based question and the second tier, a reasoning-based question. Data of student understanding was collected by using 10 two-tier multiple-choice questions. Thai participants were the first-year students (N = 57) taking a fundamental physics course at Chiang Mai University in 2012. Lao participants were high school students in Grade 11 (N = 57) and Grade 12 (N = 83) at Muengnern high school in Xayaboury province, Lao PDR. As results, most students answered content-tier questions correctly but chose incorrect answers for reason-tier questions. When further investigating their incorrect reasons, we found similar misconceptions as reported in previous studies such as incorrectly relating pressure with temperature when presenting with multiple variables.

Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition

ERIC Educational Resources Information Center

Bassett, Molly H.

2016-01-01

In this essay, I explore an exam format that pairs multiple-choice questions with required rationales. In a space adjacent to each multiple-choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also…

Do Streaks Matter in Multiple-Choice Tests?

ERIC Educational Resources Information Center

Kiss, Hubert János; Selei, Adrienn

2018-01-01

Success in life is determined to a large extent by school performance, which in turn depends heavily on grades obtained in exams. In this study, we investigate a particular type of exam: multiple-choice tests. More concretely, we study if patterns of correct answers in multiple-choice tests affect performance. We design an experiment to study if…

The positive and negative consequences of multiple-choice testing.

PubMed

Roediger, Henry L; Marsh, Elizabeth J

2005-09-01

Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.

A Diagnostic Study of Pre-Service Teachers' Competency in Multiple-Choice Item Development

ERIC Educational Resources Information Center

Asim, Alice E.; Ekuri, Emmanuel E.; Eni, Eni I.

2013-01-01

Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers' competency in constructing questions (IQT); direct questions (DQT); and best answer (BAT) varieties of multiple choice items. Subjects were 88…

Accommodations for Multiple Choice Tests

ERIC Educational Resources Information Center

Trammell, Jack

2011-01-01

Students with learning or learning-related disabilities frequently struggle with multiple choice assessments due to difficulty discriminating between items, filtering out distracters, and framing a mental best answer. This Practice Brief suggests accommodations and strategies that disability service providers can utilize in conjunction with…

Multiple-Choice Answers: To Change or Not to Change? Perhaps Not Such a Simple Question

ERIC Educational Resources Information Center

Wainscott, Heidi

2016-01-01

When grading students' quizzes and exams, I find that students are seemingly always changing their answers from the right answer to the wrong answer. In fact, I have cautioned students against changing their answer. Colleagues have made similar observations and some books on test-taking strategies advise against answer-changing. In an effort to…

Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Ardiansah; Masykuri, M.; Rahardjo, S. B.

2018-04-01

Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

ERIC Educational Resources Information Center

Carnegie, Jacqueline A.

2017-01-01

Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ) exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when…

Sure, or unsure? Measuring students' confidence and the potential impact on patient safety in multiple-choice questions.

PubMed

Rangel, Rafael Henrique; Möller, Leona; Sitter, Helmut; Stibane, Tina; Strzelczyk, Adam

2017-11-01

Multiple-choice questions (MCQs) provide useful information about correct and incorrect answers, but they do not offer information about students' confidence. Ninety and another 81 medical students participated each in a curricular neurology multiple-choice exam and indicated their confidence for every single MCQ. Each MCQ had a defined level of potential clinical impact on patient safety (uncritical, risky, harmful). Our first objective was to detect informed (IF), guessed (GU), misinformed (MI), and uninformed (UI) answers. Further, we evaluated whether there were significant differences for confidence at correct and incorrect answers. Then, we explored if clinical impact had a significant influence on students' confidence. There were 1818 IF, 635 GU, 71 MI, and 176 UI answers in exam I and 1453 IF, 613 GU, 92 MI, and 191 UI answers in exam II. Students' confidence was significantly higher for correct than for incorrect answers at both exams (p < 0.001). For exam I, students' confidence was significantly higher for incorrect harmful than for incorrect risky classified MCQs (p = 0.01). At exam II, students' confidence was significantly higher for incorrect harmful than for incorrect benign (p < 0.01) and significantly higher for correct benign than for correct harmful categorized MCQs (p = 0.01). We were pleased to see that there were more informed than guessed, more uninformed than misinformed answers and higher students' confidence for correct than for incorrect answers. Our expectation that students state higher confidence in correct and harmful and lower confidence in incorrect and harmful MCQs could not be confirmed.

Decision making under internal uncertainty: the case of multiple-choice tests with different scoring rules.

PubMed

Bereby-Meyer, Yoella; Meyer, Joachim; Budescu, David V

2003-02-01

This paper assesses framing effects on decision making with internal uncertainty, i.e., partial knowledge, by focusing on examinees' behavior in multiple-choice (MC) tests with different scoring rules. In two experiments participants answered a general-knowledge MC test that consisted of 34 solvable and 6 unsolvable items. Experiment 1 studied two scoring rules involving Positive (only gains) and Negative (only losses) scores. Although answering all items was the dominating strategy for both rules, the results revealed a greater tendency to answer under the Negative scoring rule. These results are in line with the predictions derived from Prospect Theory (PT) [Econometrica 47 (1979) 263]. The second experiment studied two scoring rules, which allowed respondents to exhibit partial knowledge. Under the Inclusion-scoring rule the respondents mark all answers that could be correct, and under the Exclusion-scoring rule they exclude all answers that might be incorrect. As predicted by PT, respondents took more risks under the Inclusion rule than under the Exclusion rule. The results illustrate that the basic process that underlies choice behavior under internal uncertainty and especially the effect of framing is similar to the process of choice under external uncertainty and can be described quite accurately by PT. Copyright 2002 Elsevier Science B.V.

Pick-N Multiple Choice-Exams: A Comparison of Scoring Algorithms

ERIC Educational Resources Information Center

Bauer, Daniel; Holzer, Matthias; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To compare different scoring algorithms for Pick-N multiple correct answer multiple-choice (MC) exams regarding test reliability, student performance, total item discrimination and item difficulty. Data from six 3rd year medical students' end of term exams in internal medicine from 2005 to 2008 at Munich University were analysed (1,255 students,…

Getting Lucky: How Guessing Threatens the Validity of Performance Classifications

ERIC Educational Resources Information Center

Foley, Brett P.

2016-01-01

There is always a chance that examinees will answer multiple choice (MC) items correctly by guessing. Design choices in some modern exams have created situations where guessing at random through the full exam--rather than only for a subset of items where the examinee does not know the answer--can be an effective strategy to pass the exam. This…

Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?

PubMed

Hift, Richard J

2014-11-28

Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the multiple-choice format will have higher validity, a statement for which some empiric support exists. Given the superior reliability and cost-effectiveness of the multiple-choice format consideration should be given to phasing out open-ended format questions in summative assessment. Whether the same applies to non-exit-level assessment and formative assessment is a question which remains to be answered; particularly in terms of the educational effect of testing, an area which deserves intensive study.

Multiple-Choice Test Bias Due to Answering Strategy Variation.

ERIC Educational Resources Information Center

Frary, Robert B.; Giles, Mary B.

This paper describes the development and investigation of a new approach to determining the existence of bias in multiple-choice test scores. Previous work in this area has concentrated almost exclusively on bias attributable to specific test items or to differences in test score distributions across racial or ethnic groups. In contrast, the…

Confidence-Based Assessments within an Adult Learning Environment

ERIC Educational Resources Information Center

Novacek, Paul

2013-01-01

Traditional knowledge assessments rely on multiple-choice type questions that only report a right or wrong answer. The reliance within the education system on this technique infers that a student who provides a correct answer purely through guesswork possesses knowledge equivalent to a student who actually knows the correct answer. A more complete…

The "None of the Above" Option in Multiple-Choice Testing: An Experimental Study

ERIC Educational Resources Information Center

DiBattista, David; Sinnige-Egger, Jo-Anne; Fortuna, Glenda

2014-01-01

The authors assessed the effects of using "none of the above" as an option in a 40-item, general-knowledge multiple-choice test administered to undergraduate students. Examinees who selected "none of the above" were given an incentive to write the correct answer to the question posed. Using "none of the above" as the…

The Influence of a Response Format Test Accommodation for College Students with and without Disabilities

ERIC Educational Resources Information Center

Potter, Kyle; Lewandowski, Lawrence; Spenceley, Laura

2016-01-01

Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. "bubble" or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style.…

A Participatory Learning Approach to Biochemistry Using Student Authored and Evaluated Multiple-Choice Questions

ERIC Educational Resources Information Center

Bottomley, Steven; Denny, Paul

2011-01-01

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs…

The Effect of Images on Item Statistics in Multiple Choice Anatomy Examinations

ERIC Educational Resources Information Center

Notebaert, Andrew J.

2017-01-01

Although multiple choice examinations are often used to test anatomical knowledge, these often forgo the use of images in favor of text-based questions and answers. Because anatomy is reliant on visual resources, examinations using images should be used when appropriate. This study was a retrospective analysis of examination items that were text…

Comparing comprehension measured by multiple-choice and open-ended questions.

PubMed

Ozuru, Yasuhiro; Briner, Stephen; Kurby, Christopher A; McNamara, Danielle S

2013-09-01

This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension. PsycINFO Database Record (c) 2013 APA, all rights reserved

Which form of assessment provides the best information about student performance in chemistry examinations?

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

Background . This study developed from observations of apparent achievement differences between male and female chemistry performances in a state university entrance examination. Male students performed more strongly than female students, especially in higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in state university entrance examinations in chemistry and school chemistry examinations and student gender, format of questions - multiple-choice or short-answer, and conceptual level - recall or application? Sample The two sources of data were: (1) secondary analyses of five consecutive years' data published by the examining authority of chemistry examinations, and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The data from the tests were also analysed using Rasch analysis to determine differences in gender performance. Results When overall mean data are considered, both male and female students performed better on multiple-choice questions and recall questions than on short-answer questions and application questions, respectively. When overall mean data are considered, male students outperformed female students in both the university entrance and school tests, particularly in the higher scores. When data were analysed with Rasch, there was no statistically significant difference in performance between males and females of equal ability. Conclusions Both male and female students generally perform better on multiple-choice questions than they do on short-answer questions. However, when the questions are matched in terms of difficulty (using Rasch analysis), the differences in performance between multiple-choice and short-answer are quite small. Rasch analysis showed that there was little difference in performance between males and females of equal ability. This study shows that a simple face-value score analysis of relative student performance - in this case, in chemistry - can be deceptive unless the actual abilities of the students concerned, as measured by a tool such as Rasch, are taken into consideration before reaching any conclusion.

Using a Classroom Response System to Improve Multiple-Choice Performance in AP® Physics

NASA Astrophysics Data System (ADS)

Bertrand, Peggy

2009-04-01

Participation in rigorous high school courses such as Advanced Placement (AP®) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and on the Force Concept Inventory,2 are particularly good at rooting out common and persisting student misconceptions. Additionally, there are barriers to multiple-choice performance that have little to do with content mastery. For example, a student might fail to read the question thoroughly, forget to apply a reasonableness test to the answer, or simply work too slowly.

Computer Analysis in HSC German

ERIC Educational Resources Information Center

Clutterbuck, Michael; Mowchanuk, Timothy

1977-01-01

In October, 1976, a new type of question was introduced into the Victorian HSC German test: A listening comprehension question with multiple-choice answers has replaced the written reproduction question. Results of a computer analysis of the answers given in the exam are reported. (SW)

High time for a change: psychometric analysis of multiple-choice questions in nursing.

PubMed

Redmond, Sandra P; Hartigan-Rogers, Jackie A; Cobbett, Shelley

2012-11-26

Nurse educators teach students to develop an informed nursing practice but can educators claim the same grounding in the available evidence when formulating multiple-choice assessment tools to evaluate student learning? Multiple-choice questions are a popular assessment format within nursing education. While widely accepted as a credible format to assess student knowledge across disciplines, debate exists among educators regarding the number of options necessary to adequately test cognitive reasoning and optimal discrimination between student abilities. The purpose of this quasi-experimental between groups study was to examine the psychometric properties of three option multiple-choice questions when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or the mean examination scores when multiple-choice test questions were administered with three versus four option answer choices. This study provides additional guidance for nurse educators to assist in improving multiple-choice question writing and test design.

The Incidence of Clueing in Multiple Choice Testbank Questions in Accounting: Some Evidence from Australia

ERIC Educational Resources Information Center

Ibbett, Nicole L.; Wheldon, Brett J.

2016-01-01

In 2014 Central Queensland University (CQU) in Australia banned the use of multiple choice questions (MCQs) as an assessment tool. One of the reasons given for this decision was that MCQs provide an opportunity for students to "pass" by merely guessing their answers. The mathematical likelihood of a student passing by guessing alone can…

Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

ERIC Educational Resources Information Center

Merrel, Jeremy D.; Cirillo, Pier F.; Schwartz, Pauline M.; Webb, Jeffrey A.

2015-01-01

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an…

Using a Fine-Grained Multiple-Choice Response Format in Educational Drill-and-Practice Video Games

ERIC Educational Resources Information Center

Beserra, Vagner; Nussbaum, Miguel; Grass, Antonio

2017-01-01

When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental…

Asymmetry in Student Achievement on Multiple-Choice and Constructed-Response Items in Reversible Mathematics Processes

ERIC Educational Resources Information Center

Sangwin, Christopher J.; Jones, Ian

2017-01-01

In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation.…

Polytomous versus Dichotomous Scoring on Multiple-Choice Examinations: Development of a Rubric for Rating Partial Credit

ERIC Educational Resources Information Center

Grunert, Megan L.; Raker, Jeffrey R.; Murphy, Kristen L.; Holme, Thomas A.

2013-01-01

The concept of assigning partial credit on multiple-choice test items is considered for items from ACS Exams. Because the items on these exams, particularly the quantitative items, use common student errors to define incorrect answers, it is possible to assign partial credits to some of these incorrect responses. To do so, however, it becomes…

Making School Choice Work

ERIC Educational Resources Information Center

DeArmond, Michael; Jochim, Ashley; Lake, Robin

2014-01-01

School choice is increasingly the new normal in urban education. But in cities with multiple public school options, how can civic leaders create a choice system that works for all families, whether they choose a charter or district public school? To answer this question, the Center on Reinventing Public Education (CRPE) researchers surveyed 4,000…

Answer Changing in Testing Situations: The Role of Metacognition in Deciding Which Answers to Review

ERIC Educational Resources Information Center

Stylianou-Georgiou, Agni; Papanastasiou, Elena C.

2017-01-01

The purpose of our study was to examine the issue of answer changing in relation to students' abilities to monitor their behaviour accurately while responding to multiple-choice tests. The data for this study were obtained from the final examination administered to students in an educational psychology course. The results of the study indicate…

Item Reliabilities for a Family of Answer-Until-Correct (AUC) Scoring Rules.

ERIC Educational Resources Information Center

Kane, Michael T.; Moloney, James M.

The Answer-Until-Correct (AUC) procedure has been proposed in order to increase the reliability of multiple-choice items. A model for examinees' behavior when they must respond to each item until they answer it correctly is presented. An expression for the reliability of AUC items, as a function of the characteristics of the item and the scoring…

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III

2009-01-01

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting…

Going Green and Using Less Paper to Print Exams: Student Performance, Completion Time, and Preference

ERIC Educational Resources Information Center

O'Connor, Kevin J.

2014-01-01

Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper)…

Representing Uncertainty on Model Analysis Plots

ERIC Educational Resources Information Center

Smith, Trevor I.

2016-01-01

Model analysis provides a mechanism for representing student learning as measured by standard multiple-choice surveys. The model plot contains information regarding both how likely students in a particular class are to choose the correct answer and how likely they are to choose an answer consistent with a well-documented conceptual model.…

Comparison of individual answer and group answer with and without structured peer assessment

NASA Astrophysics Data System (ADS)

Kablan, Zeynel

2014-09-01

Background:Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample:A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods:In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a 'peer assessment form' before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results:Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions:Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally.

Regulating Accuracy on University Tests with the Plurality Option

ERIC Educational Resources Information Center

Higham, Philip A.

2013-01-01

A single experiment is reported in which introductory psychology students were administered a multiple-choice test on psychology with either 4 (n = 78) or 5 alternatives (n = 92) prior to any lectures being delivered. Two answers were generated for each question: a small answer consisting of their favorite alternative, and a large answer…

WordBytes: Exploring an Intermediate Constraint Format for Rapid Classification of Student Answers on Constructed Response Assessments

ERIC Educational Resources Information Center

Kim, Kerry J.; Meir, Eli; Pope, Denise S.; Wendel, Daniel

2017-01-01

Computerized classification of student answers offers the possibility of instant feedback and improved learning. Open response (OR) questions provide greater insight into student thinking and understanding than more constrained multiple choice (MC) questions, but development of automated classifiers is more difficult, often requiring training a…

ACER Chemistry Test Item Collection. ACER Chemtic Year 12.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The chemistry test item banks contains 225 multiple-choice questions suitable for diagnostic and achievement testing; a three-page teacher's guide; answer key with item facilities; an answer sheet; and a 45-item sample achievement test. Although written for the new grade 12 chemistry course in Victoria, Australia, the items are widely applicable.…

Components of Answers to Multiple-Choice Questions on a Published Reading Comprehension Test: An Application of the Hanna-Oaster Approach.

ERIC Educational Resources Information Center

Entin, Eileen B.; Klare, George B.

1980-01-01

An approach to assessing context dependence was applied to data from the Nelson-Denny Reading Test. The results suggest that scores on the difficult passages are inflated because the examinees can answer the questions without having to comprehend the passage. (MKM)

How did you guess? Or, what do multiple-choice questions measure?

PubMed

Cox, K R

1976-06-05

Multiple-choice questions classified as requiring problem-solving skills have been interpreted as measuring problem-solving skills within students, with the implicit hypothesis that questions needing an increasingly complex intellectual process should present increasing difficulty to the student. This hypothesis was tested in a 150-question paper taken by 721 students in seven Australian medical schools. No correlation was observed between difficulty and assigned process. Consequently, the question-answering process was explored with a group of final-year students. Anecdotal recall by students gave heavy weight to knowledge rather than problem solving in answering these questions. Assignment of the 150 questions to the classification by three teachers and six students showed their congruence to be a little above random probability.

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.

PubMed

Zaidi, Nikki B; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-09-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the Classroom.

PubMed

Bjork, Elizabeth Ligon; Soderstrom, Nicholas C; Little, Jeri L

2015-01-01

The term desirable difficulties (Bjork, 1994) refers to conditions of learning that, though often appearing to cause difficulties for the learner and to slow down the process of acquisition, actually improve long-term retention and transfer. One known desirable difficulty is testing (as compared with restudy), although typically it is tests that clearly involve retrieval--such as free and cued recall tests--that are thought to induce these learning benefits and not multiple-choice tests. Nonetheless, multiple-choice testing is ubiquitous in educational settings and many other high-stakes situations. In this article, we discuss research, in both the laboratory and the classroom, exploring whether multiple-choice testing can also be fashioned to promote the type of retrieval processes known to improve learning, and we speculate about the necessary properties that multiple-choice questions must possess, as well as the metacognitive strategy students need to use in answering such questions, to achieve this goal.

To Change or Not to Change: Investigating the Value of MCQ Answer Changing for Gulf Arab Students

ERIC Educational Resources Information Center

Al-Hamly, Mashael; Coombe, Christine

2005-01-01

This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial to Gulf Arab students' overall test performance. The proficiency exam used in this study is the Michigan English Language Institute College English Test - Grammar, Cloze, Vocabulary, Reading (MELICET-GCVR), which was developed using…

On the Optimality of Answer-Copying Indices: Theory and Practice

ERIC Educational Resources Information Center

Romero, Mauricio; Riascos, Álvaro; Jara, Diego

2015-01-01

Multiple-choice exams are frequently used as an efficient and objective method to assess learning, but they are more vulnerable to answer copying than tests based on open questions. Several statistical tests (known as indices in the literature) have been proposed to detect cheating; however, to the best of our knowledge, they all lack mathematical…

An Algorithm to Improve Test Answer Copying Detection Using the Omega Statistic

ERIC Educational Resources Information Center

Maeda, Hotaka; Zhang, Bo

2017-01-01

The omega (?) statistic is reputed to be one of the best indices for detecting answer copying on multiple choice tests, but its performance relies on the accurate estimation of copier ability, which is challenging because responses from the copiers may have been contaminated. We propose an algorithm that aims to identify and delete the suspected…

The Effects of Question Generation, Question Answering and Reading on Prose Learning.

ERIC Educational Resources Information Center

Owens, Anthony Mathew

Eighty-seven students took part in a study (using three experimental conditions) of the effect of question generation, question answering, and rereading on an immediate posttest and on a delayed test of knowledge of a text passage. In condition G, subjects generated multiple-choice questions that would test knowledge of each of the six content…

Classroom: Efficient Grading

ERIC Educational Resources Information Center

Shaw, David D.; Pease, Leonard F., III.

2014-01-01

Grading can be accelerated to make time for more effective instruction. This article presents specific time management strategies selected to decrease administrative time required of faculty and teaching assistants, including a multiple answer multiple choice interface for exams, a three-tier grading system for open ended problem solving, and a…

COMPUTER TECHNIQUES FOR WEEKLY MULTIPLE-CHOICE TESTING.

ERIC Educational Resources Information Center

BROYLES, DAVID

TO ENCOURAGE POLITICAL SCIENCE STUDENTS TO READ PROPERLY AND CONTINUOUSLY, THE AUTHOR GIVES FREQUENT SHORT QUIZZES BASED ON THE ASSIGNED READINGS. FOR EASE IN ADMINISTRATION AND SCORING, HE USES MARK-SENSE CARDS, ON WHICH THE STUDENT MARKS DESIGNATED AREAS TO INDICATE HIS NUMBER AND HIS CHOICE OF ANSWERS. TO EMPHASIZE THE VALUE OF CONTINUED HIGH…

Do Students Know What They Know and What They Don't Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students' Alternative Conceptions

ERIC Educational Resources Information Center

Caleon, Imelda S.; Subramaniam, R.

2010-01-01

This study reports on the development and application of a four-tier multiple-choice (4TMC) diagnostic instrument, which has not been reported in the literature. It is an enhanced version of the two-tier multiple-choice (2TMC) test. As in 2TMC tests, its answer and reason tiers measure students' content knowledge and explanatory knowledge,…

Impression formation of tests: retrospective judgments of performance are higher when easier questions come first.

PubMed

Jackson, Abigail; Greene, Robert L

2014-11-01

Four experiments are reported on the importance of retrospective judgments of performance (postdictions) on tests. Participants answered general knowledge questions and estimated how many questions they answered correctly. They gave higher postdictions when easy questions preceded difficult questions. This was true when time to answer each question was equalized and constrained, when participants were instructed not to write answers, and when questions were presented in a multiple-choice format. Results are consistent with the notion that first impressions predominate in overall perception of test difficulty.

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

PubMed Central

Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K.

2015-01-01

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success. PMID:26628656

Crime in the Classroom Part IV: Conclusions

ERIC Educational Resources Information Center

Harpp, David N.

2008-01-01

In 1990, the McGill University Senate established regulations governing how multiple-choice exams are to be conducted. The primary rules require multiple-version exams (scrambled question and if possible, scrambled answer positions) as well as assigned seating or seating with alternating rows of students from different courses. In recent years, we…

What is an Objective Structured Practical Examination in Anatomy?

ERIC Educational Resources Information Center

Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul

2013-01-01

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The…

Middle School Students' Responses to Two-Tier Tasks

ERIC Educational Resources Information Center

Haja, Shajahan; Clarke, David

2011-01-01

The structure of two-tier testing is such that the first tier consists of a multiple-choice question and the second tier requires justifications for choices of answers made in the first tier. This study aims to evaluate two-tier tasks in "proportion" in terms of students' capacity to write and select justifications and to examine the effect of…

Pointing with Power or Creating with Chalk

ERIC Educational Resources Information Center

Rudow, Sasha R.; Finck, Joseph E.

2015-01-01

This study examines the attitudes of students on the use of PowerPoint and chalk/white boards in college science lecture classes. Students were asked to complete a survey regarding their experiences with PowerPoint and chalk/white boards in their science classes. Both multiple-choice and short answer questions were used. The multiple-choice…

Benford’s Law: Textbook Exercises and Multiple-Choice Testbanks

PubMed Central

Slepkov, Aaron D.; Ironside, Kevin B.; DiBattista, David

2015-01-01

Benford’s Law describes the finding that the distribution of leading (or leftmost) digits of innumerable datasets follows a well-defined logarithmic trend, rather than an intuitive uniformity. In practice this means that the most common leading digit is 1, with an expected frequency of 30.1%, and the least common is 9, with an expected frequency of 4.6%. Currently, the most common application of Benford’s Law is in detecting number invention and tampering such as found in accounting-, tax-, and voter-fraud. We demonstrate that answers to end-of-chapter exercises in physics and chemistry textbooks conform to Benford’s Law. Subsequently, we investigate whether this fact can be used to gain advantage over random guessing in multiple-choice tests, and find that while testbank answers in introductory physics closely conform to Benford’s Law, the testbank is nonetheless secure against such a Benford’s attack for banal reasons. PMID:25689468

Benford's Law: textbook exercises and multiple-choice testbanks.

PubMed

Slepkov, Aaron D; Ironside, Kevin B; DiBattista, David

2015-01-01

Benford's Law describes the finding that the distribution of leading (or leftmost) digits of innumerable datasets follows a well-defined logarithmic trend, rather than an intuitive uniformity. In practice this means that the most common leading digit is 1, with an expected frequency of 30.1%, and the least common is 9, with an expected frequency of 4.6%. Currently, the most common application of Benford's Law is in detecting number invention and tampering such as found in accounting-, tax-, and voter-fraud. We demonstrate that answers to end-of-chapter exercises in physics and chemistry textbooks conform to Benford's Law. Subsequently, we investigate whether this fact can be used to gain advantage over random guessing in multiple-choice tests, and find that while testbank answers in introductory physics closely conform to Benford's Law, the testbank is nonetheless secure against such a Benford's attack for banal reasons.

Chemistry 300. Administration Manual for Supervising Teachers, Provincial Examination, Answer Key--Multiple-Choice and Written-Answer Questions, and Provincial Summary Report = Chimie 300. Guide d'administration a l'intention des surveillants d'examen, Examen provincial, Cle de correction--Questions choix multiple et Questions responses ouvertes, et Rapport sommaire provincial.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This collection of manuals contains the Manitoba Provincial Chemistry Examination for students seeking credit in Senior 4 Chemistry (Chemistry 300) and instructions for its use and grading. The examination is based on the Core Topics of the Senior 4 Chemistry course and accounts for 30% of the student's final grade in the course. The examination…

Regulation of memory accuracy with multiple answers: the plurality option.

PubMed

Luna, Karlos; Higham, Philip A; Martín-Luengo, Beatriz

2011-06-01

We report two experiments that investigated the regulation of memory accuracy with a new regulatory mechanism: the plurality option. This mechanism is closely related to the grain-size option but involves control over the number of alternatives contained in an answer rather than the quantitative boundaries of a single answer. Participants were presented with a slideshow depicting a robbery (Experiment 1) or a murder (Experiment 2), and their memory was tested with five-alternative multiple-choice questions. For each question, participants were asked to generate two answers: a single answer consisting of one alternative and a plural answer consisting of the single answer and two other alternatives. Each answer was rated for confidence (Experiment 1) or for the likelihood of being correct (Experiment 2), and one of the answers was selected for reporting. Results showed that participants used the plurality option to regulate accuracy, selecting single answers when their accuracy and confidence were high, but opting for plural answers when they were low. Although accuracy was higher for selected plural than for selected single answers, the opposite pattern was evident for confidence or likelihood ratings. This dissociation between confidence and accuracy for selected answers was the result of marked overconfidence in single answers coupled with underconfidence in plural answers. We hypothesize that these results can be attributed to overly dichotomous metacognitive beliefs about personal knowledge states that cause subjective confidence to be extreme.

Computer grading of examinations

NASA Technical Reports Server (NTRS)

Frigerio, N. A.

1969-01-01

A method, using IBM cards and computer processing, automates examination grading and recording and permits use of computational problems. The student generates his own answers, and the instructor has much greater freedom in writing questions than is possible with multiple choice examinations.

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

PubMed Central

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

Assessment of High-school Students Engaged in the EarthLabs Climate Modules using the Climate Concept Inventory

NASA Astrophysics Data System (ADS)

McNeal, K.; Libarkin, J. C.; Ledley, T. S.; Gold, A. U.; Lynds, S. E.; Haddad, N.; Ellins, K.; Dunlap, C.; Bardar, E. W.; Youngman, E.

2015-12-01

Instructors must have on hand appropriate assessments that align with their teaching and learning goals in order to provide evidence of student learning. We have worked with curriculum developers and scientists to develop the Climate Concept Inventory (CCI), which meets goals of the EarthLabs Climate on-line curriculum. The developed concept inventory includes 19 content-driven multiple choice questions, six affective-based multiple choice questions, one confidence question, three open-ended questions, and eight demographic questions. Our analysis of the instrument applies item response theory and uses item characteristic curves. We have assessed over 500 students in nearly twenty high school classrooms in Mississippi and Texas that have engaged in the implementation of the EarthLabs curriculum and completed the CCI. Results indicate that students had pre-post gains on 9 out of 10 of the content-based multiple choice questions with positive gains in answer choice selection ranging from 1.72% to 42%. Students significantly reported increased confidence with 15% more students reporting that they were either very or fairly confident with their answers. Of the six affective questions posed, 5 out of 6 showed significant shifts towards gains in knowledge, awareness, and information about Earth's climate system. The research has resulted in a robust and validated climate concept inventory for use with advanced high school students, where we have been able to apply its use within the EarthLabs project.

The influence of question design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.

PubMed

Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F

2015-08-01

This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.

SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cline, K; Stanley, D; Defoor, D

2015-06-15

Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework ismore » built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.« less

An Assessment of Pharmacy Student Confidence in Learning.

ERIC Educational Resources Information Center

Popovich, Nicholas G.; Rogers, Wallace J.

1987-01-01

A study to determine student knowledge and confidence in that knowledge when answering multiple-choice examination questions in a nonprescription drug course is described. An alternate approach to methods of confidence testing was investigated. The knowledge and experience survey is appended. (Author/MLW)

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

The Development of the Planet Formation Concept Inventory: A Preliminary Analysis of Version 1

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2018-01-01

The topic of planet formation is poorly represented in the educational literature, especially at the college level. As recently as 2014, when developing the Test of Astronomy Standards (TOAST), Slater (2014) noted that for two topics (formation of the Solar System and cosmology), “high quality test items that reflect our current understanding of students’ conceptions were not available [in the literature]” (Slater,2014, p. 8). Furthermore, nearly half of ASTR 101 enrollments are at 2 year/community colleges where both instructors and students have little access to current research and models of planet formation. In response, we administered six student replied response (SSR) short answer questions on the topic of planet formation to n = 1,050 students enrolled in introductory astronomy and planetary science courses at The University of Arizona in the Fall 2016 and Spring 2017 semesters. After analyzing and coding the data from the SSR questions, we developed a preliminary version of the Planet Formation Concept Inventory (PFCI). The PFCI is a multiple-choice instrument with 20 planet formation-related questions, and 4 demographic-related questions. We administered version 1 of the PFCI to six introductory astronomy and planetary science courses (n ~ 700 students) during the Fall 2017 semester. We provided students with 7-8 multiple-choice with explanation of reasoning (MCER) questions from the PFCI. Students selected an answer (similar to a traditional multiple-choice test), and then briefly explained why they chose the answer they did. We also conducted interviews with ~15 students to receive feedback on the quality of the questions and clarity of the instrument. We will present an analysis of the MCER responses and student interviews, and discuss any modifications that will be made to the instrument as a result.

Frequency Interference in Children' Recognition of Sentence Information

ERIC Educational Resources Information Center

Levin, Joel R.; And Others

1978-01-01

Children listened to sentences under two instructional sets (imagery or repetition) and answered multiple choice alternatives--either identical or similar in meaning to correct information in the sentences; and including or not including previously presented irrelevant information. The sources of interference predicted from recognition memory…

A Pretest for Introductory Crops Students.

ERIC Educational Resources Information Center

Elkins, Donald M.

1987-01-01

Discusses the advantages of using a pretest in introductory agronomy courses. Provides a pretest that has been developed for use in an introductory crops course taught at Southern Illinois University. Includes 25 definitions, 17 true-false and multiple choice questions, and 6 short answer questions. (TW)

Visitors Abroad.

ERIC Educational Resources Information Center

Lepke, Helen; And Others

Seven German-American cross-cultural social situations are presented in English, each followed by a multiple-choice question concerning the etiquette or cultural implications of the actions. An answer key provides comments to stimulate class discussion. These everyday situations occur in Germany or the United States, and include eating at a…

An international comparison study of pharmacy students' achievement goals and their relationship to assessment type and scores.

PubMed

Alrakaf, Saleh; Anderson, Claire; Coulman, Sion A; John, Dai N; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-04-25

To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

PubMed Central

Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-01-01

Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510

Trends in computer applications in science assessment

NASA Astrophysics Data System (ADS)

Kumar, David D.; Helgeson, Stanley L.

1995-03-01

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.

Prediction of Learning and Comprehension when Adolescents Read Multiple Texts: The Roles of Word-Level Processing, Strategic Approach, and Reading Motivation

ERIC Educational Resources Information Center

Braten, Ivar; Ferguson, Leila E.; Anmarkrud, Oistein; Stromso, Helge I.

2013-01-01

Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task,…

Pneumatics.

ERIC Educational Resources Information Center

Engelbrecht, Nancy; And Others

This unit on pneumatics, for use in postsecondary programs, is organized in eight sections. Each section consists of information sheets with line drawings and multiple-choice questions for each topic in the sections. Answers are provided at the back of the book. The following topics are covered: (1) introduction--pressure, principles of gases,…

What We've Learned about Assessing Hands-On Science.

ERIC Educational Resources Information Center

Shavelson, Richard J.; Baxter, Gail P.

1992-01-01

A recent study compared hands-on scientific inquiry assessment to assessments involving lab notebooks, computer simulations, short-answer paper-and-pencil problems, and multiple-choice questions. Creating high quality performance assessments is a costly, time-consuming process requiring considerable scientific and technological know-how. Improved…

PubMed Central

PANATTO, D.; ARATA, L.; BEVILACQUA, I.; APPRATO, L.; GASPARINI, R.; AMICIZIA, D.

2015-01-01

Summary Introduction. Health-related knowledge is often assessed through multiple-choice tests. Among the different types of formats, researchers may opt to use multiple-mark items, i.e. with more than one correct answer. Although multiple-mark items have long been used in the academic setting – sometimes with scant or inconclusive results – little is known about the implementation of this format in research on in-field health education and promotion. Methods. A study population of secondary school students completed a survey on nutrition-related knowledge, followed by a single- lecture intervention. Answers were scored by means of eight different scoring algorithms and analyzed from the perspective of classical test theory. The same survey was re-administered to a sample of the students in order to evaluate the short-term change in their knowledge. Results. In all, 286 questionnaires were analyzed. Partial scoring algorithms displayed better psychometric characteristics than the dichotomous rule. In particular, the algorithm proposed by Ripkey and the balanced rule showed greater internal consistency and relative efficiency in scoring multiple-mark items. A penalizing algorithm in which the proportion of marked distracters was subtracted from that of marked correct answers was the only one that highlighted a significant difference in performance between natives and immigrants, probably owing to its slightly better discriminatory ability. This algorithm was also associated with the largest effect size in the pre-/post-intervention score change. Discussion. The choice of an appropriate rule for scoring multiple- mark items in research on health education and promotion should consider not only the psychometric properties of single algorithms but also the study aims and outcomes, since scoring rules differ in terms of biasness, reliability, difficulty, sensitivity to guessing and discrimination. PMID:26900331

Confidence-Based Learning in Investment Analysis

NASA Astrophysics Data System (ADS)

Serradell-Lopez, Enric; Lara-Navarra, Pablo; Castillo-Merino, David; González-González, Inés

The aim of this study is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end we used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The tests were performed in a group of 200 students at the bachelor's degree in Business Administration and Management. The analysis made have been implemented in one subject of the scope of investment analysis and measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the course. The measurements have been taken into account different levels of difficulty in the questions asked and the time spent by students to complete the test. The results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence in the answers. It is confirmed as the difficulty level of the questions set a priori by the heads of the subjects are related to levels of security and confidence in the answers. It is estimated that the improvement in the skills learned is viewed favourably by businesses and are especially important for job placement of students.

Project Physics Tests 1, Concepts of Motion.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 1 are presented in this booklet, consisting of 70 multiple-choice and 20 problem-and-essay questions. Concepts of motion are examined with respect to velocities, acceleration, forces, vectors, Newton's laws, and circular motion. Suggestions are made for time consumption in answering some items. Besides…

Beyond Word Processing: Rhetorical Invention with Computers.

ERIC Educational Resources Information Center

Strickland, James

In the area of composition, computer assisted instruction (CAI) must move beyond the limited concerns of the current-traditional rhetoric to address the larger issues of writing, become process-centered, and involve active writing rather than answering multiple-choice questions. Researchers cite four major types of interactive CAI, the last of…

Geography Students Assess Their Learning Using Computer-Marked Tests.

ERIC Educational Resources Information Center

Hogg, Jim

1997-01-01

Reports on a pilot study designed to assess the potential of computer-marked tests for allowing students to monitor their learning. Students' answers to multiple choice tests were fed into a computer that provided a full analysis of their strengths and weaknesses. Students responded favorably to the feedback. (MJP)

Passage Independence within Standardized Reading Comprehension Tests

ERIC Educational Resources Information Center

Roy-Charland, Annie; Colangelo, Gabrielle; Foglia, Victoria; Reguigui, Leïla

2017-01-01

In tests used to measure reading comprehension, validity is important in obtaining accurate results. Unfortunately, studies have shown that people can correctly answer some questions of these tests without reading the related passage. These findings bring forth the need to address whether this phenomenon is observed in multiple-choice only tests…

Studies of the Seriousness of Three Threats to Passage Dependence.

ERIC Educational Resources Information Center

Hanna, Gerald S.; Oaster, Thomas R.

1980-01-01

Certain kinds of multiple-choice reading comprehension questions may be answered correctly at the higher-than-chance level when they are administered without the accompanying passage. These high risk questions do not necessarily lead to passage dependence invalidity. They threaten but do not prove invalidity. (Author/CP)

Using Web-Based Practice to Enhance Mathematics Learning and Achievement

ERIC Educational Resources Information Center

Nguyen, Diem M.; Kulm, Gerald

2005-01-01

This article describes 1) the special features and accessibility of an innovative web-based practice instrument (WebMA) designed with randomized short-answer, matching and multiple choice items incorporated with automatically adapted feedback for middle school students; and 2) an exploratory study that compares the effects and contributions of…

Environmental Problems, Causes, and Solutions: An Open Question

ERIC Educational Resources Information Center

Negev, Maya; Garb, Yaakov; Biller, Roni; Sagy, Gonen; Tal, Alon

2010-01-01

In a national evaluation of environmental literacy in Israel, (Negev, Sagy, Garb, Salzberg, & Tal, 2008), the authors included both multiple choice questions and open questions. In this article the authors describe the qualitative analysis of the answers to an open question regarding a local environmental problem. Most participants specified…

Alternative Assessment Techniques for Blended and Online Courses

ERIC Educational Resources Information Center

Litchfield, Brenda C.; Dempsey, John V.

2013-01-01

Alternative assessment techniques are essential for increasing student learning in blended and online courses. Rather than simply answer multiple-choice questions, students can choose activities in an academic contract. By using a contract, students will be active participants in their own learning. Contracts add a dimension of authenticity to…

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

ERIC Educational Resources Information Center

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students'…

Development and Evaluation of Internet-Based Hypermedia Chemistry Tutorials

NASA Astrophysics Data System (ADS)

Tissue, Brian M.; Earp, Ronald L.; Yip, Ching-Wan; Anderson, Mark R.

1996-05-01

This progress report describes the development and student use of World-Wide-Web-based prelaboratory exercises in senior-level Instrumental Analysis during the 1995 Fall semester. The laboratory preparation exercises contained hypermedia tutorials and multiple-choice questions that were intended to familiarize the students with the experiments and instrumentation before their laboratory session. The overall goal of our work is to explore ways in which computer and network technology can be applied in education to improve the cost-effectiveness and efficacy of teaching. The course material can be accessed at http://www.chem.vt.edu/chem-ed/4114/Fall1995.html. The students were instructed to read their experimental procedure and to do the relevant laboratory preparation exercise. The individual tutorial documents were primarily text that provided basic theoretical and experimental descriptions of analytical and instrumental methods. The documents included hyperlinks to basic concepts, simple schematics, and color graphics of experimental set-ups or instrumentation. We chose the World-Wide Web (WWW) as the delivery platform for this project because of the ease of developing, distributing, and modifying hypermedia material in a client-server system. The disadvantage of the WWW is that network bandwidth limits the size and sophistication of the hypermedia material. To minimize internet transfer time, the individual documents were kept short and usually contained no more than 3 or 4 inline images. After reading the tutorial the students answered several multiple-choice questions. The figure shows one example of a multiple-choice question and the response page. Clicking on the "Submit answer" button calls a *.cgi file, which contains instructions in the PERL interpretive language, that generates the response page and saves the date, time, and student's answer to a file on the server. Usage and student perception of the on-line material was evaluated from server logs and student surveys. On-time completion of the assignments was 75%, but use of other on-line resources such as a question-and-answer page was minimal. Responses from student surveys indicated that the students had sufficient access to the internet. Approximately half of the students completed the prelaboratory exercises from one of several computers in the laboratory, and half worked from a workplace, university library, or home. Greater than 85% of all student usage from the laboratory computers occurred between 11 am and 4 pm. A mid-semester student survey indicated that the spectroscopy prelabs with three multiple-choice questions were better for increasing conceptual understanding rather than preparing the students for the actual lab work. An end-of-the-semester survey based on the electrochemistry assignments, which consisted of two multiple-choice questions and one clickable-map graphical exercise, produced a slightly higher rating for preparing students for the laboratory work. The differences between the spectroscopy and electrochemistry exercises prevent drawing any real conclusions from these two surveys, however, they do help guide the preparation of the content of future exercises. Next year's materials will contain three multiple-choice questions and one graphics-based exercise. The clickable-map graphics and at least one of the multiple-choice questions will be designed to test an understanding of the experimental procedure and instrument use to better prepare students for the actual laboratory work. Acknowledgment. We would like to thank Professor Gary Long for his assistance with the course, and the NSF for financial support through the Division of Undergraduate Education (DUE-9455382) and a CAREER award (CHE-9502460). Literature Cited. Laurillard, D. Rethinking Teaching, a Framework for the Effective Use of Educational Technology; Routledge: London, 1993. Tissue, B. M.; Earp, R. L.; Yip, C.-W. Chem. Educator 1996, 1(1), S1430-4171(96)01010-2. Only available at http://journals.springer-ny.com/chedr.

Inter-identity amnesia in dissociative identity disorder: a simulated memory impairment?

PubMed

Huntjens, Rafaële J C; Peters, Madelon L; Woertman, Liesbeth; Bovenschen, Loes M; Martin, Roy C; Postma, Albert

2006-06-01

Although included in the current edition of the DSM, there does not seem to be consensus among mental health professionals regarding the diagnostic status and scientific validity of dissociative identity disorder (DID). This study was aimed at the detection of simulation of inter-identity amnesia in DID. A sample of 22 DID patients was included, together with a matched control sample of subjects instructed to simulate inter-identity amnesia, a guessor group that had no knowledge of the stimulus material and a normal control group. A multiple-choice recognition test was included. The rate of incorrect answers was determined. Moreover, the specific simulation strategy used was examined by providing subjects with a range of choices that varied in extent of disagreement with the correct answer and determining whether plausible or implausible answer alternatives were selected. On the recognition test DID patients selected incorrect answers above chance like simulators. Patients thus seem to use their knowledge of the correct answer in determining their given answer. They were not characterized by a well-thought-out simulating behaviour style, as indicated by the differences in selection of specific answer alternatives found between patients and simulators. DID patients were found not to be characterized by an actual memory retrieval inability, in contrast to their subjective reports. Instead, it is suggested that DID may more accurately be considered a disorder characterized by meta-memory problems, holding incorrect beliefs about their own memory functioning.

Critical Reading Comprehension in an Era of Accountability

ERIC Educational Resources Information Center

Comber, Barbara; Nixon, Helen

2011-01-01

This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year study investigating literacy in Years 4-9 the ways strong-performing primary schools develop serious…

Configural Frequency Analysis as a Statistical Tool for Developmental Research.

ERIC Educational Resources Information Center

Lienert, Gustav A.; Oeveste, Hans Zur

1985-01-01

Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in developmental psychology. Stability and change in answers to multiple choice and yes-no item patterns obtained with repeated measurements are identified by CFA and illustrated by developmental analysis of an item from Gorham's Proverb Test. (Author/DWH)

The Influence of Distractor Strength and Response Order on MCQ Responding

ERIC Educational Resources Information Center

Kiat, John Emmanuel; Ong, Ai Rene; Ganesan, Asha

2018-01-01

Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these…

Effects of Repeated Testing on Short- and Long-Term Memory Performance across Different Test Formats

ERIC Educational Resources Information Center

Stenlund, Tova; Sundström, Anna; Jonsson, Bert

2016-01-01

This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of "retrieval effort" and "transfer appropriate processing" by comparing retention…

The Applicability of Interactive Item Templates in Varied Knowledge Types

ERIC Educational Resources Information Center

Koong, Chorng-Shiuh; Wu, Chi-Ying

2011-01-01

A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods…

Appropriateness Measurement with Polychotomous Item Response Models and Standardized Indices. Measurement Series, 84-1.

ERIC Educational Resources Information Center

Drasgow, Fritz; And Others

The test scores of some examinees on a multiple-choice test may not provide adequate measures of their abilities. The goal of appropriateness measurement is to identify such individuals. Earlier theoretical and experimental work considered examinees answering all, or almost all, test items. This article reports research that extends…

Intuitive Judgments Govern Students' Answering Patterns in Multiple-Choice Exercises in Organic Chemistry

ERIC Educational Resources Information Center

Graulich, Nicole

2015-01-01

Research in chemistry education has revealed that students going through their undergraduate and graduate studies in organic chemistry have a fragmented conceptual knowledge of the subject. Rote memorization, rule-based reasoning, and heuristic strategies seem to strongly influence students' performances. There appears to be a gap between what we…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

The ability to correctly answer reading comprehension test items, without having read the accompanying reading passage, was compared for third grade learning disabled students and their peers from a regular classroom. In the first experiment, fourteen multiple choice items were selected from the Stanford Achievement Test. No reading passages were…

La Mujer Chicana. (The Chicana Woman).

ERIC Educational Resources Information Center

Herrera, Gloria; Lizcano, Jeanette

As objectives for this secondary level unit, students are to: (1) read the unit with comprehension; (2) demonstrate their comprehension of the Chicana's history by participating in an oral discussion utilizing four discussion questions; and (3) correctly answer 15 of the 20 questions on a multiple choice test. The unit consists of a brief history…

The Effects of Item by Item Feedback Given during an Ability Test.

ERIC Educational Resources Information Center

Whetton, C.; Childs, R.

1981-01-01

Answer-until-correct (AUC) is a procedure for providing feedback during a multiple-choice test, giving an increased range of scores. The performance of secondary students on a verbal ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity.…

Learning From Tests: Facilitation of Delayed Recall by Initial Recognition Alternatives.

ERIC Educational Resources Information Center

Whitten, William B., II; Leonard, Janet Mauriello

1980-01-01

Two experiments were designed to determine the effects of multiple-choice recognition test alternatives on subsequent memory for the correct answers. Results of both experiments are interpreted as demonstrations of the principle that long-term retention is facilitated such that memory evaluation occurs during initial recognition tests. (Author/RD)

Retention of Prose Following Testing with Different Types of Tests.

ERIC Educational Resources Information Center

Duchastel, Philippe C.

1981-01-01

Taking a test on a passage one has just studied is known to enhance later retention. This effect was influenced by the type of initial test used. It was evident in the case of the initial short-answer test, but not in the case of multiple choice and free recall tests. (Author/RD)

Investigation of Response Changes in the GRE Revised General Test

ERIC Educational Resources Information Center

Liu, Ou Lydia; Bridgeman, Brent; Gu, Lixiong; Xu, Jun; Kong, Nan

2015-01-01

Research on examinees' response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test--the Verbal Reasoning and Quantitative Reasoning measures…

Observing and Deterring Social Cheating on College Exams

ERIC Educational Resources Information Center

Fendler, Richard J.; Yates, Michael C.; Godbey, Johnathan M.

2018-01-01

This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats.…

Multiple choice answers: what to do when you have too many questions.

PubMed

Jupiter, Daniel C

2015-01-01

Carrying out too many statistical tests in a single study throws results into doubt, for reasons statistical and ethical. I discuss why this is the case and briefly mention ways to handle the problem. Copyright © 2015 American College of Foot and Ankle Surgeons. Published by Elsevier Inc. All rights reserved.

Low-cost and high-speed optical mark reader based on an intelligent line camera

NASA Astrophysics Data System (ADS)

Hussmann, Stephan; Chan, Leona; Fung, Celine; Albrecht, Martin

2003-08-01

Optical Mark Recognition (OMR) is thoroughly reliable and highly efficient provided that high standards are maintained at both the planning and implementation stages. It is necessary to ensure that OMR forms are designed with due attention to data integrity checks, the best use is made of features built into the OMR, used data integrity is checked before the data is processed and data is validated before it is processed. This paper describes the design and implementation of an OMR prototype system for marking multiple-choice tests automatically. Parameter testing is carried out before the platform and the multiple-choice answer sheet has been designed. Position recognition and position verification methods have been developed and implemented in an intelligent line scan camera. The position recognition process is implemented into a Field Programmable Gate Array (FPGA), whereas the verification process is implemented into a micro-controller. The verified results are then sent to the Graphical User Interface (GUI) for answers checking and statistical analysis. At the end of the paper the proposed OMR system will be compared with commercially available system on the market.

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

NASA Astrophysics Data System (ADS)

Kay, Alison E.; Hardy, Judy; Galloway, Ross K.

2018-06-01

PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

PubMed

Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

The Different Paths in the Franchising Entrepreneurship Choice

NASA Astrophysics Data System (ADS)

Tomaras, Petros; Konstantopoulos, Nikolaos; Zondiros, Dimitris

2007-12-01

This study aims to testify the scientific veracity of the question: is the franchisees' choice on entrepreneurial start-up univocal or many-valued? Two variables are examined by registering daily activities of the entrepreneurial franchisees, as they appear by the answers given to a closed-ended questionnaire. We proceeded with a multiple variable statistical analysis (principal component analysis) of survey data collected from franchisees of a Greece-based franchise system. The results of the research indicate that among different value standards, the entrepreneurs conclude in choosing the franchising.

Faculty Response to Ethical Issues at an American University in the Middle-East

ERIC Educational Resources Information Center

Tabsh, Sami W.; El Kadi, Hany A.; Abdelfatah, Akmal S.

2012-01-01

Purpose: The objective of this study is to get feedback on faculty perception of ethical issues related to teaching, scholarship and service at a relatively new American-style university in the Middle-East. Design/methodology/approach: A questionnaire involving 21 scenarios with multiple choice answers was developed and distributed to all faculty…

Peerwise Provides Significant Academic Benefits to Biological Science Students across Diverse Learning Tasks, but with Minimal Instructor Intervention

ERIC Educational Resources Information Center

McQueen, H. A.; Shields, C.; Finnegan, D. J.; Higham, J.; Simmen, M. W.

2014-01-01

We demonstrate that student engagement with PeerWise, an online tool that allows students to author and answer multiple-choice questions (MCQs), is associated with enhanced academic performance across diverse assessment types on a second year Genetics course. Benefits were consistent over three course deliveries, with differential benefits…

Engine Tune-Up Service. Unit 3: Primary Circuit. Posttests. Automotive Mechanics Curriculum.

ERIC Educational Resources Information Center

Morse, David T.

This book of posttests is designed to accompany the Engine Tune-Up Service Student Guide for Unit 3, Primary Circuit, available separately as CE 031 211. Focus of the posttests is setting the primary ignition circuit. One multiple choice posttest is provided, covering the eight performance objectives contained in the unit. (No answer key is…

Concept Learning versus Problem Solving: Evaluating a Threat to the Validity of a Particulate Gas Law Question

ERIC Educational Resources Information Center

Sanger, Michael J.; Vaughn, C. Kevin; Binkley, David A.

2013-01-01

Three different samples of students were asked to answer five multiple-choice questions concerning the properties of a sample of helium gas (particle speed, state of matter, sample volume, sample pressure, and particle distribution), including a particulate question first used by Nurrenbern and Pickering (particle distribution). In the first…

Mobile Response System: A Novel Approach to Interactive and Hands-On Activity in the Classroom

ERIC Educational Resources Information Center

Fuad, Muztaba; Deb, Debzani; Etim, James; Gloster, Clay

2018-01-01

Mobile devices are being used profusely in the classrooms to improve passive learning environments and to enhance student comprehension. However, with respect to students' active involvement in problem solving activities, the typical usage of the mobile devices in answering multiple choice and true/false questions is not adequate and the use of…

Effects of Differential Feedback on the Answering of Two Types of Questions by Fifth- and Sixth-Graders.

ERIC Educational Resources Information Center

Peeck, J.

1979-01-01

Fifth- and sixth-graders were tested with multiple-choice fact and inference questions about a reading passage, then given feedback either with or without the text present. Retesting occurred four days later. Results corroborated recent findings on age-related improvement in inferential processing comprehension and memory. (Author/SJL)

Utilization of Fact Retrieval and Inferential Reasoning in Young, Middle-Aged, and Elderly Adults.

ERIC Educational Resources Information Center

Camp, Cameron J.; Pignatiello, Michael F.

World knowledge is defined as information that is acquired by adults from life experiences. To investigate question answering processes involving world knowledge systems, 120 young, middle-aged and older adults were given questions intended to induce either fact retrieval or inferential reasoning. Multiple-choice and true/false formats were used.…

PRE-COLLEGE EXPERIENCES AS PREPARATION FOR COLLEGE COURSES IN AGRONOMY.

ERIC Educational Resources Information Center

BEEKS, JOHN C.

TO DETERMINE THE KNOWLEDGE OF AGRONOMY POSSESSED BY ENTERING FRESHMEN IN THE COLLEGE OF AGRICULTURE AT THE UNIVERSITY OF MISSOURI, STUDENTS ENROLLED IN THE REQUIRED COURSE AGRICULTURE IN THE ECONOMY DURING THE YEARS 1962 AND 1963 RESPONDED TO A 100-ITEM MULTIPLE CHOICE INSTRUMENT. A TOTAL OF 310 USABLE ANSWER SHEETS FURNISHED DATA ON STUDENTS--(1)…

Effect of Display Factors on Chinese Reading Times, Comprehension Scores and Preferences

ERIC Educational Resources Information Center

Chan, A.H.S.; Lee, P.S.K.

2005-01-01

This paper presents the results of research on elemental standard reading time estimates for traditional Chinese characters on computer displays and explores the factors that may affect the time estimates. Seventy-two native Chinese readers, aged 19 to 24, were asked to read 16 simple passages and then answer four multiple-choice questions.…

"But I Thought I Knew That!" Student Confidence Judgments on Course Examinations in Introductory Psychology

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; Cheney, Brianna; Thompson, Clarissa

2015-01-01

Students in an introductory psychology class rated their level of confidence in their answers to exam questions on four multiple-choice exams through the course of a semester. Correlations between confidence judgments and accuracy (correct vs. incorrect) at the individual item level showed modest but significant relationships for item sets scaled…

Addressing Common Student Errors with Classroom Voting in Multivariable Calculus

ERIC Educational Resources Information Center

Cline, Kelly; Parker, Mark; Zullo, Holly; Stewart, Ann

2012-01-01

One technique for identifying and addressing common student errors is the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small group discussion, each student votes on the correct answer, often using a hand-held electronic clicker. If a large number…

Can You Say More about That?

ERIC Educational Resources Information Center

Pearson, Jerold; Earl, Marie

2012-01-01

When yes/no or multiple-choice answers do not suffice--when a qualitative understanding of a topic rather than a quantitative head count is needed--it is time to consider focus groups. They work well when learning why, how, and what for is more important than measuring how many. Focus groups are primarily an open-ended form of inquiry, enabling…

Conceptual Coherence of Non-Newtonian Worldviews in Force Concept Inventory Data

ERIC Educational Resources Information Center

Scott, Terry F.; Schumayer, Dániel

2017-01-01

The Force Concept Inventory is one of the most popular and most analyzed multiple-choice concept tests used to investigate students' understanding of Newtonian mechanics. The correct answers poll a set of underlying Newtonian concepts and the coherence of these underlying concepts has been found in the data. However, this inventory was constructed…

Creating Discussions with Classroom Voting in Linear Algebra

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Duncan, Jonathan; Stewart, Ann; Snipes, Marie

2013-01-01

We present a study of classroom voting in linear algebra, in which the instructors posed multiple-choice questions to the class and then allowed a few minutes for consideration and small-group discussion. After each student in the class voted on the correct answer using a classroom response system, a set of clickers, the instructor then guided a…

Effects of Test Format, Self Concept and Anxiety on Item Response Changing Behaviour

ERIC Educational Resources Information Center

Afolabi, E. R. I.

2007-01-01

The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment.

PubMed

Prevost, Luanna B; Lemons, Paula P

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. © 2016 L. B. Prevost and P. P. Lemons. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.

PubMed

Tarrant, Marie; Knierim, Aimee; Hayes, Sasha K; Ware, James

2006-12-01

Multiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teacher-generated questions were more likely to be written at higher cognitive levels (p<0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions.

The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

NASA Astrophysics Data System (ADS)

Mangione, Katherine Anna

This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a slight positive correlation between overall score and both confidence and understanding. Responses on the questionnaire were investigated with respect to pedagogical choices. Evidence suggests that content knowledge and having alternative conceptions or science fragments may impact a teacher's pedagogical choices. Through careful development of instruments like ACES-Q II-R and other two- tiered, multiple-choice instruments, educators and researchers car not only identify possible alternative conceptions, they can raise an awareness of alternative conceptions held by children and adults.

Is that your final answer? Relationship of changed answers to overall performance on a computer-based medical school course examination.

PubMed

Ferguson, Kristi J; Kreiter, Clarence D; Peterson, Michael W; Rowat, Jane A; Elliott, Scott T

2002-01-01

Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely. This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course. This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students). There was a small but significant net improvement in overall score when answers were changed: one student's score increased by 7 points, 93 increased by 1 to 4 points, and 38 decreased by 1 to 3 points. On average, lower-performing students benefited slightly less than higher-performing students. Students spent more time on questions for which they changed the answers and were more likely to change items that were more difficult. Students should not be discouraged from changing answers, especially to difficult questions that require careful consideration, although the net effect is quite small.

Traveling in the Snite Museum: A Gallery Game for Families and Young Children.

ERIC Educational Resources Information Center

Matthias, Diana C. J.; Grey, Richard

This game, designed for use in the Snite Museum of Art, Knott Beckman Gallery, Indiana, focuses on some of the different types of travel depicted in gallery paintings from 16th and 17th century Europe. The questions, with multiple choice answers, encourage viewers to find details of every day life, and to consider whether their meaning is…

Engine Tune-up Service. Unit 2: Charging System. Posttests. Automotive Mechanics Curriculum.

ERIC Educational Resources Information Center

Richardson, Roger L.; Bacon, E. Miles

This book of posttests is designed to accompany the Engine Tune-Up Service Student Guide for Unit 2, Charging System, available separately as CE 031 208. Focus of the posttest is on the testing of the charging system. One multiple choice posttest is provided, that covers the three performance objectives contained in the unit. (No answer key is…

New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity

ERIC Educational Resources Information Center

Smith, Mark D.

2018-01-01

History education scholars have recognized the need for test validity research in recent years and have called for empirical studies that explore how to best measure historical thinking processes. The present study was designed to help answer this call and to provide a model that others can adapt to carry this line of research forward. It employed…

Using Visual Assessments and Tutorials to Teach Solar System Concepts in Introductory Astronomy

ERIC Educational Resources Information Center

LoPresto, Michael C.

2010-01-01

Visual assessments and tutorials are instruments that rely on student construction and/or examination of pictures and/or diagrams rather than multiple choice and/or short answer questions. Being a very visual subject, astronomy lends itself to assessments and tutorials of this type. What follows is a report on the results of the use of visual…

catcher: A Software Program to Detect Answer Copying in Multiple-Choice Tests Based on Nominal Response Model

ERIC Educational Resources Information Center

Kalender, Ilker

2012-01-01

catcher is a software program designed to compute the [omega] index, a common statistical index for the identification of collusions (cheating) among examinees taking an educational or psychological test. It requires (a) responses and (b) ability estimations of individuals, and (c) item parameters to make computations and outputs the results of…

Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature

ERIC Educational Resources Information Center

Kay, Robin H.; LeSage, Ann

2009-01-01

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify…

Crime in the Classroom: Analysis over 26 Years

ERIC Educational Resources Information Center

Harrp, David N.

2018-01-01

Copying adjacent answer sheets on the oft-used multiple-choice exams can be prevented if exam material is scrambled. The latter mode has been a requirement for all exams of this type at McGill University for 26 years. Cheating by copying has been reduced to nearly zero in this time. The experiment carried out used permissive seating and a single…

The Development and Evaluation of Software to Foster Professional Development in Educational Assessment

ERIC Educational Resources Information Center

Benton, Morgan C.

2008-01-01

This dissertation sought to answer the question: Is it possible to build a software tool that will allow teachers to write better multiple-choice questions? The thesis proceeded from the finding that the quality of teaching is very influential in the amount that students learn. A basic premise of this research, then, is that improving teachers…

Translation of P = kT into a Pictorial External Representation by High School Seniors

ERIC Educational Resources Information Center

Matijaševic, Igor; Korolija, Jasminka N.; Mandic, Ljuba M.

2016-01-01

This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial external representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial…

Applied Reading Test--Forms A and B, Interim Manual, and Answer Sheets.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

Designed for use in the selection of apprentices, trainees, technical and trade personnel, and any other persons who need to read and understand text of a technical nature, this Applied Reading Test specimen set contains six passages and 32 items, has a 30-minute time limit, and is presented in a reusable multiple choice test booklet. The specimen…

Immediate vs. Delayed Feedback in a Computer-Managed Test: Effects on Long-Term Retention. Technical Report, March 1976-August 1976.

ERIC Educational Resources Information Center

Sturges, Persis T.

This experiment was designed to test the effect of immediate and delayed feedback on retention of learning in an educational situation. Four groups of college undergraduates took a multiple-choice computer-managed test. Three of these groups received informative feedback (the entire item with the correct answer identified) either: (1) immediately…

The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education

ERIC Educational Resources Information Center

Wilson, Thomas Royce

2017-01-01

Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when…

Dual process theory and intermediate effect: are faculty and residents' performance on multiple-choice, licensing exam questions different?

PubMed

Dong, Ting; Durning, Steven J; Artino, Anthony R; van der Vleuten, Cees; Holmboe, Eric; Lipner, Rebecca; Schuwirth, Lambert

2015-04-01

Clinical reasoning is essential for the practice of medicine. Dual process theory conceptualizes reasoning as falling into two general categories: nonanalytic reasoning (pattern recognition) and analytic reasoning (active comparing and contrasting of alternatives). The debate continues regarding how expert performance develops and how individuals make the best use of analytic and nonanalytic processes. Several investigators have identified the unexpected finding that intermediates tend to perform better on licensing examination items than experts, which has been termed the "intermediate effect." We explored differences between faculty and residents on multiple-choice questions (MCQs) using dual process measures (both reading and answering times) to inform this ongoing debate. Faculty (board-certified internists; experts) and residents (internal medicine interns; intermediates) answered live licensing examination MCQs (U.S. Medical Licensing Examination Step 2 Clinical Knowledge and American Board of Internal Medicine Certifying Examination) while being timed. We conducted repeated analysis of variance to compare the 2 groups on average reading time, answering time, and accuracy on various types of items. Faculty and residents did not differ significantly in reading time [F (1,35) = 0.01, p = 0.93], answering time [F (1,35) = 0.60, p = 0.44], or accuracy [F (1,35) = 0.24, p = 0.63] regardless of easy or hard items. Dual process theory was not evidenced in this study. However, this lack of difference between faculty and residents may have been affected by the small sample size of participants and MCQs may not reflect how physicians made decisions in actual practice setting. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

The impact of two multiple-choice question formats on the problem-solving strategies used by novices and experts.

PubMed

Coderre, Sylvain P; Harasym, Peter; Mandin, Henry; Fick, Gordon

2004-11-05

Pencil-and-paper examination formats, and specifically the standard, five-option multiple-choice question, have often been questioned as a means for assessing higher-order clinical reasoning or problem solving. This study firstly investigated whether two paper formats with differing number of alternatives (standard five-option and extended-matching questions) can test problem-solving abilities. Secondly, the impact of the alternatives number on psychometrics and problem-solving strategies was examined. Think-aloud protocols were collected to determine the problem-solving strategy used by experts and non-experts in answering Gastroenterology questions, across the two pencil-and-paper formats. The two formats demonstrated equal ability in testing problem-solving abilities, while the number of alternatives did not significantly impact psychometrics or problem-solving strategies utilized. These results support the notion that well-constructed multiple-choice questions can in fact test higher order clinical reasoning. Furthermore, it can be concluded that in testing clinical reasoning, the question stem, or content, remains more important than the number of alternatives.

Grading Multiple Choice Exams with Low-Cost and Portable Computer-Vision Techniques

NASA Astrophysics Data System (ADS)

Fisteus, Jesus Arias; Pardo, Abelardo; García, Norberto Fernández

2013-08-01

Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, Eyegrade, a system for automatic grading of multiple choice exams is presented. While most current solutions are based on expensive scanners, Eyegrade offers a truly low-cost solution requiring only a regular off-the-shelf webcam. Additionally, Eyegrade performs both mark recognition as well as optical character recognition of handwritten student identification numbers, which avoids the use of bubbles in the answer sheet. When compared with similar webcam-based systems, the user interface in Eyegrade has been designed to provide a more efficient and error-free data collection procedure. The tool has been validated with a set of experiments that show the ease of use (both setup and operation), the reduction in grading time, and an increase in the reliability of the results when compared with conventional, more expensive systems.

Comparing narrative and multiple-choice formats in online communication skill assessment.

PubMed

Kim, Sara; Spielberg, Freya; Mauksch, Larry; Farber, Stu; Duong, Cuong; Fitch, Wes; Greer, Tom

2009-06-01

We compared multiple-choice and open-ended responses collected from a web-based tool designated 'Case for Change', which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits. A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: 'What would you do next?' Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students' answers were analysed and compared. When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses. Open-ended questions facilitate in-depth understanding of students' educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students' thought processes.

Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

Validating Bayesian truth serum in large-scale online human experiments.

PubMed

Frank, Morgan R; Cebrian, Manuel; Pickard, Galen; Rahwan, Iyad

2017-01-01

Bayesian truth serum (BTS) is an exciting new method for improving honesty and information quality in multiple-choice survey, but, despite the method's mathematical reliance on large sample sizes, existing literature about BTS only focuses on small experiments. Combined with the prevalence of online survey platforms, such as Amazon's Mechanical Turk, which facilitate surveys with hundreds or thousands of participants, BTS must be effective in large-scale experiments for BTS to become a readily accepted tool in real-world applications. We demonstrate that BTS quantifiably improves honesty in large-scale online surveys where the "honest" distribution of answers is known in expectation on aggregate. Furthermore, we explore a marketing application where "honest" answers cannot be known, but find that BTS treatment impacts the resulting distributions of answers.

Validating Bayesian truth serum in large-scale online human experiments

PubMed Central

Frank, Morgan R.; Cebrian, Manuel; Pickard, Galen; Rahwan, Iyad

2017-01-01

Bayesian truth serum (BTS) is an exciting new method for improving honesty and information quality in multiple-choice survey, but, despite the method’s mathematical reliance on large sample sizes, existing literature about BTS only focuses on small experiments. Combined with the prevalence of online survey platforms, such as Amazon’s Mechanical Turk, which facilitate surveys with hundreds or thousands of participants, BTS must be effective in large-scale experiments for BTS to become a readily accepted tool in real-world applications. We demonstrate that BTS quantifiably improves honesty in large-scale online surveys where the “honest” distribution of answers is known in expectation on aggregate. Furthermore, we explore a marketing application where “honest” answers cannot be known, but find that BTS treatment impacts the resulting distributions of answers. PMID:28494000

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

Emergency Medical Care. A Manual for the Paramedic in the Field--Workbook.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This workbook is designed to accompany the text of the same name and to serve as an aid to both learning and review during the course of study. The workbook consists of 15 module self-tests and vocabulary lists that follow the modules of the text. Tests consist of objective questions (multiple choice, fill-in-the-blank, short answers, and…

Engine Tune-Up Service. Unit 1: Battery and Cranking System. Posttests. Automotive Mechanics Curriculum.

ERIC Educational Resources Information Center

Goodson-Roberts, Ludy; And Others

This book of posttests is designed to accompany the Engine Tune-Up Service Student Guide for Unit 1, Battery and Cranking System. Focus of the posttests is the testing of the battery and cranking system. Four multiple choice posttests are provided, one for each of the performance objectives contained in the unit. (No answer keys are provided.)…

Objective questions in orthopaedic nursing objective questions in orthopaedic nursing Cole P Churchill Lovingstone 212pp £8.50 0-443-02473-1.

PubMed

1988-01-09

The presentation of Elizabeth Evans's book is good; typography and her style make it very readable; and it is well illustrated throughout. The first of two sections deals with multiple choice (MCQs) and the true/ false type questions. The second contains nursing care studies with relevant MCQs for the reader to answer.

Inventory of Motive of Preference for Conventional Paper-and-Pencil Tests: A Study of Validity and Reliability

ERIC Educational Resources Information Center

Eser, Mehmet Taha; Dogan, Nuri

2017-01-01

Purpose: The objective of this study is to develop the Inventory of Motive of Preference for Conventional Paper-And-Pencil Tests and to evaluate students' motives for preferring written tests, short-answer tests, true/false tests or multiple-choice tests. This will add a measurement tool to the literature with valid and reliable results to help…

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

PubMed

Barsoumian, Alice E; Yun, Heather C

2018-01-01

The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times. Fellows consistently indicated that the platform was "highly enjoyed," "beneficial," a "fun format," and "completely satisfied." Fellows additionally commented that they desired more questions and considered the platform helpful in board preparation. Formal survey data post-intervention found that the fellows were satisfied with the new approach, found it to be useful in board preparation, overall educational value, and in-line with their personal learning style (median Likert score of 4 for all queries). Fellows were satisfied with time commitment, spending a mean of 47 min on the spaced education curriculum questions per month. Introduction of a spaced education curriculum resulted in a sustained positive learner experience for >5 yr with demonstrated mastery of material. Spaced education learning is a viable addition to augment training experience, especially in areas of curricular gaps such as operational medicine. Correct answer data may also be useful to perform Accreditation Council for Graduate Medical Education-required objective assessment of knowledge. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Estimating the Probability of Traditional Copying, Conditional on Answer-Copying Statistics.

PubMed

Allen, Jeff; Ghattas, Andrew

2016-06-01

Statistics for detecting copying on multiple-choice tests produce p values measuring the probability of a value at least as large as that observed, under the null hypothesis of no copying. The posterior probability of copying is arguably more relevant than the p value, but cannot be derived from Bayes' theorem unless the population probability of copying and probability distribution of the answer-copying statistic under copying are known. In this article, the authors develop an estimator for the posterior probability of copying that is based on estimable quantities and can be used with any answer-copying statistic. The performance of the estimator is evaluated via simulation, and the authors demonstrate how to apply the formula using actual data. Potential uses, generalizability to other types of cheating, and limitations of the approach are discussed.

Determination of Type I Error Rates and Power of Answer Copying Indices under Various Conditions

ERIC Educational Resources Information Center

Yormaz, Seha; Sünbül, Önder

2017-01-01

This study aims to determine the Type I error rates and power of S[subscript 1] , S[subscript 2] indices and kappa statistic at detecting copying on multiple-choice tests under various conditions. It also aims to determine how copying groups are created in order to calculate how kappa statistics affect Type I error rates and power. In this study,…

Grade 12 Diploma Examination: Chemistry 30. January 1989 = Examen en vue du diplome douzieme annee: Chimie 30. Janvier 1989.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a 12th-grade science course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during January 1989, it contains 56 multiple-choice questions and three written-response questions. Two and one-half hours are allowed for completing the test. No answer key is included since…

Grade 12 Diploma Examination: Chemistry 30. June 1988 = Examen en vue du Diplome Douzieme Annee: Chimie 30. Juin 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a 12th-grade chemistry course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during June, 1988, it contains 56 multiple-choice questions and three written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since…

Grade 12 Diploma Examination: Chemistry 30. January 1988 = Examen en vue du diplome douzieme annee: Chimie 30. Janvier 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a 12th-grade science course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during January 1988, it contains 56 multiple-choice questions and three written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since…

Grade 12 Diploma Examination: Chemistry 30. June 1989 = Examen en vue du diplome douzieme annee: Chimie 30. Juin 1989.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a 12th-grade science course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during June 1989, it contains 56 multiple-choice questions and 3 written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring is…

Grade 12 Diploma Examination: Biology 30. June 1988 = Examen en vue du Diplome Douzieme Annee: Biologie 30. Juin 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Biology 30 is a 12th-grade science course for students in Alberta, Canada. This document is a final test for the course. Intended for administration during June, 1988, it contains 80 multiple-choice questions and five written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring is…

Grade 12 Diploma Examination: Biology 30. January 1989 = Examen en vue du diplome douzieme annee: Biologie 30. Janvier 1989.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Biology 30 is a 12th-grade science course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during January 1989, it contains 70 multiple-choice questions and seven written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since…

Grade 12 Diploma Examination: Biology 30. June 1989 = Examen en vue du diplome douzieme annee: Biologie 30. Juin 1989.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Biology 30 is a 12th-grade science course for students in Alberta, Canada. Intended for administration during June 1989, it contains 70 multiple-choice questions and 7 written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring is done by the provincial education department. The…

Grade 12 Diploma Examination: Biology 30. January 1988 = Examen en vue du diplome douzieme annee: Biologie 30. Janvier 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Biology 30 is a 12th-grade science course for students in Alberta, Canada. This document is a final test for the course. Intended for administration during January 1988, it contains 80 multiple-choice questions and four written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring…

An Examination of the Perceived Importance of Technical Competence in Acquisition Project Management

DTIC Science & Technology

1991-09-01

Develop (First Draft) Instructions Critique (Revision) Answerability Pilot Test (Second Draft) Analysis Response Mode Revision Useability Preparation...appropriate questionnaire items. Initially, the set of questions developed for the study reflected a few shortcomings. A pilot test of the first draft among...resulted. First, feedback from the pilot test indicated a need to reduce the completion time. Because the multiple choice format required several

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

Comparison of traditional and interactive teaching methods in a UK emergency department.

PubMed

Armstrong, Peter; Elliott, Tim; Ronald, Julie; Paterson, Brodie

2009-12-01

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

An item response curves analysis of the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Morris, Gary A.; Harshman, Nathan; Branum-Martin, Lee; Mazur, Eric; Mzoughi, Taha; Baker, Stephen D.

2012-09-01

Several years ago, we introduced the idea of item response curves (IRC), a simplistic form of item response theory (IRT), to the physics education research community as a way to examine item performance on diagnostic instruments such as the Force Concept Inventory (FCI). We noted that a full-blown analysis using IRT would be a next logical step, which several authors have since taken. In this paper, we show that our simple approach not only yields similar conclusions in the analysis of the performance of items on the FCI to the more sophisticated and complex IRT analyses but also permits additional insights by characterizing both the correct and incorrect answer choices. Our IRC approach can be applied to a variety of multiple-choice assessments but, as applied to a carefully designed instrument such as the FCI, allows us to probe student understanding as a function of ability level through an examination of each answer choice. We imagine that physics teachers could use IRC analysis to identify prominent misconceptions and tailor their instruction to combat those misconceptions, fulfilling the FCI authors' original intentions for its use. Furthermore, the IRC analysis can assist test designers to improve their assessments by identifying nonfunctioning distractors that can be replaced with distractors attractive to students at various ability levels.

Two layers LSTM with attention for multi-choice question answering in exams

NASA Astrophysics Data System (ADS)

Li, Yongbin

2018-03-01

Question Answering in Exams is typical question answering task that aims to test how accurately the model could answer the questions in exams. In this paper, we use general deep learning model to solve the multi-choice question answering task. Our approach is to build distributed word embedding of question and answers instead of manually extracting features or linguistic tools, meanwhile, for improving the accuracy, the external corpus is introduced. The framework uses a two layers LSTM with attention which get a significant result. By contrast, we introduce the simple long short-term memory (QA-LSTM) model and QA-LSTM-CNN model and QA-LSTM with attention model as the reference. Experiment demonstrate superior performance of two layers LSTM with attention compared to other models in question answering task.

Glucose as the Sole Metabolic Fuel: A Study on the Possible Influence of Teachers' Knowledge on the Establishment of a Misconception among Brazilian High School Students

ERIC Educational Resources Information Center

da Luz, Mauricio Roberto Motta Pinto

2008-01-01

In the present work, I investigated the origin of the misconception that glucose is the sole metabolic fuel previously described among Brazilian high school students. The results of a multiple-choice test composed of 24 questions about a broad range of biology subjects were analyzed. The test was part of a contest and was answered by a sample…

Multiple-choice tests stabilize access to marginal knowledge.

PubMed

Cantor, Allison D; Eslick, Andrea N; Marsh, Elizabeth J; Bjork, Robert A; Bjork, Elizabeth Ligon

2015-02-01

Marginal knowledge refers to knowledge that is stored in memory, but is not accessible at a given moment. For example, one might struggle to remember who wrote The Call of the Wild, even if that knowledge is stored in memory. Knowing how best to stabilize access to marginal knowledge is important, given that new learning often requires accessing and building on prior knowledge. While even a single opportunity to restudy marginal knowledge boosts its later accessibility (Berger, Hall, & Bahrick, 1999), in many situations explicit relearning opportunities are not available. Our question is whether multiple-choice tests (which by definition expose the learner to the correct answers) can also serve this function and, if so, how testing compares to restudying given that tests can be particularly powerful learning devices (Roediger & Karpicke, 2006). In four experiments, we found that multiple-choice testing had the power to stabilize access to marginal knowledge, and to do so for at least up to a week. Importantly, such tests did not need to be paired with feedback, although testing was no more powerful than studying. Overall, the results support the idea that one's knowledge base is unstable, with individual pieces of information coming in and out of reach. The present findings have implications for a key educational challenge: ensuring that students have continuing access to information they have learned.

What about the Bottle? Answers to Common Questions.

ERIC Educational Resources Information Center

Laird, Valerie

2001-01-01

Acknowledges the large amount of confusing information about bottle feeding in areas including nutrition, sanitation, dental health, psychology, and child development. Answers specific questions pertaining to choice of formula and formula preparation, supporting breastfeeding, bottle choice, solid food introduction, feeding position, spitting up,…

Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

NASA Astrophysics Data System (ADS)

Thacker, Beth

2017-01-01

Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions

PubMed Central

Carnegie, Jacqueline

2015-01-01

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. PMID:26113627

Using the regulation of accuracy to study performance when the correct answer is not known.

PubMed

Luna, Karlos; Martín-Luengo, Beatriz

2017-08-01

We examined memory performance in multiple-choice questions when correct answers were not always present. How do participants answer when they are aware that the correct alternative may not be present? To answer this question we allowed participants to decide on the number of alternatives in their final answer (the plurality option), and whether they wanted to report or withhold their answer (report option). We also studied the memory benefits when both the plurality and the report options were available. In two experiments participants watched a crime and then answered questions with five alternatives. Half of the questions were presented with the correct alternative and half were not. Participants selected one alternative and rated confidence, then selected three alternatives and again rated confidence, and finally indicated whether they preferred the answer with one or with three alternatives (plurality option). Lastly, they decided whether to report or withhold the answer (report option). Results showed that participants' confidence in their selections was higher, that they chose more single answers, and that they preferred to report more often when the correct alternative was presented. We also attempted to classify a posteriori questions as either presented with or without the correct alternative from participants' selection. Classification was better than chance, and encouraging, but the forensic application of the classification technique is still limited since there was a large percentage of responses that were incorrectly classified. Our results also showed that the memory benefits of both plurality and report options overlap. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Radiation risks knowledge in resident and fellow in paediatrics: a questionnaire survey.

PubMed

Salerno, Sergio; Marchese, Paola; Magistrelli, Andrea; Tomà, Paolo; Matranga, Domenica; Midiri, Massimo; Ugazio, Alberto G; Corsello, Giovanni

2015-03-22

Analyse through a multi-choice anonymous questionnaire the knowledge's level in paediatric residents and fellows in two different main Italian hospital, looking mainly to the information to patients and relatives related to risks of ionizing radiation used in common radiological investigations in children. 65 multi choice questionnaires were distributed to paediatric residents and fellows of two different hospitals, an University Hospital (A.O.U.P. "P. Giaccone"- University of Palermo) and a national reference centre for paediatrics (Ospedale Pediatrico Bambino Gesù - Rome). The questionnaire included twelve multiple-choice questions with the aim of analyzing the knowledge about ionizing radiation related risks in infants and children who undergo common diagnostic radiology investigations. The data obtained were processed using software Stata/MP version 11.2. In order to measure the level of expertise of each interviewee a binary indicator was built. The value 1 was assigned if the percentage of correct answers exceeds the median of the distribution and 0 for values not exceeding the median. The association between the level of competence and demographic characteristics (gender, age) and training experience was measured by means of α(2) test. 51/65 questionnaires were completed, returned and analysed (87.7%). Only 18 surveyed (35%), (95% IC = [22%-48%]) can be defined as competent in radiation risk knowledge for common radiological investigations, considering the percentage of correct answers at least of 50% (sufficient knowledge was given with a minimum score of 8 correct answers out of 12). The study demonstrates an urgent need to implement the radiation protection knowledge in the training programme of paediatricians, that improve if just a short targeted training is performed.

Caregiver's satisfaction with a video tutorial for shoulder dystocia management algorithm.

PubMed

Youssef, A; Salsi, G; Ragusa, A; Ghi, T; Pacella, G; Rizzo, N; Pilu, G

2015-01-01

In our questionnaire, a video tutorial illustrating the management of shoulder dystocia was considered by health personnel as a useful complementary training tool. We prepared a 5-min video tutorial on the management of shoulder dystocia, using a simulator that includes maternal pelvic and baby models. We performed a survey among obstetric personnel in order to assess their opinion on the tutorial by inviting them to watch the video tutorial and answer an online questionnaire. Five multiple-choice questions were set, focusing on the video's main objectives: clarity, simplicity and usefulness. Following the collection of answers, global and category-weighted analyses were conducted for each question. Out of 956 invitations sent, 482 (50.4%) answered the survey. More than 90% of all categories found the video tutorial to be clinically relevant and clear. For revising the management of shoulder dystocia most obstetric personnel would use the video tutorial together with traditional textbooks. In conclusion, our video tutorial was considered by health personnel as a useful complementary training tool.

Effect of response format on cognitive reflection: Validating a two- and four-option multiple choice question version of the Cognitive Reflection Test.

PubMed

Sirota, Miroslav; Juanchich, Marie

2018-03-27

The Cognitive Reflection Test, measuring intuition inhibition and cognitive reflection, has become extremely popular because it reliably predicts reasoning performance, decision-making, and beliefs. Across studies, the response format of CRT items sometimes differs, based on the assumed construct equivalence of tests with open-ended versus multiple-choice items (the equivalence hypothesis). Evidence and theoretical reasons, however, suggest that the cognitive processes measured by these response formats and their associated performances might differ (the nonequivalence hypothesis). We tested the two hypotheses experimentally by assessing the performance in tests with different response formats and by comparing their predictive and construct validity. In a between-subjects experiment (n = 452), participants answered stem-equivalent CRT items in an open-ended, a two-option, or a four-option response format and then completed tasks on belief bias, denominator neglect, and paranormal beliefs (benchmark indicators of predictive validity), as well as on actively open-minded thinking and numeracy (benchmark indicators of construct validity). We found no significant differences between the three response formats in the numbers of correct responses, the numbers of intuitive responses (with the exception of the two-option version, which had a higher number than the other tests), and the correlational patterns of the indicators of predictive and construct validity. All three test versions were similarly reliable, but the multiple-choice formats were completed more quickly. We speculate that the specific nature of the CRT items helps build construct equivalence among the different response formats. We recommend using the validated multiple-choice version of the CRT presented here, particularly the four-option CRT, for practical and methodological reasons. Supplementary materials and data are available at https://osf.io/mzhyc/ .

Theodore E. Woodward Award: Spare Me the Powerpoint and Bring Back the Medical Textbook

PubMed Central

Southwick, Frederick S.

2007-01-01

A tutorial for 4th year medical students revealed absent long-term retention of microbiology and infectious disease facts taught during the 2nd year. Students were suffering from the Ziegarnik effect, the loss of memory after completion of a task. PowerPoint lectures and PowerPoint notes combined with multiple-choice questions may have encouraged this outcome; this teaching format was also associated with minimal use of the course textbook. During the subsequent year, active learning techniques, Just-in-Time Teaching (JiTT) and Peer Instruction (PI) were used, and instructors specifically taught from the textbook. Essays and short answer questions were combined with multiple-choice questions to encourage understanding and recall. Performance on the National Board Shelf exam improved from the 59th percentile (2002–2004) to the 83rd percentile (2005), and textbook use increased from 1.6% to 79%. This experience demonstrates that strategies incorporating active learning and textbook use correlate with striking improvement in medical student performance. PMID:18528495

Comparing Item Performance on Three- Versus Four-Option Multiple Choice Questions in a Veterinary Toxicology Course.

PubMed

Royal, Kenneth; Dorman, David

2018-06-09

The number of answer options is an important element of multiple-choice questions (MCQs). Many MCQs contain four or more options despite the limited literature suggesting that there is little to no benefit beyond three options. The purpose of this study was to evaluate item performance on 3-option versus 4-option MCQs used in a core curriculum course in veterinary toxicology at a large veterinary medical school in the United States. A quasi-experimental, crossover design was used in which students in each class were randomly assigned to take one of two versions (A or B) of two major exams. Both the 3-option and 4-option MCQs resulted in similar psychometric properties. The findings of our study support earlier research in other medical disciplines and settings that likewise concluded there was no significant change in the psychometric properties of three option MCQs when compared to the traditional MCQs with four or more options.

Metacognitive effects of initial question difficulty on subsequent memory performance.

PubMed

Pansky, Ainat; Goldsmith, Morris

2014-10-01

In two experiments, we examined whether relative retrieval fluency (the relative ease or difficulty of answering questions from memory) would be translated, via metacognitive monitoring and control processes, into an overt effect on the controlled behavior-that is, the decision whether to answer a question or abstain. Before answering a target set of multiple-choice general-knowledge questions (intermediate-difficulty questions in Exp. 1, deceptive questions in Exp. 2), the participants first answered either a set of difficult questions or a set of easy questions. For each question, they provided a forced-report answer, followed by a subjective assessment of the likelihood that their answer was correct (confidence) and by a free-report control decision-whether or not to report the answer for a potential monetary bonus (or penalty). The participants' ability to answer the target questions (forced-report proportion correct) was unaffected by the initial question difficulty. However, a predicted metacognitive contrast effect was observed: When the target questions were preceded by a set of difficult rather than easy questions, the participants were more confident in their answers to the target questions, and hence were more likely to report them, thus increasing the quantity of freely reported correct information. The option of free report was more beneficial after initial question difficulty than after initial question ease, in terms of both the gain in accuracy (Exp. 2) and a smaller cost in quantity (Exps. 1 and 2). These results demonstrate that changes in subjective experience can influence metacognitive monitoring and control, thereby affecting free-report memory performance independently of forced-report performance.

Dual processing theory and experts' reasoning: exploring thinking on national multiple-choice questions.

PubMed

Durning, Steven J; Dong, Ting; Artino, Anthony R; van der Vleuten, Cees; Holmboe, Eric; Schuwirth, Lambert

2015-08-01

An ongoing debate exists in the medical education literature regarding the potential benefits of pattern recognition (non-analytic reasoning), actively comparing and contrasting diagnostic options (analytic reasoning) or using a combination approach. Studies have not, however, explicitly explored faculty's thought processes while tackling clinical problems through the lens of dual process theory to inform this debate. Further, these thought processes have not been studied in relation to the difficulty of the task or other potential mediating influences such as personal factors and fatigue, which could also be influenced by personal factors such as sleep deprivation. We therefore sought to determine which reasoning process(es) were used with answering clinically oriented multiple-choice questions (MCQs) and if these processes differed based on the dual process theory characteristics: accuracy, reading time and answering time as well as psychometrically determined item difficulty and sleep deprivation. We performed a think-aloud procedure to explore faculty's thought processes while taking these MCQs, coding think-aloud data based on reasoning process (analytic, nonanalytic, guessing or combination of processes) as well as word count, number of stated concepts, reading time, answering time, and accuracy. We also included questions regarding amount of work in the recent past. We then conducted statistical analyses to examine the associations between these measures such as correlations between frequencies of reasoning processes and item accuracy and difficulty. We also observed the total frequencies of different reasoning processes in the situations of getting answers correctly and incorrectly. Regardless of whether the questions were classified as 'hard' or 'easy', non-analytical reasoning led to the correct answer more often than to an incorrect answer. Significant correlations were found between self-reported recent number of hours worked with think-aloud word count and number of concepts used in the reasoning but not item accuracy. When all MCQs were included, 19 % of the variance of correctness could be explained by the frequency of expression of these three think-aloud processes (analytic, nonanalytic, or combined). We found evidence to support the notion that the difficulty of an item in a test is not a systematic feature of the item itself but is always a result of the interaction between the item and the candidate. Use of analytic reasoning did not appear to improve accuracy. Our data suggest that individuals do not apply either System 1 or System 2 but instead fall along a continuum with some individuals falling at one end of the spectrum.

The detection of cheating in multiple choice examinations

NASA Astrophysics Data System (ADS)

Richmond, Peter; Roehner, Bertrand M.

2015-10-01

Cheating in examinations is acknowledged by an increasing number of organizations to be widespread. We examine two different approaches to assess their effectiveness at detecting anomalous results, suggestive of collusion, using data taken from a number of multiple-choice examinations organized by the UK Radio Communication Foundation. Analysis of student pair overlaps of correct answers is shown to give results consistent with more orthodox statistical correlations for which confidence limits as opposed to the less familiar "Bonferroni method" can be used. A simulation approach is also developed which confirms the interpretation of the empirical approach. Then the variables Xi =(1 -Ui) Yi +Ui Z are a system of symmetric dependent binary variables (0 , 1 ; p) whose correlation matrix is ρij = r. The proof is easy and given in the paper. Let us add two remarks. • We used the expression "symmetric variables" to reflect the fact that all Xi play the same role. The expression "exchangeable variables" is often used with the same meaning. • The correlation matrix has only positive elements. This is of course imposed by the symmetry condition. ρ12 < 0 and ρ23 < 0 would imply ρ13 > 0, thus violating the symmetry requirement. In the following subsections we will be concerned with the question of uniqueness of the set of Xi generated above. Needless to say, it is useful to know whether the proposition gives the answer or only one among many. More precisely, the problem can be stated as follows.

Using the case-discussion method to teach epidemiology and biostatistics.

PubMed

Marantz, Paul R; Burton, William; Steiner-Grossman, Penny

2003-04-01

Medical students must learn the principles of epidemiology and biostatistics to critically evaluate the medical literature. However, this subject has traditionally been difficult to teach. In 1997 at the Albert Einstein College of Medicine, the required first-year course in epidemiology and biostatistics was revised to use the case-discussion teaching method. In preparation for the course, experienced faculty participated in an intensive, two-day training workshop. The course, taught to 163 first-year medical students, was structured in two parts: (1) three lectures complemented by a detailed syllabus, followed by a multiple-choice midterm exam; and (2) six case-discussion seminars, followed by a short answer/essay final exam. There were seven case-discussion groups with 23-24 students each. The program was evaluated using subjective faculty feedback, examination scores, and student evaluation questionnaires. Faculty noted excellent student preparation and participation. Multiple-choice exam scores were comparable to those from earlier years, and a short answer/essay exam demonstrated good student mastery of the required material. Student evaluation was overwhelmingly positive, and significantly improved from prior years of the course. Positive student evaluations of the course using this teaching method continued over the next four years; National Board of Medical Examiners examination scores indicated success in mastery of the material; and student assessment of the course improved on the AAMC Graduation Questionnaire. This favorable experience suggests that case-discussion teaching can be employed successfully in teaching principles of epidemiology and biostatistics to medical students.

Are Lung Imaging Reporting and Data System Categories Clear to Radiologists? A Survey of the Korean Society of Thoracic Radiology Members on Ten Difficult-to-Classify Scenarios.

PubMed

Han, Dae Hee; Goo, Jin Mo; Chong, Semin; Ahn, Myeong Im

2017-01-01

To evaluate possible variability in chest radiologists' interpretations of the Lung Imaging Reporting and Data System (Lung-RADS) on difficult-to-classify scenarios. Ten scenarios of difficult-to-classify imaginary lung nodules were prepared as an online survey that targeted Korean Society of Thoracic Radiology members. In each question, a description was provided of the size, consistency, and interval change (new or growing) of a lung nodule observed using annual repeat computed tomography, and the respondent was instructed to choose one answer from five choices: category 2, 3, 4A, or 4B, or "un-categorizable." Consensus answers were established by members of the Korean Imaging Study Group for Lung Cancer. Of the 420 answers from 42 respondents (excluding multiple submissions), 310 (73.8%) agreed with the consensus answers; eleven (26.2%) respondents agreed with the consensus answers to six or fewer questions. Assigning the imaginary nodules to categories higher than the consensus answer was more frequent (16.0%) than assigning them to lower categories (5.5%), and the agreement rate was below 50% for two scenarios. When given difficult-to-classify scenarios, chest radiologists showed large variability in their interpretations of the Lung-RADS categories, with high frequencies of disagreement in some specific scenarios.

Formative Assessment Probes: Constructing Cl-Ev-R Explanations to Formative Assessment Probes

ERIC Educational Resources Information Center

Keeley, Page

2015-01-01

A distinguishing feature of all the formative assessment probes in the "Uncovering Student Ideas" series is that each probe has two parts: (1) a selected answer choice that usually mirrors the research on commonly held ideas students have about concepts or phenomena; and (2) an explanation that supports their answer choice. It is this…

Patient understanding and impression of hematology/oncology fellows.

PubMed

Curley, Brendan; Thomas, Roby; Curley, Anjaly; Truong, Quoc; Culp, Mark; Hu, Yanqing; Almubarak, Mohammed

2014-09-01

Hematologists/Oncologists spend years of training in a fellowship program. At academic centers, patients receiving treatment are often seen by fellows. It has not been established what patients understand about fellowship training, therefore the purpose of this study was to explore their understanding and whether they are content with fellows taking part in their care. At West Virginia University/Mary Babb Randolph Cancer Center, the authors drafted a survey. This anonymous and voluntary survey abstracted basic patient demographic data and experience being cared for by fellows and basic knowledge of a Hematology/Oncology fellowship. Multiple-choice questions were drafted with 4 to 6 answer choices with no option for unknown. Surveys were collected over a 3-week period in July 2012. Patients were surveyed at outpatient appointments, infusion center visits, and laboratory draws. Two hundred twenty-six surveys were collected. Statistical analysis was performed and a binomial regression was fit to the data. There is evidence that higher levels of education are more likely to give correct answers (P = 0.035). Patients who stated that they had not seen a fellow or were unsure whether they had seen a fellow were more likely to select incorrect answers (P = 0.001). There is no statistical significance differentiating between cancer types in likelihood of getting answers correct. Of those surveyed, 1.77% felt that they completely understand the role of a fellow in their care, whereas 80.45% desired further information about fellows. Only 2.2% disliked having a fellow involved in their care. Patients at academic centers being seen by Hematology/Oncology fellows appear to have a lack of knowledge of a fellow's role and background but have a desire to be educated. Educational initiatives can be introduced to teaching institutions to help patients better understand the role of a fellow.

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

NASA Astrophysics Data System (ADS)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was also collected from a larger bank of test questions. Discrimination indices across the full bank showed variation and additional work is underway to refine and field test in other settings these questions in the absence of InTeGrate curricula. When complete, faculty will be able to assemble sets of questions to track progress toward meeting literacy goals. In addition to covering geoscience content knowledge and understanding, a complementary attitudinal pre/post survey was also developed with the intent to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. The final instruments will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning and attitudinal gains across the major.

Effects of method and format on subjects' responses to a control of variables reasoning problem

NASA Astrophysics Data System (ADS)

Staver, John R.

Excessive time and training demands have rendered Piaget's clinical method of reasoning assessment impractical for researchers and science teachers who work with large numbers of students. The published literature[Note ][See: Lawson, A. E. Journal of Research in Science Teaching, 1978, 15(1), 11-24; Shayer, M., Adey, P., & Wylam, H. Journal of Research in Science Teaching, 1981, 18(2), 157-168; Staver, J. R., & Gabel, D. L. Journal of Research in Science Teaching, 1979, 16(6), 534-544; Tobin, K. G., & Capie, W. Educational and Psychological Measurement, 1981, 41(2), 413-424.] indicates that reliable, valid alternatives to clinical assessment are feasible. However, the overestimate/underestimate of reasoning for different methods and formats remains unresolved through research. The objective of this study was to determine the effects of various methods and formats on subjects' responses to a Piagetian reasoning problem requiring control of variables. The task chosen for this investigation was the Mealworm problem.[Note ][See: Karplus, R., Lawson, A., Wollman, W., Appel, M., Bernoff, R., Howe, A., Rusch, J., & Sullivan, F. Science teaching and the development of reasoning. Berkeley, CA: University of California, 1977.] The task was presented by three methods: (1) individual clinical interview; (2) group presentation of task followed by paper-and-pencil problem with illustration; and (3) group administration of paper-and-pencil instrument with illustration. Each method included four formats: (1) completion answer with essay justification; (2) completion answer with multiplechoice justification; (3) multiple-choice answer with essay justification; and (4) multiple-choice answer with multiple-choice justification. Two hundred and fifty-three (253) students who were enrolled in a freshman level biological science class participated in the study. The research design was a 3 × 4 factorial design with method and format of assessment as the main effects. The participants were in 12 randomly selected laboratory or discussion sections, and each section was randomly assigned to a cell in the research design. Regression analysis with the individual as the unit of analysis showed that format but not method of assessment accounted for a significant amount of variance in student performance. The overall interaction was nonsignificant. Regression analysis with sections as the unit of analysis revealed nonsignificant findings for both method and format. The interrater agreement in the scoring of the Mealworm task was 82.1%. The principal conclusion is that format but not method of task administration influenced the performance of subjects, and the influence is similar for various combinations of method and format. Discussion is focused on the relative importance of the nonsignificant and significant findings for using alternative methods of Piagetian assessment. The results are also discussed with respect to earlier work, and suggestions for future research as well as implications for teachers are set forth.

[Evidence-based pedagogical principles used at medical specialist workshop].

PubMed

Holm, Ellen Astrid; Rosholm, Jens Ulrik; Mørch, Marianne Metz

2010-09-27

How should a theoretical postgraduate course be organized to obtain maximum effect? We report an example of a two-day course planned and implemented according to educational approaches previously shown to be effective. The theme of the course is "The old patient", and the course is compulsory for residents in internal medicine. This case study showed that the methods used were feasible, and the participants gained knowledge. A multiple-choice test before and after the course showed 44% (before) and 64% (after) correct answers, p < 0.001.

The effectiveness of the 1996 Wood Magic Science Fair as an experiential field trip

NASA Astrophysics Data System (ADS)

Pearson, Robert Wayne

In response to the need for evaluating the effectiveness of the 1996 Wood Magic Science Fair (WMSF) at Mississippi State University's Forest and Wildlife Research Center/Forest Products Laboratory, two tests were developed. One test was designed for third-grade students and one for fourth-grade students who would attend the WMSF. Both tests have multiple choice answers and contained thirteen questions each. Five of the questions addressed general issues of the forest products industry that would be mentioned in an opening video but not stressed in the oral presentations of the WMSF. The students would have no active involvement in these presentations. These general issue questions represent passive involvement teaching. The eight remaining questions addressed specific information that would be stressed in the WMSF oral presentations and would allow students to actively participate in the presentations. The participation of the students in these presentations represents participatory teaching. The tests were given to the students (third and fourth grades) both before they attended the fair as a pre-test and after their attendance as a post-test with the only difference being that the multiple choice answers were arranged in a different order. Classroom teachers administered the tests to the students. The test results were evaluated for each class individually. Each question was evaluated and the results recorded in a table. The general information questions were grouped together as were the specific information questions. This grouping allowed a comparison to be made between passive and participatory learning. The results from the tests will help those making the science fair presentations evaluate their materials and methods. Statistical analysis of the results would indicate which questions had a significant change in the number of correct answers between the pre-test and post-test. This information will help the Fair planners and presenters in developing future programs.

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy.

PubMed

Shiozawa, Thomas; Butz, Benjamin; Herlan, Stephan; Kramer, Andreas; Hirt, Bernhard

2017-01-01

Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann-Whitney U test). The groups exhibited no differences on the S-MC questions (85% and 82.5%, respectively; P > 0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Group differences in adult simple arithmetic: good retrievers, not-so-good retrievers, and perfectionists.

PubMed

Hecht, Steven A

2006-01-01

We used the choice/no-choice methodology in two experiments to examine patterns of strategy selection and execution in groups of undergraduates. Comparisons between choice and no-choice trials revealed three groups. Some participants good retrievers) were consistently able to use retrieval to solve almost all arithmetic problems. Other participants (perfectionists) successfully used retrieval substantially less often in choice-allowed trials than when strategy choices were prohibited. Not-so-good retrievers retrieved correct answers less often than the other participants in both the choice-allowed and no-choice conditions. No group differences emerged with respect to time needed to search and access answers from long-term memory; however, not-so-good retrievers were consistently slower than the other subgroups at executing fact-retrieval processes that are peripheral to memory search and access. Theoretical models of simple arithmetic, such as the Strategy Choice and Discovery Simulation (Shrager & Siegler, 1998), should be updated to include the existence of both perfectionist and not-so-good retriever adults.

Pharmacists' knowledge and interest in developing counseling skills relating to oral contraceptives.

PubMed

Amin, Mohamed E K

2016-04-01

Possessing correct therapeutic information on oral contraceptives is an important prerequisite for the provision of sound advice to women who are using these products. This study examines Egyptian pharmacists' knowledge of pharmacotherapeutic aspects of oral contraceptives as well as interest in developing skills in providing counseling on oral contraceptive pills. Community pharmacies throughout Alexandria, Egypt. A cross-sectional survey was self-administered by a random sample of community pharmacists in Alexandria, Egypt. Five multiple choice questions likely to arise when counseling women on oral contraceptives were constructed. Questions covered compatibility with breastfeeding, precautions, health risks and managing missed pills of oral contraceptives. Using ordered logistic regression, a model was estimated to predict pharmacists' interest in developing skills in providing counseling on oral contraceptives. Pharmacists' aggregate scores for knowledge questions and pharmacists' interest in developing skills in providing counseling on oral contraceptive pills. Of the 181 approached pharmacists, 92 % participated. Twenty one pharmacists (13 %) did not know the correct answer to any question, 122 (73 %) answered one-two correctly, 23 (14 %) answered three-four correctly. No pharmacist answered all five questions correctly. For pharmacists' interest in developing skills in providing counseling on oral contraceptives, the percentage values for answers were: not interested at all (10.2 %), slightly interested (27.0 %), somewhat interested (23.4 %), interested (30.0 %) and extremely interested (9.6 %). Pharmacists' interest in developing skills in providing counseling on oral contraceptives was significantly associated with the number of women who requested advice from the pharmacists on oral contraceptives (OR 1.54, CI 1.24-1.91). In terms of the learning method of preference, percentage values for answers were: attending a workshop (4 %), online course (18 %), publications distributed to pharmacy (44 %), other methods (1 %) and more than one method (23 %). Ten percent were not interested in developing their skills on oral contraceptives. This study identifies considerable gaps among community pharmacists' knowledge of oral contraceptives. It also shows variation in willingness and choice of learning strategies among pharmacists to develop their skills in providing counseling on oral contraceptives.

Perception of male drinkers as a function of their alcoholic beverage preference.

PubMed

Curtin, L; Fisher, R D

1993-05-01

The present study examined perception of a man's likelihood of driving after drinking and his ability to do so as a function of his choice of beverage. Perceptions of his social characteristics were also examined. The sample was composed of 200 volunteer undergraduate psychology students. Equal numbers of male and female subjects read one of four vignettes which varied only in the male protagonist's choice of beverage: beer, wine, shots of distilled spirits, or cola. After reading the story, subjects answered multiple-choice questions about the character, tapping social judgments, situational judgments and drinking and driving judgments. Subject drinking habits were also assessed. The most notable result was the consistently positive perception of the protagonist portrayed as an abstainer. The lack of a consistent alcoholic beverage distinction implies that the beer-spirits double standard is far from a clear-cut discrimination. Possible explanations for results are discussed. This study questions the robustness of the alcoholic beverage type bias and reflects the need for future research.

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

PubMed Central

Smith, Michelle K.; Knight, Jennifer K.

2012-01-01

To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution of student responses to multiple-choice questions from the Genetics Concept Assessment. In total, we examined pretest (before instruction) and posttest (after instruction) responses from 751 students enrolled in six genetics courses for either majors or nonmajors. Students improved on all 25 questions after instruction, but to varying degrees. Notably, there was a subgroup of nine questions for which a single incorrect answer, called the most common incorrect answer, was chosen by >20% of students on the posttest. To explore response patterns to these nine questions, we tracked individual student answers before and after instruction and found that particular conceptual difficulties about genetics are both more likely to persist and more likely to distract students than other incorrect ideas. Here we present an analysis of the evolution of these incorrect ideas to encourage instructor awareness of these genetics concepts and provide advice on how to address common conceptual difficulties in the classroom. PMID:22367036

Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses.

PubMed

Smith, Michelle K; Knight, Jennifer K

2012-05-01

To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution of student responses to multiple-choice questions from the Genetics Concept Assessment. In total, we examined pretest (before instruction) and posttest (after instruction) responses from 751 students enrolled in six genetics courses for either majors or nonmajors. Students improved on all 25 questions after instruction, but to varying degrees. Notably, there was a subgroup of nine questions for which a single incorrect answer, called the most common incorrect answer, was chosen by >20% of students on the posttest. To explore response patterns to these nine questions, we tracked individual student answers before and after instruction and found that particular conceptual difficulties about genetics are both more likely to persist and more likely to distract students than other incorrect ideas. Here we present an analysis of the evolution of these incorrect ideas to encourage instructor awareness of these genetics concepts and provide advice on how to address common conceptual difficulties in the classroom.

[Understanding of medical information provided during orthognathic surgery consultations].

PubMed

Poynard, S; Pare, A; Bonin Goga, B; Laure, B; Goga, D

2014-06-01

A prospective study was conducted from November 2012 to May 2013 to assess what patients had understood after their preoperative consultations for orthognathic surgery. We studied the impact of a written document created in the department, containing the information given during the consultation. Fifty patients were asked to complete 2 questionnaires given to the patient the day before surgery. The first was used to assess what the patients had understood; it included 20 multiple-choice questions on information given during consultation and in the written document. For each item, the patient had to check what he thought to be the right answer. Each correct answer was graded at 1 and each incorrect answer or no answer was graded at 0. The maximum score was 20/20. The second was to assess the written document. Each item was graded from 1 to 10 (Likert-type scale). Thirty-two patients answered both questionnaires. The average score for the first was 15.03/20 (P<0.05), significantly higher than the theoretical average set at 10 (P<0.05). The written document was found understandable (score 8.47/10) and information easy to find (score 7.28/10). The document provided answers to the patients' questions (score 7.50/10), using information given during consultation (score 7.56/10). The 2 consultations and the written document helped patients better understand orthognatic care and surgery. Copyright © 2014. Published by Elsevier Masson SAS.

Decision-making process of patients with gynecological cancer regarding their cancer treatment choices using the analytic hierarchy process.

PubMed

Kitamura, Yuko

2010-12-01

In order to support patients' decision-making regarding cancer treatments, it is important to clarify which criteria that cancer patients use to set priorities in their treatment choices. Using the analytic hierarchy process (AHP), a mathematical decision-making method, this article investigates the criteria and the priorities of patients with gynecological cancer. In the AHP, multiple and hierarchical criteria in the decision-making process were organized by a repeated pairwise judgment of the participants so as to serialize the alternatives along with the rational order of the priorities. For the alternatives "to receive treatment" and "to not receive treatment," the following five criteria were set: "anxiety about relapse and metastasis", "distress about side-effects", "advice of family", "advice of medical staff", and "economic burden". The participants determined a pairwise priority scale, as well as a priority scale between the alternatives for every criterion. The logical consistency of their answers was checked by a consistency index (CI). The participants were 31 patients with ovarian or endometrial cancer who were being followed up after undergoing surgery and adjuvant chemotherapy. Of the participants who answered the questionnaire, 17 satisfied the logical consistency. Of the five criteria for the treatment choices, "anxiety about relapse and metastasis" and "advice of medical staff" were found to be the important factors for treatment choice; however, the weight attached to the priority criteria differed much among the patients. The AHP made it possible to support patients' decision-making in order to clarify their priority criteria and to quantitatively present their decision-making process. © 2010 The Author. Journal compilation © 2010 Japan Academy of Nursing Science.

Current situation in gynecological oncology training in Spain: where we are and where we want to go.

PubMed

Padilla-Iserte, P; Minig, L; Zapardiel, I; Chiva, L; Laky, R; de Santiago, J

2018-04-01

It is important to know what a young gynecologic oncologist perceives as a need to achieve a good training in gynecologic oncology. This study aims to evaluate the level of training in gynecologic oncology in Spain. A Web-based anonymous questionnaire was sent via e-mail to Spanish trainees listed in European Network of Young Gynecological Oncology (ENYGO). The survey was developed in four sections: (1) general training in gynecologic oncology, (2) distribution of current clinical activity, (3) surgical training, and (4) perspective future gynecologic oncology. It contained 51 questions, with multiple-choice answers that had to be answered by the ENYGO members. The questionnaire was sent to 64 people listed in the ENYGO database. Of these, 37 members responded (response rate of 58%). Overall, more training in surgery is necessary, to perform radical oncological surgeries. It is claimed a sub-specialty recognition, to ensure an equalitarian and homogeneous training.

A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.

PubMed

Bottomley, Steven; Denny, Paul

2011-01-01

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise--a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students. Copyright © 2011 Wiley Periodicals, Inc.

Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial

PubMed Central

Rotthoff, Thomas; Baehring, Thomas; Dicken, Hans-Dieter; Fahron, Urte; Richter, Bernd; Fischer, Martin R; Scherbaum, Werner A

2006-01-01

Background Long-menu questions (LMQs) are viewed as an alternative method for answering open-ended questions (OEQs) in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF) examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. Methods We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. Results The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93). Among all 630 LM answers only one correct term (0.32%) was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65). Conclusion LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs), the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ) then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment. PMID:17032439

Time-Series Analysis: Assessing the Effects of Multiple Educational Interventions in a Small-Enrollment Course

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2009-11-01

Time-series designs are an alternative to pretest-posttest methods that are able to identify and measure the impacts of multiple educational interventions, even for small student populations. Here, we use an instrument employing standard multiple-choice conceptual questions to collect data from students at regular intervals. The questions are modified by asking students to distribute 100 Confidence Points among the options in order to indicate the perceived likelihood of each answer option being the correct one. Tracking the class-averaged ratings for each option produces a set of time-series. ARIMA (autoregressive integrated moving average) analysis is then used to test for, and measure, changes in each series. In particular, it is possible to discern which educational interventions produce significant changes in class performance. Cluster analysis can also identify groups of students whose ratings evolve in similar ways. A brief overview of our methods and an example are presented.

[Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain].

PubMed

Montecinos, P; Rodewald, A M

1994-06-01

The aim this work was to assess and compare the achievements of medical students, subjected to problem based learning methodology. The information and comprehension categories of Bloom were tested in 17 medical students in four different occasions during the physiopathology course, using a multiple choice knowledge test. There was a significant improvement in the number of correct answers towards the end of the course. It is concluded that these medical students obtained adequate learning achievements in the information subcategory of Bloom using problem based learning methodology, during the physiopathology course.

Choice Latency as a Cue for Children's Subjective Confidence in the Correctness of Their Answers

ERIC Educational Resources Information Center

Koriat, Asher; Ackerman, Rakefet

2010-01-01

Research with adults indicates that confidence in the correctness of an answer decreases as a function of the amount of time it takes to reach that answer, suggesting that people use response latency as a mnemonic cue for subjective confidence. Experiment 1 extended investigation to 2nd, 3rd and 5th graders. When children chose the answer to…

Comparison of answer-until-correct and full-credit assessments in a team-based learning course.

PubMed

Farland, Michelle Z; Barlow, Patrick B; Levi Lancaster, T; Franks, Andrea S

2015-03-25

To assess the impact of awarding partial credit to team assessments on team performance and on quality of team interactions using an answer-until-correct method compared to traditional methods of grading (multiple-choice, full-credit). Subjects were students from 3 different offerings of an ambulatory care elective course, taught using team-based learning. The control group (full-credit) consisted of those enrolled in the course when traditional methods of assessment were used (2 course offerings). The intervention group consisted of those enrolled in the course when answer-until-correct method was used for team assessments (1 course offering). Study outcomes included student performance on individual and team readiness assurance tests (iRATs and tRATs), individual and team final examinations, and student assessment of quality of team interactions using the Team Performance Scale. Eighty-four students enrolled in the courses were included in the analysis (full-credit, n=54; answer-until-correct, n=30). Students who used traditional methods of assessment performed better on iRATs (full-credit mean 88.7 (5.9), answer-until-correct mean 82.8 (10.7), p<0.001). Students who used answer-until-correct method of assessment performed better on the team final examination (full-credit mean 45.8 (1.5), answer-until-correct 47.8 (1.4), p<0.001). There was no significant difference in performance on tRATs and the individual final examination. Students who used the answer-until-correct method had higher quality of team interaction ratings (full-credit 97.1 (9.1), answer-until-correct 103.0 (7.8), p=0.004). Answer-until-correct assessment method compared to traditional, full-credit methods resulted in significantly lower scores for iRATs, similar scores on tRATs and individual final examinations, improved scores on team final examinations, and improved perceptions of the quality of team interactions.

Comprehension of confidence intervals - development and piloting of patient information materials for people with multiple sclerosis: qualitative study and pilot randomised controlled trial.

PubMed

Rahn, Anne C; Backhus, Imke; Fuest, Franz; Riemann-Lorenz, Karin; Köpke, Sascha; van de Roemer, Adrianus; Mühlhauser, Ingrid; Heesen, Christoph

2016-09-20

Presentation of confidence intervals alongside information about treatment effects can support informed treatment choices in people with multiple sclerosis. We aimed to develop and pilot-test different written patient information materials explaining confidence intervals in people with relapsing-remitting multiple sclerosis. Further, a questionnaire on comprehension of confidence intervals was developed and piloted. We developed different patient information versions aiming to explain confidence intervals. We used an illustrative example to test three different approaches: (1) short version, (2) "average weight" version and (3) "worm prophylaxis" version. Interviews were conducted using think-aloud and teach-back approaches to test feasibility and analysed using qualitative content analysis. To assess comprehension of confidence intervals, a six-item multiple choice questionnaire was developed and tested in a pilot randomised controlled trial using the online survey software UNIPARK. Here, the average weight version (intervention group) was tested against a standard patient information version on confidence intervals (control group). People with multiple sclerosis were invited to take part using existing mailing-lists of people with multiple sclerosis in Germany and were randomised using the UNIPARK algorithm. Participants were blinded towards group allocation. Primary endpoint was comprehension of confidence intervals, assessed with the six-item multiple choice questionnaire with six points representing perfect knowledge. Feasibility of the patient information versions was tested with 16 people with multiple sclerosis. For the pilot randomised controlled trial, 64 people with multiple sclerosis were randomised (intervention group: n = 36; control group: n = 28). More questions were answered correctly in the intervention group compared to the control group (mean 4.8 vs 3.8, mean difference 1.1 (95 % CI 0.42-1.69), p = 0.002). The questionnaire's internal consistency was moderate (Cronbach's alpha = 0.56). The pilot-phase shows promising results concerning acceptability and feasibility. Pilot randomised controlled trial results indicate that the patient information is well understood and that knowledge gain on confidence intervals can be assessed with a set of six questions. German Clinical Trials Register: DRKS00008561 . Registered 8th of June 2015.

Wolf Testing: Open Source Testing Software

NASA Astrophysics Data System (ADS)

Braasch, P.; Gay, P. L.

2004-12-01

Wolf Testing is software for easily creating and editing exams. Wolf Testing allows the user to create an exam from a database of questions, view it on screen, and easily print it along with the corresponding answer guide. The questions can be multiple choice, short answer, long answer, or true and false varieties. This software can be accessed securely from any location, allowing the user to easily create exams from home. New questions, which can include associated pictures, can be added through a web-interface. After adding in questions, they can be edited, deleted, or duplicated into multiple versions. Long-term test creation is simplified, as you are able to quickly see what questions you have asked in the past and insert them, with or without editing, into future tests. All tests are archived in the database. Written in PHP and MySQL, this software can be installed on any UNIX / Linux platform, including Macintosh OS X. The secure interface keeps students out, and allows you to decide who can create tests and who can edit information already in the database. Tests can be output as either html with pictures or rich text without pictures, and there are plans to add PDF and MS Word formats as well. We would like to thank Dr. Wolfgang Rueckner and the Harvard University Science Center for providing incentive to start this project, computers and resources to complete this project, and inspiration for the project's name. We would also like to thank Dr. Ronald Newburgh for his assistance in beta testing.

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions.

PubMed

Carnegie, Jacqueline

2015-01-01

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. © 2015 J. Carnegie. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

[Medical knowledge in immunological security of red blood cells transfusion in Tunisia: evaluation of a CD-ROM of auto-learning].

PubMed

Ben Salah, N; El Borgi, W; Aounallah Skhiri, H; Ben Lakhal, F; Mouelhi, H; Zoueri, B; Gouider, E; Hafsia, R

2013-09-01

In Tunisia, red blood cells (RBC) transfusion joins in a statutory frame but remains subject to failures because of the misunderstanding of legislation and regulations. Our purpose is to estimate the knowledge of the medical staff in the immunological safety of RBC transfusion before and after reading an auto-education CD-ROM. It is a study of evaluation of an intervention. Eighty physicians participated to the study. The evaluation was done using an anonymous questionnaire, containing seven questions with multiple choices (QMC) relating to several items. The rate of good answers (RGA) calculated by questions and by items took into account the impact of the CD-ROM on the improvement of the answers after reading. The global average mark is 2.9/7. The RGA to questions varies from 22.5 % to 76.3%. All participants answered correctly to more than 50% of all items. Two answered correctly to all items. Among the participants, 31.3% answered to all "important" items, concerning ABO blood groups compatibility and ultimate bedside test. The rate of participation to the final evaluation was 83%. The impact of the CD-ROM was important and statistically significant. In the final evaluation, the global mark raised from 2.9 to 5.8/7, 31.5% (vs 2%) answered correctly all the questions and 95.5% (vs 31.3%) answered correctly all "important" items. This study revealed a misunderstanding of the doctors in immunological safety of RBC transfusions. Auto-teaching by CD-ROM was efficient. An improvement of the knowledge by continuous training is necessary in our country. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Transition Matrices: A Tool to Assess Student Learning and Improve Instruction

NASA Astrophysics Data System (ADS)

Morris, Gary A.; Walter, Paul; Skees, Spencer; Schwartz, Samantha

2017-03-01

This paper introduces a new spreadsheet tool for adoption by high school or college-level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam. Leveraging analysis of the quality of the incorrect answer choices, one can order the answer choices from worst to best (i.e., correct), resulting in "transition matrices" that can provide deeper insight into student learning and the success or failure of the pedagogical approach than traditional analyses that employ dichotomous scoring.

Is It Working? Distractor Analysis Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

NASA Astrophysics Data System (ADS)

Slater, Stephanie

2009-05-01

The Test Of Astronomy STandards (TOAST) assessment instrument is a multiple-choice survey tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) have been conducting a question-by-question distractor analysis procedure to determine the sensitivity and effectiveness of each item. In brief, the frequency each possible answer choice, known as a foil or distractor on a multiple-choice test, is determined and compared to the existing literature on the teaching and learning of astronomy. In addition to having statistical difficulty and discrimination values, a well functioning assessment item will show students selecting distractors in the relative proportions to how we expect them to respond based on known misconceptions and reasoning difficulties. In all cases, our distractor analysis suggests that all items are functioning as expected. These results add weight to the validity of the Test Of Astronomy STandards (TOAST) assessment instrument, which is designed to help instructors and researchers measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

Approaches to learning for the ANZCA Final Examination and validation of the revised Study Process Questionnaire in specialist medical training.

PubMed

Weller, J M; Henning, M; Civil, N; Lavery, L; Boyd, M J; Jolly, B

2013-09-01

When evaluating assessments, the impact on learning is often overlooked. Approaches to learning can be deep, surface and strategic. To provide insights into exam quality, we investigated the learning approaches taken by trainees preparing for the Australian and New Zealand College of Anaesthetists (ANZCA) Final Exam. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was modified and validated for this context and was administered to ANZCA advanced trainees. Additional questions were asked about perceived value for anaesthetic practice, study time and approaches to learning for each exam component. Overall, 236 of 690 trainees responded (34%). Responses indicated both deep and surface approaches to learning with a clear preponderance of deep approaches. The anaesthetic viva was valued most highly and the multiple choice question component the least. Despite this, respondents spent the most time studying for the multiple choice questions. The traditionally low short answer questions pass rate could not be explained by limited study time, perceived lack of value or study approaches. Written responses suggested that preparation for multiple choice questions was characterised by a surface approach, with rote memorisation of past questions. Minimal reference was made to the ANZCA syllabus as a guide for learning. These findings indicate that, although trainees found the exam generally relevant to practice and adopted predominantly deep learning approaches, there was considerable variation between the four components. These results provide data with which to review the existing ANZCA Final Exam and comparative data for future studies of the revisions to the ANZCA curriculum and exam process.

Multiple choice questions can be designed or revised to challenge learners' critical thinking.

PubMed

Tractenberg, Rochelle E; Gushta, Matthew M; Mulroney, Susan E; Weissinger, Peggy A

2013-12-01

Multiple choice (MC) questions from a graduate physiology course were evaluated by cognitive-psychology (but not physiology) experts, and analyzed statistically, in order to test the independence of content expertise and cognitive complexity ratings of MC items. Integration of higher order thinking into MC exams is important, but widely known to be challenging-perhaps especially when content experts must think like novices. Expertise in the domain (content) may actually impede the creation of higher-complexity items. Three cognitive psychology experts independently rated cognitive complexity for 252 multiple-choice physiology items using a six-level cognitive complexity matrix that was synthesized from the literature. Rasch modeling estimated item difficulties. The complexity ratings and difficulty estimates were then analyzed together to determine the relative contributions (and independence) of complexity and difficulty to the likelihood of correct answers on each item. Cognitive complexity was found to be statistically independent of difficulty estimates for 88 % of items. Using the complexity matrix, modifications were identified to increase some item complexities by one level, without affecting the item's difficulty. Cognitive complexity can effectively be rated by non-content experts. The six-level complexity matrix, if applied by faculty peer groups trained in cognitive complexity and without domain-specific expertise, could lead to improvements in the complexity targeted with item writing and revision. Targeting higher order thinking with MC questions can be achieved without changing item difficulties or other test characteristics, but this may be less likely if the content expert is left to assess items within their domain of expertise.

Impact of interdisciplinary learning on critical thinking using case study method in allied health care graduate students.

PubMed

Zimmerman, Scott D; Lester Short, Glenda F; Hendrix, E Michael

2011-01-01

It remains unclear which classroom experiences, if any, foster critical think ability. We measured the effectiveness of interdisciplinary, case-based learning on the critical-thinking ability of graduate students enrolled in allied health care programs. We designed a voluntary classroom experience to examine the effectiveness of case studies used in an interdisciplinary setting to increase critical-thinking ability. Two groups of students were measured for their critical thinking ability using an online assessment both before and after their respective classroom experiences. One group of 14 graduate students from 4 different allied health care programs (interdisciplinary, ID) discussed complex interdisciplinary case studies and answered multiple-choice type questions formed around the cases. The second group was composed of graduate students (n = 28) from a single disciple enrolled in a clinical anatomy course (discipline specific, DS). They discussed complex case studies specific to their discipline and answered multiple-choice questions formed around the cases. There was no overall change in critical-thinking scores from the pre- to post-test in either group (delta scores: ID 1.5 ± 5.3, DS -1.7 ± 5.7). However, ID students scoring below the median on the pretest improved significantly (paired t-test, pre 50.7 ± 3.8, post 54.2 ± 1.7, p = 0.02). The interdisciplinary learning experience improved critical-thinking ability in students with the least proficiency. As case studies have long been used to advance deeper learning, these data provide evidence for a broader impact of cases when used in an interdisciplinary setting, especially for those students coming in with the least ability.

The Effect of Guessing on Item Reliability under Answer-Until-Correct Scoring

ERIC Educational Resources Information Center

Kane, Michael; Moloney, James

1978-01-01

The answer-until-correct (AUC) procedure requires that examinees respond to a multi-choice item until they answer it correctly. Using a modified version of Horst's model for examinee behavior, this paper compares the effect of guessing on item reliability for the AUC procedure and the zero-one scoring procedure. (Author/CTM)

Trapped between the two cultures: Urban college students' attitudes toward science

NASA Astrophysics Data System (ADS)

Dawson, Roy Edward

Most Americans agree that science plays an important part in maintaining our leadership role in economics, health, and security. Yet when it comes to science and math we appear to be baffled. Only 25% of Americans understand the process of science well enough to make informed judgment about scientific research reported in the media (National Science Foundation, 1998). What is it that turns Americans away from science? Is it our culture, schools, families, or friends? This study investigates urban college students' attitudes toward science to determine what changes might promote increased participation in the questions, ethical implications and culture of science. Volunteers completed a science questionnaire which included multiple-choice and open-answer questions. The questions were divided into the categories of individual characteristics, home/family, peers, and school/teachers. The multiple-choice questions were analyzed with quantitative statistical techniques. The open-answer questions were used to rate each student's attitude toward science and then analyzed with qualitative methods. Thirteen factors were significant in predicting science attitude but none of them, by itself, explained a large amount of variation. A multiple regression model indicated that the significant factors (in order of importance) were watching science television with your family, having a father not employed in science, having friends who like science, and imagining yourself to be a successful student. A hierarchical multiple regression analysis indicated that the categories of individual characteristics, family, and peers were all significant contributors to the model's prediction of science attitude. School environment/teachers did not add significant predictive power to the model. The qualitative results indicated that the factors of (1) a student's previous experience in science classes and (2) the curriculum philosophy which his or her science teachers employed appeared to be the most important factors in determining a student's feelings toward science. Outliers to the science attitude profile were interviewed to determine how they maintained a positive attitude toward science when the profile predicted a negative attitude. These students appeared to be resilient and it is not clear if resiliency is a way of defeating the profile, or if resilient students incorrectly identified themselves as outliers to the profile.

Innovative Use of a Classroom Response System During Physics Lab

NASA Astrophysics Data System (ADS)

Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)

Medical students’ personal choice for mode of delivery in Santa Catarina, Brazil: a cross-sectional, quantitative study

PubMed Central

2012-01-01

Background The increase in overall rates of cesarean sections (CS) in Brazil causes concern and it appears that multiple factors are involved in this fact. In 2009, undergraduate students in the first and final years of medical school at the University of Santa Catarina answered questionnaires regarding their choice of mode of delivery. The aim of the study was to evaluate whether the education process affects decision-making regarding the waay of childbirth preferred by medical students. Methods A cross-sectional, quantitative study was conducted based on data obtained from questionnaires applied to medical students. The questions addressed four different scenarios in childbirth, as follows: under an uneventful pregnancy; the mode of delivery for a pregnant woman under their care; the best choice as a healthcare manager and lastly, choosing the birth of their own child. For each circumstance, there was an open question to explain their choice. Results A total of 189 students answered the questionnaires. For any uneventful pregnancy and for a pregnant woman under their care, 8.46% of the students would opt for CS. As a healthcare manager, only 2.64% of the students would recommend CS. For these three scenarios, the answers of the students in the first year did not differ from those given by students in the sixth year. In the case of the student’s own or a partner’s pregnancy, 41.4% of those in the sixth year and 16.8% of those in the first year would choose a CS. A positive association was found between being a sixth year student and a personal preference for CS according to logistic regression (OR = 2.91; 95%CI: 1.03–8.30). Pain associated with vaginal delivery was usually the reason for choosing a CS. Conclusions A higher number of sixth year students preferred a CS for their own pregnancy (or their partner’s) compared to first year students. Pain associated with vaginal delivery was the most common reason given for haven chosen a CS. The students’ preference for childbirth changed over time during their graduation in favor of cesarean sections. This finding deserves considerable attention when structuring medical education in Obstetrics. PMID:22818043

Choice, numeracy, and physicians-in-training performance: the case of Medicare Part D.

PubMed

Hanoch, Yaniv; Miron-Shatz, Talya; Cole, Helen; Himmelstein, Mary; Federman, Alex D

2010-07-01

In this study, we examined the effect of choice-set size and numeracy levels on a physician-in-training's ability to choose appropriate Medicare drug plans. Medical students and internal medicine residents (N = 100) were randomly assigned to 1 of 3 surveys, differing only in the number of plans to be evaluated (3, 10, and 20). After reviewing information about stand-alone Medicare prescription drug plans, participants answered questions about what plan they would advise 2 hypothetical patients to choose on the basis of a brief summary of the relevant concerns of each patient. Participants also completed an 11-item numeracy scale. Ability to answer correctly questions about hypothetical Medicare Part D insurance plans and numeracy levels. Consistent with our hypotheses, increases in choice sets correlated significantly with fewer correct answers, and higher numeracy levels were associated with more correct answers. Hence, our data further highlight the role of numeracy in financial- and health-related decision making, and also raise concerns about physicians' ability to help patients choose the optimal Part D plan. Our data indicate that even physicians-in-training perform more poorly when choice size is larger, thus raising concerns about the capacity of physicians-in-training to successfully navigate Medicare Part D and help their patients pick the best drug plan. Our results also illustrate the importance of numeracy in evaluating insurance-related information and the need for enhancing numeracy skills among medical students and physicians. PsycINFO Database Record (c) 2010 APA, all rights reserved

Exploring the Universe Together: Cooperative Quizzes With and Without a Classroom Performance System in Astronomy 101

NASA Astrophysics Data System (ADS)

Byrd, Gene G.; Coleman, Susanna; Werneth, Charles

Our University of Alabama introductory astronomy course has large enrollments, with the usual problems of low attendance and students putting off studying until just before major exams--with predictable consequences. We tried one strategy--cooperatively answering quiz questions--during our May 2002 interim term. Classes were long: three hours a day over three weeks. Before midclass break, we presented a multiple-choice open-book-and-notes quiz to be answered after the break. Quizzes could increase grades without excessively diluting the importance of closed-book major exams. The interim 2002 final exam average was 80%, much better than the 2001 class average of 57%. During a regular semester, handing out and taking up papers would take up much time during the more frequent classes. It's also more interesting if students vote for different answers together, then see the correct answer. We obtained funds for a Classroom Performance System (CPS) consisting of two computer receiver units, a hub, and 128 TV remote-style response pads. We used the CPS during interim 2003. Ease of giving quizzes and grading permitted two shorter quizzes a day. Improvement was maintained, with a slight 3% increase. In addition, students graded the "cooperative quiz" 2002 and 2003 courses higher than the 2001 course. We also used the CPS for public astronomy events and introductory physics courses.

Testing with feedback improves recall of information in informed consent: A proof of concept study.

PubMed

Roberts, Katherine J; Revenson, Tracey A; Urken, Mark L; Fleszar, Sara; Cipollina, Rebecca; Rowe, Meghan E; Reis, Laura L Dos; Lepore, Stephen J

2016-08-01

This study investigates whether applying educational testing approaches to an informed consent video for a medical procedure can lead to greater recall of the information presented. Undergraduate students (n=120) were randomly assigned to watch a 20-min video on informed consent under one of three conditions: 1) tested using multiple-choice knowledge questions and provided with feedback on their answers after each 5-min segment; 2) tested with multiple choice knowledge questions but not provided feedback after each segment; or 3) watched the video without knowledge testing. Participants who were tested and provided feedback had significantly greater information recall compared to those who were tested but not provided feedback and to those not tested. The effect of condition was stronger for moderately difficult questions versus easy questions. Inserting knowledge tests and providing feedback about the responses at timed intervals in videos can be effective in improving recall of information. Providing informed consent information through a video not only standardizes the material, but using testing with feedback inserted within the video has the potential to increase recall and retention of this material. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Choose and choose again: appearance-reality errors, pragmatics and logical ability.

PubMed

Deák, Gedeon O; Enright, Brian

2006-05-01

In the Appearance/Reality (AR) task some 3- and 4-year-old children make perseverative errors: they choose the same word for the appearance and the function of a deceptive object. Are these errors specific to the AR task, or signs of a general question-answering problem? Preschoolers completed five tasks: AR; simple successive forced-choice question pairs (QP); flexible naming of objects (FN); working memory (WM) span; and indeterminacy detection (ID). AR errors correlated with QP errors. Insensitivity to indeterminacy predicted perseveration in both tasks. Neither WM span nor flexible naming predicted other measures. Age predicted sensitivity to indeterminacy. These findings suggest that AR tests measure a pragmatic understanding; specifically, different questions about a topic usually call for different answers. This understanding is related to the ability to detect indeterminacy of each question in a series. AR errors are unrelated to the ability to represent an object as belonging to multiple categories, to working memory span, or to inhibiting previously activated words.

Development and evaluation of the Kids Count Farm Safety Lesson.

PubMed

Liller, K D; Noland, V; Rijal, P; Pesce, K; Gonzalez, R

2002-11-01

The Kids Count Farm Safety Lesson was delivered to nearly 2,000 fifth-grade students in 15 rural schools in Hillsborough County, Florida. The lesson covered animal, machinery, water, and general safety topics applicable to farming in Florida. A staggered pretest-posttest study design was followed whereby five schools received a multiple-choice pretest and posttest and the remainder of the schools (N = 10) received the posttest only. Results of the study showed a significant increase in the mean number of correct answers on the posttests compared to the pretests. There was no significant difference in the mean number of correct answers of those students who received the pretest and those students who had not, eliminating a "pretest" effect. This study fills an important gap in the literature by evaluating a farm safety curriculum offered in the elementary school setting. It also included migrant schoolchildren in the study population. It is strongly recommended that agricultural safety information be included into the health education curriculum of these elementary schools.

Beliefs about fact retrieval and inferential reasoning across the adult lifespan.

PubMed

Camp, C J; Pignatiello, M F

1988-01-01

This study deals with beliefs about question-answering processes involving "world knowledge" utilized by young, middle aged, and older adults. Questions intended to induce either fact retrieval or inferential reasoning were shown to younger (n = 37), middle aged (n = 37) and older (n = 37) adults in both a multiple choice and true/false format. Increasing age level was not related to decreased confidence in either fact retrieval or inferential reasoning. Global assessments about these question-answering processes involving "people in general" and self evaluations were taken from the same individuals. In contrast to personal confidence ratings, adults of all ages generally believed in declining fact retrieval abilities in old age. Inferential reasoning, however, often was believed to remain stable or even increase in ability level with increasing age. This was especially true in the assessments generated by older adults and in self evaluations. Thus, negative global beliefs about memory and aging may be present even when such global beliefs contradict item-specific judgments and personal beliefs about one's own cognition.

Individual Choice and Unequal Participation in Higher Education

ERIC Educational Resources Information Center

Voigt, Kristin

2007-01-01

Does the unequal participation of non-traditional students in higher education indicate social injustice, even if it can be traced back to individuals' choices? Drawing on luck egalitarian approaches,this article suggests that an answer to this question must take into account the effects of unequal brute luck on educational choices. I use a…

Data Mining Student Choices: A New Approach to Business Curriculum Planning

ERIC Educational Resources Information Center

Maldonado, Edgar; Seehusen, Vicky

2018-01-01

The authors used a clustering technique to analyze business course choices made by students who completed an individualized degree in a large, urban, public university. They looked for patterns to answer the research question, "What can we learn from students' choices to inform the curricular redesign process in business programs?" The…

[Factors influencing the freshmen in their professional choice of the "Escola de Enfermagem da Universidade de São Paulo": a research work].

PubMed

Arcuri, Edna Apparecida Moura; Araújo, Thelma Leite de; Oliveira, Maria Amélia Campos

1983-04-01

The main objective of this study was to find out a some characteristics of the freshman of the Escola de Enfermagem da Universidade de São Paulo, in 1981, and verify which were the reasons that influenced their choice of nursing as a profession. Out of the 80 entering students, 51 answered the questionnaire; 47.0% indicated nursing as their first options; 60.8% of them had, in previous years, tried other schools. The answers more often given by these students for their choice of nursing as profession were related ta: interest in biological science, willing to help people and worry with level of well-being of the population.

Duchenne Muscular Dystrophy: a Survey of Perspectives on Carrier Testing and Communication Within the Family.

PubMed

Hayes, Brenna; Hassed, Susan; Chaloner, Jae Lindsay; Aston, Christopher E; Guy, Carrie

2016-06-01

Carrier testing is widely available for multiple genetic conditions, and several professional organizations have created practice guidelines regarding appropriate clinical application and the testing of minors. Previous research has focused on carrier screening, predictive testing, and testing for X-linked conditions. However, family perspectives on carrier testing for X-linked lethal diseases have yet to be described. In this study, we explored communication within the family about carrier testing and the perspectives of mothers of sons with an X-linked lethal disease, Duchenne muscular dystrophy (DMD). Twenty-five mothers of sons with DMD participated in an anonymous online survey. Survey questions included multiple choice, Likert scale, and open ended, short answer questions. Analysis of the multiple choice and Likert scale questions revealed that most mothers preferred a gradual style of communication with their daughters regarding risk status. In addition, most participants reported having consulted with a genetic counselor and found it helpful. Comparisons between groups, analyzed using Fisher's exact tests, found no differences in preferred style due to mother's carrier status or having a daughter. Thematic analysis was conducted on responses to open ended questions. Themes identified included the impact of family implications, age and maturity, and a desire for autonomy regarding the decision to discuss and undergo carrier testing with at-risk daughters, particularly timing of these discussions. Implications for genetic counseling practice are discussed.

Pediatric first aid knowledge and attitudes among staff in the preschools of Shanghai, China.

PubMed

Li, Feng; Jiang, Fan; Jin, Xingming; Qiu, Yulan; Shen, Xiaoming

2012-08-14

Unintentional injury remains the leading cause of morbidity and mortality among children worldwide. The aims of this study were to assess a baseline level of first aid knowledge and overall attitudes regarding first aid among staff members in Shanghai preschools. A cross-sectional study was carried out among the staff members at selected preschools. A stratified random sampling method was first used to identify suitable subjects. Data were obtained using a multiple-choice questionnaire. A standardized collection of demographics was performed and participants were given the aforementioned questionnaire to indicate knowledge of and attitudes toward first aid. 1067 subjects completed the questionnaire. None of the surveyed employees answered all questions correctly; only 39 individuals (3.7%) achieved passing scores. The relative number of correct answers to specific questions ranged from 16.5% to 90.2%. In particular, subjects lacked knowledge regarding first aid for convulsive seizures (only 16.5% answered correctly), chemical injuries to the eye (23%), inhaled poison (27.6%), and choking and coughing (30.1%). A multiple linear regression analysis showed scores were significantly higher among staff members with more education, those who had received first aid training before or were already healthcare providers, younger employees, and staff members from rural districts. Most employees agreed that giving first aid was helpful; the vast majority felt that it was important and useful for them to learn pediatric first aid. The level of first-aid knowledge among preschool staffs in Shanghai was low. There is an urgent need to educate staff members regarding first aid practices and the various risk factors relating to specific injuries.

Improving Students' Capacity to Show Their Knowledge, Understanding and Skills in Exams by Using Combined Question and Answer Papers

ERIC Educational Resources Information Center

Crisp, Victoria

2008-01-01

This research set out to compare the quality, length and nature of (1) exam responses in combined question and answer booklets, with (2) responses in separate answer booklets in order to inform choices about response format. Combined booklets are thought to support candidates by giving more information on what is expected of them. Anecdotal…

Shy herbivores forage more efficiently than bold ones regardless of information-processing overload.

PubMed

Tan, Ming Kai; Chang, Chia-Chen; Tan, Hugh T W

2018-04-01

The neural constraint hypothesis is central to understanding decision-making by foraging herbivorous insects which make decisions less efficiently when they face multiple choices for numerous resource types and/or at high densities instead of a fewer choices. Previous studies have also shown the relationship between personality type and decision-making style. How personality types correlate with foraging efficiency among herbivores is however, largely untested. To answer this question, we used a widespread, polyphagous, floriphilic katydid, Phaneroptera brevis (Orthoptera: Tettigoniidae) and two naturalised, Asteraceae, food plants, Bidens pilosa and Sphagneticola trilobata, as model systems. After we determined each katydid's exploration and boldness levels, we examined its foraging efficiency across different combinations of floral resource choice and density. We showed: (1) For the first time within the Tettigonioidea lineage that this katydid exhibits different personality types in exploration and boldness. (2) Contrary to our prediction, we did not find any support for the neural constraint hypothesis because more floral resource choice at a high density did not reduce foraging efficiency. (3) Surprisingly, bold katydids tend to be less efficient foragers than shy ones. Our findings have enhanced understanding of herbivore behavioural ecology and knowledge to better deal with potential pest herbivores. Copyright © 2018 Elsevier B.V. All rights reserved.

Association of marketing interactions with medical trainees' knowledge about evidence-based prescribing: results from a national survey.

PubMed

Austad, Kirsten E; Avorn, Jerry; Franklin, Jessica M; Campbell, Eric G; Kesselheim, Aaron S

2014-08-01

In recent years, numerous US medical schools and academic medical centers have enacted policies preventing pharmaceutical sales representatives from interacting directly with students. Little is known about how pharmaceutical sales representatives affect trainees' knowledge about pharmaceutical prescribing. To determine whether there is an association between medical trainees' interactions with pharmaceutical promotion and their preferences in medication use. We surveyed a nationally representative sample of first- and fourth-year medical students and third-year residents by randomly selecting at least 14 trainees at each level per school. All trainees were asked how often they used different educational resources to learn about prescription drugs. Among fourth-year students and residents, we posed a series of multiple choice knowledge questions asking about the appropriate initial therapy for clinical scenarios involving patients with diabetes, hyperlipidemia, hypertension, and difficulty sleeping. Evidence-based answers followed widely used clinical guidelines, while marketed-drug answers favored brand-name drugs over generic alternatives. We used survey answers to build an industry relations index assessing each trainee's level of acceptance of pharmaceutical promotion; we used proportional odds logistic regression models to estimate the association between the index and responses to the knowledge questions. The 1601 student (49.0% response rate) and 735 resident (42.9% response rate) respondents reported common use of unfiltered sources of drug information such as Google (74.2%-88.9%) and Wikipedia (45.2%-84.5%). We found that 48% to 90% of fourth-year students and residents accurately identified evidence-based prescribing choices. A 10-point higher industry relations index was associated with 15% lower odds of selecting an evidence-based prescribing choice (odds ratio [OR], 0.85; 95% CI, 0.79-0.92) (P < .001). There was also a significant association between the industry relations index and greater odds of choosing to prescribe brand-name drugs (OR, 1.08; 95% CI, 1.00-1.16) (P = .04). Among physician trainees, our survey showed an association between positive attitudes toward industry-physician interactions and less knowledge about evidence-based prescribing and greater inclination to recommend brand-name drugs. Policies intended to insulate trainees from pharmaceutical marketing may promote better educational outcomes.

Undergraduate Students’ Initial Ability in Understanding Phylogenetic Tree

NASA Astrophysics Data System (ADS)

Sa'adah, S.; Hidayat, T.; Sudargo, Fransisca

2017-04-01

The Phylogenetic tree is a visual representation depicts a hypothesis about the evolutionary relationship among taxa. Evolutionary experts use this representation to evaluate the evidence for evolution. The phylogenetic tree is currently growing for many disciplines in biology. Consequently, learning about the phylogenetic tree has become an important part of biological education and an interesting area of biology education research. Skill to understanding and reasoning of the phylogenetic tree, (called tree thinking) is an important skill for biology students. However, research showed many students have difficulty in interpreting, constructing, and comparing among the phylogenetic tree, as well as experiencing a misconception in the understanding of the phylogenetic tree. Students are often not taught how to reason about evolutionary relationship depicted in the diagram. Students are also not provided with information about the underlying theory and process of phylogenetic. This study aims to investigate the initial ability of undergraduate students in understanding and reasoning of the phylogenetic tree. The research method is the descriptive method. Students are given multiple choice questions and an essay that representative by tree thinking elements. Each correct answer made percentages. Each student is also given questionnaires. The results showed that the undergraduate students’ initial ability in understanding and reasoning phylogenetic tree is low. Many students are not able to answer questions about the phylogenetic tree. Only 19 % undergraduate student who answered correctly on indicator evaluate the evolutionary relationship among taxa, 25% undergraduate student who answered correctly on indicator applying concepts of the clade, 17% undergraduate student who answered correctly on indicator determines the character evolution, and only a few undergraduate student who can construct the phylogenetic tree.

Biology Question Generation from a Semantic Network

NASA Astrophysics Data System (ADS)

Zhang, Lishan

Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from Amazon Mechanical Turk, it turned out that the two types of questions performed very closely on all the three measures.

An Examination of High School Graduates Who Identify Teachers as Influential in Their Choice of College

ERIC Educational Resources Information Center

Mozie-Ross, Yvette D.

2011-01-01

This exploratory study contributes to what is known about the college choice process by providing a quantitative comparative analysis to determine how high school graduates who identify teachers as influential in their choice of college differ from graduates who do not. Specifically, this study answers the following research question: How do…

"If you have the flu symptoms, your asymptomatic spouse may better answer the willingness-to-pay question". Evidence from a double-bounded dichotomous choice model with heterogeneous anchoring.

PubMed

Schwarzinger, Michaël; Carrat, Fabrice; Luchini, Stéphane

2009-07-01

The small sample size of contingent valuation (CV) surveys conducted in patients may have limited the use of the single-bounded (SB) dichotomous choice format which is recommended in environmental economics. In this paper, we explore two ways to increase the statistical efficiency of the SB format: (1) by the inclusion of proxies in addition to patients; (2) by the addition of a follow-up dichotomous question, i.e. the double-bounded (DB) dichotomous choice format. We found that patients (n=223) and spouses (n=64) answering on behalf of the patient had on average a similar willingness-to-pay for earlier alleviation of flu symptoms. However, a patient was significantly more likely to anchor his/her answer on the first bid as compared to a spouse. Finally, our original DB model with shift effect and heterogeneous anchoring reconciled the discrepancies found in willingness-to-pay statistics between SB and DB models in keeping with increased statistical efficiency.

Robust sampling of decision information during perceptual choice

PubMed Central

Vandormael, Hildward; Herce Castañón, Santiago; Balaguer, Jan; Li, Vickie; Summerfield, Christopher

2017-01-01

Humans move their eyes to gather information about the visual world. However, saccadic sampling has largely been explored in paradigms that involve searching for a lone target in a cluttered array or natural scene. Here, we investigated the policy that humans use to overtly sample information in a perceptual decision task that required information from across multiple spatial locations to be combined. Participants viewed a spatial array of numbers and judged whether the average was greater or smaller than a reference value. Participants preferentially sampled items that were less diagnostic of the correct answer (“inlying” elements; that is, elements closer to the reference value). This preference to sample inlying items was linked to decisions, enhancing the tendency to give more weight to inlying elements in the final choice (“robust averaging”). These findings contrast with a large body of evidence indicating that gaze is directed preferentially to deviant information during natural scene viewing and visual search, and suggest that humans may sample information “robustly” with their eyes during perceptual decision-making. PMID:28223519

Comparability of Internet and telephone data in a survey on the respiratory health of children.

PubMed

Plante, Céline; Jacques, Louis; Chevalier, Serge; Fournier, Michel

2012-01-01

Mixing survey administration modes has generated concern about the comparability of responses between modes. To explore the differences in respondent profiles, and responses between Internet and telephone questionnaires in a survey on respiratory diseases. The data were generated from a mixed Internet and telephone survey of respiratory diseases among children in Montreal (Quebec), in 2006. Comparison of 12 selected questions was performed after standardization for respondent education and income. Stratification of analysis on education and income categories was also performed for the questions with significantly divergent responses. Six questions showed significant differences in responses between modes after standardization. The largest differences among the closed-ended questions were observed for highly prevalent symptoms, dry cough during the night (difference of 9% for positive answer [P<0.01]) and symptoms of allergic rhinitis (difference of 7% for positive answer [P<0.01]). A large discrepancy was also found in the multiple choice question and with an open-ended response (ie, free answer). For the three potentially sensitive questions, a desirability bias was probably present in one question on smoking habits (difference of 2.6 % for positive answer [P<0.05]). The differences observed between Internet and telephone responses to selected questions were not completely explained by socioeconomic disparities among the respondents. In a mixed-mode survey (Internet and telephone), caution should be used when formulating sensitive, complex, open-ended and long-ended questions, and those related to highly prevalent and nonspecific symptoms.

How primary care physicians' attitudes toward risk and uncertainty affect their use of electronic information resources.

PubMed

McKibbon, K Ann; Fridsma, Douglas B; Crowley, Rebecca S

2007-04-01

The research sought to determine if primary care physicians' attitudes toward risk taking or uncertainty affected how they sought information and used electronic information resources when answering simulated clinical questions. Using physician-supplied data collected from existing risk and uncertainty scales, twenty-five physicians were classified as risk seekers (e.g., enjoying adventure), risk neutral, or risk avoiders (e.g., cautious) and stressed or unstressed by uncertainty. The physicians then answered twenty-three multiple-choice, clinically focused questions and selected two to pursue further using their own information resources. Think-aloud protocols were used to collect searching process and outcome data (e.g., searching time, correctness of answers, searching techniques). No differences in searching outcomes were observed between the groups. Physicians who were risk avoiding and those who reported stress when faced with uncertainty each showed differences in searching processes (e.g., actively analyzing retrieval, using searching heuristics or rules). Physicians who were risk avoiding tended to use resources that provided answers and summaries, such as Cochrane or UpToDate, less than risk-seekers did. Physicians who reported stress when faced with uncertainty showed a trend toward less frequent use of MEDLINE, when compared with physicians who were not stressed by uncertainty. Physicians' attitudes towards risk taking and uncertainty were associated with different searching processes but not outcomes. Awareness of differences in physician attitudes may be key in successful design and implementation of clinical information resources.

The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Fourth Year Reports. SCDP Milwaukee Evaluation. Report #28

ERIC Educational Resources Information Center

Wolf, Patrick J.

2011-01-01

In 2006 Wisconsin policymakers identified the School Choice Demonstration Project (SCDP) as the organization to help answer lingering questions about the effects of the MPCP [Milwaukee Parental Choice Program]. The SCDP is a national research organization, based in the University of Arkansas' Department of Education Reform, dedicated to the…

The Struggle for School Choice Policy after Zelman: Regulation vs. the Free Market. Policy Analysis.

ERIC Educational Resources Information Center

Omand, H. Lillian

Private school regulation is a growing concern among school choice proponents. This paper uses a national survey of private schools to analyze the potential effects of various regulations. More than 1,000 schools answered questions about their willingness to participate in school choice programs if they had to comply with particular regulations.…

Using the Geoscience Concept Inventory to Understand how Students Learn about Geologic Time

NASA Astrophysics Data System (ADS)

Teed, R. E.

2009-12-01

108 pre-service teachers completed a standardized multiple-choice test at the beginning and at the end of a ten-week introductory survey course on geology. Four of the fifteen questions dealt explicitly with geologic time. Correct student answers that the age of the Earth is known from uranium-series dating increased significantly, but only from ~0% to about 20%. However, answers that included U-series dating with other (irrelevant) sources of evidence increased from ~10% to ~70%. On the pre-test, students avoided the U-series dating in favor of incorrect, but probably more familiar, dating techniques or combinations of dating techniques. They seem to have gained familiarity with, if not an understanding of U-series dating in the class. There was no real change in students’ conceptions of what the newly-formed Earth would have looked like. Most (70% on pre-test, 65% on post-test) chose an image that looked like the modern Earth with a single continent (which they may have believed to be Pangea). Interestingly, 78% of those who chose that image on the pre-test chose it on the post-test, so they were not guessing. This is a powerful misconception and remained intact in most cases despite the work the students did in the geology class. On the other hand, most students appeared to be guessing when they answered how long Pangea took to break up. There were no significant changes in the totals for any response, but about half students changed their answers between the pre- and post-test with no significant pattern in the changes. Responses to a choice of timelines which all included the formation of the Earth, the appearances of life, dinosaurs, and humans, and the disappearance of dinosaurs, were more complex. There was an increase in the number of students who chose the correct timeline (from 20% to 42%), and a decrease in the number who chose a timeline in which all life appears at once (from 14% to 10%). In this case some misconceptions (based on incorrect answers on the pre-test) were more likely than others to grow into a correct understanding. For example, students who chose “C”, an incorrect timeline with events in the correct order but incorrectly scaled, on the pretest, were more likely to choose correctly on the post-test than students who gave other incorrect answers on the pre-test.

Concept Inventories: Predicting the Wrong Answer May Boost Performance

ERIC Educational Resources Information Center

Talanquer, Vincente

2017-01-01

Several concept inventories have been developed to elicit students' alternative conceptions in chemistry. It is suggested that heuristic reasoning may bias students' answers in these types of assessments toward intuitively appealing choices. If this is the case, one could expect students to improve their performance by engaging in more analytical…

Prototypical Concepts and Misconceptions of Plate Tectonic Boundaries

NASA Astrophysics Data System (ADS)

Sibley, D. F.; Patino, L. C.

2003-12-01

Students of geology encounter many prototypical/exemplar concepts* that include representative, but not necessarily defining, features and characteristics. This study of students' prototypical representations of plate tectonic boundaries indicates that their representations are rich sources of information about their misconceptions about plate tectonics. After lectures in plate tectonics and mountain building, 353 students in a general education geology class were asked to draw a continent-continent convergent boundary. For this study, a correct answer is defined as having the major features in correct proportions as depicted in the plate boundary diagrams on the USGS web. Fifty-two percent of the drawings were either incorrect or incomplete such that they could not be interpreted. Only 48% were readily interpretable, and of these 22% drew the boundary correctly, showing a thickening of crust where two continents collide. Thirty-three percent drew the boundary showing concave slabs of continental crust as one might imagine two pieces of firm rubber pushed together on a rigid surface and 45% depicted mountains as one might imagine inverted ice cream cones on a rigid plank. Twenty-one senior class geology majors and graduate students were given the same assignment. Forty-eight percent rendered a correct drawing, whereas 38% drew the same ice cream cone on a plank type picture that 45% of the general education students drew. In a second class of 12 geology majors, only 1 student drew a cross section of a continent-ocean boundary similar to standard representation. Four of 12 drew mountains on the top of continental crust over a subduction zone but did not draw a compensating mass within the crust or lithosphere. Prototypical drawings provide more information about students' concepts than do most multiple-choice questions. For example, sixty-two percent of theses students who drew mountains similar to foam rubber pads pushed together on a desk or ice cream cones on a plank correctly answered a multiple-choice question that would appear to indicate a better understanding than the drawings reveal. Furthermore, 12 interviewed students made statements that could be interpreted to indicate that they understood the concept of mountain building at plate tectonic boundaries better than their drawings suggest. Incoherence of multiple-choice responses, verbal statements and drawings may be common in novice learners. If cognitive scientists are correct in their model of multiple types of mental representations for the same term, then the fact that novices may hold inconsistent representations is not surprising. The fact that students at various academic levels draw very similar prototypes that are incorrect is evidence that students have distinct and persistent prototype misconceptions. * Cognitive scientists define a prototypical/exemplar concept as a mental representation of the best examples or central tendencies of a term.

The Testing Methods and Gender Differences in Multiple-Choice Assessment

NASA Astrophysics Data System (ADS)

Ng, Annie W. Y.; Chan, Alan H. S.

2009-10-01

This paper provides a comprehensive review of the multiple-choice assessment in the past two decades for facilitating people to conduct effective testing in various subject areas. It was revealed that a variety of multiple-choice test methods viz. conventional multiple-choice, liberal multiple-choice, elimination testing, confidence marking, probability testing, and order-of-preference scheme are available for use in assessing subjects' knowledge and decision ability. However, the best multiple-choice test method for use has not yet been identified. The review also indicated that the existence of gender differences in multiple-choice task performance might be due to the test area, instruction/scoring condition, and item difficulty.

Validation and structural analysis of the kinematics concept test

NASA Astrophysics Data System (ADS)

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stern, E.; Vaterlaus, A.

2017-06-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.

What are they thinking? Automated analysis of student writing about acid-base chemistry in introductory biology.

PubMed

Haudek, Kevin C; Prevost, Luanna B; Moscarella, Rosa A; Merrill, John; Urban-Lurain, Mark

2012-01-01

Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an introductory biology course. Students were asked to predict acid-base behavior of biological functional groups and to explain their answers. Student explanations were rated by two independent raters. Responses were also analyzed using SPSS Text Analysis for Surveys and a custom library of science-related terms and lexical categories relevant to the assessment item. These analyses revealed conceptual connections made by students, student difficulties explaining these topics, and the heterogeneity of student ideas. We validated the lexical analysis by correlating student interviews with the lexical analysis. We used discriminant analysis to create classification functions that identified seven key lexical categories that predict expert scoring (interrater reliability with experts = 0.899). This study suggests that computerized lexical analysis may be useful for automatically categorizing large numbers of student open-ended responses. Lexical analysis provides instructors unique insights into student thinking and a whole-class perspective that are difficult to obtain from multiple-choice questions or reading individual responses.

What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

PubMed Central

Haudek, Kevin C.; Prevost, Luanna B.; Moscarella, Rosa A.; Merrill, John; Urban-Lurain, Mark

2012-01-01

Students’ writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an introductory biology course. Students were asked to predict acid–base behavior of biological functional groups and to explain their answers. Student explanations were rated by two independent raters. Responses were also analyzed using SPSS Text Analysis for Surveys and a custom library of science-related terms and lexical categories relevant to the assessment item. These analyses revealed conceptual connections made by students, student difficulties explaining these topics, and the heterogeneity of student ideas. We validated the lexical analysis by correlating student interviews with the lexical analysis. We used discriminant analysis to create classification functions that identified seven key lexical categories that predict expert scoring (interrater reliability with experts = 0.899). This study suggests that computerized lexical analysis may be useful for automatically categorizing large numbers of student open-ended responses. Lexical analysis provides instructors unique insights into student thinking and a whole-class perspective that are difficult to obtain from multiple-choice questions or reading individual responses. PMID:22949425

[Working as a clinician-scientist in psychosomatic medicine: status, skills and research productivity].

PubMed

Hartmann, Mechthild; Wild, Beate; Herzog, Wolfgang; Nikendei, Christoph; Zipfel, Stephan; Henningsen, Peter; Löwe, Bernd

2008-06-01

Even though there is a high need of clinical research for the medical and psychotherapeutic practice in Germany, the interest in clinical research seems to be decreasing. The aim of this study was to assess the circumstances under which clinical research in psychosocial medicine is performed and to identify opportunities for improvement. n = 53 residents of the departments for Psychosomatic Medicine of the University Hospitals of Heidelberg and Tübingen and of the Technical University of Munich were asked about their research activities, their subjective research skills, and their productivity in clinical psychosocial research. In addition, objective research knowledge was investigated using a multiple-choice test. Both, subjective research skills and objective research knowledge were relatively low. The percentage of correct answers in the multiple choice test was 33 %. Subjective problems were predominately stated regarding "biostatistics" and "study design". In terms of research productivity, 33 % of residents had published as first authors of an original journal article, and 12 % had submitted a successful grant proposal. Altogether, there is a high need of training in the field of clinical psychosomatic research. We are presenting a training model that is adapted to the conditions of young clinicians and that addresses both general clinical research and specific psychosocial clinical research.

Continuing dental education in radiation protection: monitoring the outcomes.

PubMed

Absi, Eg; Drage, Na; Thomas, Hs; Newcombe, Rg; Nash, Es

2009-03-01

To evaluate an evolving radiation protection dental postgraduate course run in Wales between 2003 and 2007. We compared three standardized course series. Course content was enhanced in 2006 to target areas of weakness. In 2007, a single best answer multiple choice questionnaire instrument superseded a true/false format. Practitioners' performance was studied pre- and immediately post-training. 900 participants completed identical pre- and post-course validated multiple choice questionnaires. 809 (90%) paired morning-afternoon records, including those of 52 dental care professionals (DCPs), were analysed. Mean (standard error) pre- and post-course percentage scores for the three courses were 33.8 (0.9), 35.4 (1.4), 34.6 (1.0) and 63.6 (0.9), 59.0 (1.4), 69.5 (0.9). Pre-training, only 2.4%, 3.1% and 4.9% of participants achieved the pass mark compared to 57.7%, 48.4% and 65.9% post-training, indicating a rather greater pass rate and gain in the most recent series than earlier ones. In recent series, older more experienced candidates scored slightly higher; however, their gain from pre- to post-training was slightly less. Baseline levels of radiation protection knowledge remained very low but attending an approved course improved this considerably. Targeting areas of weaknesses produced higher scores. Current radiation protection courses may not be optimal for DCPs.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

PubMed Central

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

Interactive Learning and "Clickers"

NASA Astrophysics Data System (ADS)

Rudolph, Alexander

2006-12-01

A growing body of evidence demonstrates that student understanding and retention of key concepts in science can be dramatically improved by using “Interactive Learning” techniques. Interactive learning is a way to get students more actively involved in their own learning than by simple lecture alone. I will focus on one type of interactive learning activity, known as “Think-Pair-Share”. After a brief (10-20 minute) lecture on a topic, students are asked a conceptually challenging multiple-choice question. After they answer, if there is sufficient disagreement, the students discuss the question in small groups after which they answer the same question again. Frequently, the percentage of correct answers goes up, indicating that the active role of speaking and listening, together with peer instruction, has helped students better grasp the concept being tested. If disagreement persists, or if students continue to have questions, a short, class-wide discussion can be held. Clickers provide an excellent means to collect students’ answers to “Think-Pair-Share” questions in real time. Although clickers are not essential, they do provide some advantages over alternatives such as flash cards: answers are completely anonymous (though you as instructor can record individual responses); you can display a histogram of results immediately, either before or after group discussion, providing immediate feedback; by recording the results, you can give students credit for their participation in class. In this talk, I will model “Think-Pair-Share” with the audience using clickers, show results from my classes before and after group discussions, share results of a student survey on “Think-Pair-Share” and clickers, describe other uses of clickers (e.g., taking attendance, surveys, test administration) and highlight some of the pros and cons of clickers v. flashcards.

Knowledge about transplantation and attitudes toward organ donation: a survey among medical students in northeast Brazil.

PubMed

Dutra, M M D; Bonfim, T A S; Pereira, I S; Figueiredo, I C; Dutra, A M D; Lopes, A A

2004-05-01

During the registration for the second semester of 2002, 779 of the 1001 students from the Medical School, Federal University of Bahia, Brazil, answered an anonymous multiple-choice questionnaire including demographic variables, knowledge about transplantation issues, and willingness to donate organs. Mean age was 21.9 +/- 2.9 years (range: 17 to 51 years); 59.5% were men. Regarding the knowledge of which organs and tissues could be transplanted, 99.1% answered kidneys, 96.1% heart, 88.2% liver, 41.1% lung, 24.0% pancreas, 9% bowel, 98.3% corneas, 89.5% bone marrow, 38.1% heart valves, 47.7% skin, and 18.5% bone and tendons. Regarding the criteria of death, 82.4% answered that it is the lack of all brain activity, 8.2% cardiac arrest, 5.2% irreversible coma, and 4.2% did not know. As to the Brazilian transplantation law, 47.3% did not know, 51% had heard about it, and 1.7% answered that they knew the law in detail. As to the willingness to donate organs, 538 (69.2%) were donors. Of 239 nondonors, 51.1% answered the reason for not donating was the lack of confidence in the heath system, 14.3% had no knowledge of the matter, 17.7% were concerned about organ removal before brain death, and 1.7% for religious reasons. The percentage of those willing to donate organs was greater among spiritualists than among Catholics and Protestants. The results of this study support a greater emphasis on providing information regarding transplantation in medical schools to improve the knowledge of future heath care professionals about transplantation and organ donation issues.

Choice numeracy and physicians-in-training performance: the case of Medicare Part D

PubMed Central

Hanoch, Yaniv; Miron-Shatz, Talya; Cole, Helen; Himmelstein, Mary; Federman, Alex D.

2017-01-01

In choosing a prescription plan, Medicare beneficiaries in the US usually face over 50 options. Many have turned to their physicians for help with this complex task. However, exactly how well do physicians navigate information on Part D plans is still an open question. In this study, we explored this unanswered question by examining the effect of choice-set size and numeracy levels on a physician-in-training’s ability to choose appropriate Medicare drug plans. Consistent with our hypotheses, increases in choice sets correlated significantly with fewer correct answers, and higher numeracy levels were associated with more correct answers. Hence, our data further highlight the role of numeracy in financial- and health-related decision making, and also raise concerns about physicians’ ability to help patients choose the optimal Part D plan. PMID:20658834

Back-of-pack information in substitutive food choices: A process-tracking study in participants intending to eat healthy.

PubMed

van Buul, Vincent J; Bolman, Catherine A W; Brouns, Fred J P H; Lechner, Lilian

2017-09-01

People are increasingly aware of the positive effects of a healthy diet. Concurrently, daily food consumption decisions - choices about both the quality and quantity of food that is ingested - are steered more by what consumers consider healthy. Despite the increased aim to eat healthier, however, consumers often do not read or incorrectly interpret on-pack nutrition information, resulting in suboptimal food choices in terms of health. This study aims to unravel the determinants of such inadvertent food choices from these consumers. In an online process-tracking study, we measured the actual usage of available back-of-pack nutrition information during substitutive food choices made by 240 participants who had the intention to eat healthy. Using mouse-tracking software in a computerized task in which participants had to make dichotomous food choices (e.g., coconut oil or olive oil for baking), we measured the frequency and time of nutritional information considered. Combined with demographic and psychosocial data, including information on the level of intention, action planning, self-efficacy, and nutrition literacy, we were able to model the determinants of inadvertent unhealthy substitutive food choices in a sequential multiple regression (R 2  = 0.40). In these consumers who intended to eat healthy, the quantity of obtained nutrition information significantly contributed as an associative factor of the percentage of healthy food choices made. Moreover, the level of correct answers in a nutrition literacy test, as well as taste preferences, significantly predicted the percentage of healthier choices. We discuss that common psychosocial determinants of healthy behavior, such as intention, action planning, and self-efficacy, need to be augmented with a person's actual reading and understanding of nutrition information to better explain the variance in healthy food choice behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

Relationship of awards in multiple choice questions and structured answer questions in the undergraduate years and their effectiveness in evaluation.

PubMed

Khan, Junaid Sarfraz; Mukhtar, Osama; Tabasum, Saima; Shaheen, Naveed; Farooq, M; Irfan, M Abdul; Sattar, Ajmal; Nabeel, M; Imran, M; Rafique, Sadia; Iqbal, Maryam; Afzal, M Sheraz; Hameed, M Shahbaz; Habib, Maryam; Jabeen, Uzma; Mubbashar, Malik Hussain

2010-01-01

A number of evaluation tools for assessing the cognitive and affective domains in accordance with Bloom's taxonomy are available for summative assessment. At the University of Health Sciences, Lahore, Multiple Choice Questions (MCQs) and Structured Answer Questions (SAQs) are used for the evaluation of the cognitive domain at all six hierarch levels of taxonomy using the tables of specifications to ensure content validity. The rationale of having two evaluation tools seemingly similar in their evaluative competency yet differing in feasibility of construction, administration and marking is being challenged in this study. The MCQ and SAQ awards of the ten percent sample population amounting to 985 students in fifteen Medical and Dental Colleges across Punjab were entered into SPSS-15 and correlated according to the cognitive and affective level of assessment in relation to the Bloom's taxonomy and their grouping in the Tables of Specifications, using parametric tests. 3494 anonymously administered questionnaires were analyzed using ethnograph. No statistically significant difference was found in the mean marks obtained by the students when MCQs and SAQs were compared according to their groupings in the Tables of Specifications at all levels of cognitive hierarchical testing. End-of-yearcognitive level testing targets set were not met and more questions were set at the lower cognitive testing levels. Expenses incurred in setting MCQs and SAQs were comparable but conduct and assessment costs for MCQs and SAQs were 6% and 94% of the total respectively. In both MCQs and SAQs students performed better at higher cognitive testing levels whereas the SAQs and MCQs were able to marginally test the lower levels of affective domain only. Student's feedback showed that attempting MCQs required critical thinking, experience and practice. MCQs are more cost effective means at levels of cognitive domain assessment.

Personality Factors and Occupational Specialty Choice.

ERIC Educational Resources Information Center

Borges, Nicole J.; Jones, Bonnie J.

This study is a continuation of an earlier investigation of personality and medical specialty choice. The earlier study determined that personality differences existed among family practitioners, anesthesiologists, and general surgeons. Based on this initial research, an attempt was made to answer the question of how the personality factors of…

Optimizing in a complex world: A statistician's role in decision making

DOE PAGES

Anderson-Cook, Christine M.

2016-08-09

As applied statisticians increasingly participate as active members of problem-solving and decision-making teams, our role continues to evolve. Historically, we may have been seen as those who can help with data collection strategies or answer a specific question from a set of data. Nowadays, we are or strive to be more deeply involved throughout the entire problem-solving process. An emerging role is to provide a set of leading choices from which subject matter experts and managers can choose to make informed decisions. A key to success is to provide vehicles for understanding the trade-offs between candidates and interpreting the meritsmore » of each choice in the context of the decision-makers priorities. To achieve this objective, it is helpful to be able (a) to help subject matter experts identify quantitative criteria that match their priorities, (b) eliminate non-competitive choices through the use of a Pareto front, and (c) provide summary tools from which the trade-offs between alternatives can be quantitatively evaluated and discussed. A structured but flexible process for contributing to team decisions is described for situations when all choices can easily be enumerated as well as when a search algorithm to explore a vast number of potential candidates is required. In conclusion, a collection of diverse examples ranging from model selection, through multiple response optimization, and designing an experiment illustrate the approach.« less

Optimizing in a complex world: A statistician's role in decision making

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson-Cook, Christine M.

As applied statisticians increasingly participate as active members of problem-solving and decision-making teams, our role continues to evolve. Historically, we may have been seen as those who can help with data collection strategies or answer a specific question from a set of data. Nowadays, we are or strive to be more deeply involved throughout the entire problem-solving process. An emerging role is to provide a set of leading choices from which subject matter experts and managers can choose to make informed decisions. A key to success is to provide vehicles for understanding the trade-offs between candidates and interpreting the meritsmore » of each choice in the context of the decision-makers priorities. To achieve this objective, it is helpful to be able (a) to help subject matter experts identify quantitative criteria that match their priorities, (b) eliminate non-competitive choices through the use of a Pareto front, and (c) provide summary tools from which the trade-offs between alternatives can be quantitatively evaluated and discussed. A structured but flexible process for contributing to team decisions is described for situations when all choices can easily be enumerated as well as when a search algorithm to explore a vast number of potential candidates is required. In conclusion, a collection of diverse examples ranging from model selection, through multiple response optimization, and designing an experiment illustrate the approach.« less

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.

PubMed

Jenkins, Sasha; Goel, Ruchika; Morrell, Dean S

2008-08-01

The effectiveness of computer-assisted instruction is unproven. To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students. Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). The study was small, with a small amount of material, and was brief in duration. Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.

A learning progression based teaching module on the causes of seasons

NASA Astrophysics Data System (ADS)

Galano, S.

2016-03-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Verbal redundancy aids memory for filmed entertainment dialogue.

PubMed

Hinkin, Michael P; Harris, Richard J; Miranda, Andrew T

2014-01-01

Three studies investigated the effects of presentation modality and redundancy of verbal content on recognition memory for entertainment film dialogue. U.S. participants watched two brief movie clips and afterward answered multiple-choice questions about information from the dialogue. Experiment 1 compared recognition memory for spoken dialogue in the native language (English) with subtitles in English, French, or no subtitles. Experiment 2 compared memory for material in English subtitles with spoken dialogue in English, French, or no sound. Experiment 3 examined three control conditions with no spoken or captioned material in the native language. All participants watched the same video clips and answered the same questions. Performance was consistently good whenever English dialogue appeared in either the subtitles or sound, and best of all when it appeared in both, supporting the facilitation of verbal redundancy. Performance was also better when English was only in the subtitles than when it was only spoken. Unexpectedly, sound or subtitles in an unfamiliar language (French) modestly improved performance, as long as there was also a familiar channel. Results extend multimedia research on verbal redundancy for expository material to verbal information in entertainment media.

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

2015-05-01

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

FAA Pilot Knowledge Tests: Learning or Rote Memorization?

NASA Technical Reports Server (NTRS)

Casner, Stephen M.; Jones, Karen M.; Puentes, Antonio; Irani, Homi

2004-01-01

The FAA pilot knowledge test is a multiple-choice assessment tool designed to measure the extent to which applicants for FAA pilot certificates and ratings have mastered a corpus of required aeronautical knowledge. All questions that appear on the test are drawn from a database of questions that is made available to the public. The FAA and others are concerned that releasing test questions may encourage students to focus their study on memorizing test questions. To investigate this concern, we created our own database of questions that differed from FAA questions in four different ways. Our first three question types were derived by modifying existing FAA questions: (1) rewording questions and answers; (2) shuffling answers; and (3) substituting different figures for problems that used figures. Our last question type posed a question about required knowledge for which no FAA question currently exists. Forty-eight student pilots completed one of two paper-and-pencil knowledge tests that contained a mix of these experimental questions. The results indicate significantly lower scores for some question types when compared to unaltered FAA questions to which participants had prior access.

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

PubMed

Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science

PubMed Central

Smith, Michelle K.; Annis, Seanna L.; Kaplan, Jennifer J.; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

Assessing secondary science students' knowledge of molecule movement, concentration gradients, and equilibrium through multiple contexts

NASA Astrophysics Data System (ADS)

Raven, Sara

2015-09-01

Background: Studies have shown that students' knowledge of osmosis and diffusion and the concepts associated with these processes is often inaccurate. This is important to address, as these concepts not only provide the foundation for more advanced topics in biology and chemistry, but are also threaded throughout both state and national science standards. Purpose: In this study, designed to determine the completeness and accuracy of three specific students' knowledge of molecule movement, concentration gradients, and equilibrium, I sought to address the following question: Using multiple evaluative methods, how can students' knowledge of molecule movement, concentration gradients, and equilibrium be characterized? Sample: This study focuses on data gathered from three students - Emma, Henry, and Riley - all of whom were gifted/honors ninth-grade biology students at a suburban high school in the southeast United States. Design and Methods: Using various qualitative data analysis techniques, I analyzed multiple sources of data from the three students, including multiple-choice test results, written free-response answers, think-aloud interview responses, and student drawings. Results: Results of the analysis showed that students maintained misconceptions about molecule movement, concentration gradients, and equilibrium. The conceptual knowledge students demonstrated differed depending on the assessment method, with the most distinct differences appearing on the multiple-choice versus the free-response questions, and in verbal versus written formats. Conclusions: Multiple levels of assessment may be required to obtain an accurate picture of content knowledge, as free-response and illustrative tasks made it difficult for students to conceal any misconceptions. Using a variety of assessment methods within a section of the curriculum can arguably help to provide a deeper understanding of student knowledge and learning, as well as illuminate misconceptions that may have remained unknown if only one assessment method was used. Furthermore, beyond simply evaluating past learning, multiple assessment methods may aid in student comprehension of key concepts.

Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.

PubMed

Luetsch, Karen; Burrows, Judith

2016-10-14

Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students' self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. A study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students' experience with the novel formative testing design. Twenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.

Capacity Building as an Answer to Piracy in the Horn of Africa

DTIC Science & Technology

2010-12-01

reliable professional choice .17 Also, many Somali pirates consider themselves protectors of their waters against foreign trawlers that illegally fish.18...the area. Many young Somali males view piracy as an optional professional choice .23 Finally, two important contributors to the rise in piracy in the

Economic Choices. Political Decisions That Affect You. Teacher's Guide.

ERIC Educational Resources Information Center

Chibucos, Pamela E.

This teacher's guide to an educational unit on economic choices provides motivators, terms and concepts to know, lesson objectives, student activities, student worksheets, and evaluation criteria. One activity requires students to research their family's economic history and answer questions such as: (1) "Do any family members belong to a…

Golden Rule: Living Up to Its Name.

ERIC Educational Resources Information Center

Rooney, J. Patrick

1992-01-01

Discusses the Golden Rule Insurance Company's educational choice program which assists lower-income families in sending children to private/church schools. Identifies benefits (e.g., introduction of public school choice plan, and families' sense of control over future). Answers criticisms (e.g., destroying public school system, racial motivation,…

Referential Choice: Predictability and Its Limits

PubMed Central

Kibrik, Andrej A.; Khudyakova, Mariya V.; Dobrov, Grigory B.; Linnik, Anastasia; Zalmanov, Dmitrij A.

2016-01-01

We report a study of referential choice in discourse production, understood as the choice between various types of referential devices, such as pronouns and full noun phrases. Our goal is to predict referential choice, and to explore to what extent such prediction is possible. Our approach to referential choice includes a cognitively informed theoretical component, corpus analysis, machine learning methods and experimentation with human participants. Machine learning algorithms make use of 25 factors, including referent’s properties (such as animacy and protagonism), the distance between a referential expression and its antecedent, the antecedent’s syntactic role, and so on. Having found the predictions of our algorithm to coincide with the original almost 90% of the time, we hypothesized that fully accurate prediction is not possible because, in many situations, more than one referential option is available. This hypothesis was supported by an experimental study, in which participants answered questions about either the original text in the corpus, or about a text modified in accordance with the algorithm’s prediction. Proportions of correct answers to these questions, as well as participants’ rating of the questions’ difficulty, suggested that divergences between the algorithm’s prediction and the original referential device in the corpus occur overwhelmingly in situations where the referential choice is not categorical. PMID:27721800

A Strategy for Detection of Inconsistency in Evaluation of Essay Type Answers

ERIC Educational Resources Information Center

Shukla, Archana; Chaudhary, Banshi D.

2014-01-01

The quality of evaluation of essay type answer books involving multiple evaluators for courses with large number of enrollments is likely to be affected due to heterogeneity in experience, expertise and maturity of evaluators. In this paper, we present a strategy to detect anomalies in evaluation of essay type answers by multiple evaluators based…

Integration of mobile technology in educational materials improves participation: creation of a novel smartphone application for resident education.

PubMed

Shaw, Christiana M; Tan, Sanda A

2015-01-01

Traditional education consists of didactics and book learning. Recently, technology has been integrated into graduate medical education, primarily in the form of simulation. The primary aim of this study was to investigate if a novel smartphone application using technology to engage learners would improve participation in an educational activity when compared with a daily e-mail format and how this use translated to performance on standardized testing. The UF Surgery App (App), which is a smartphone application, was developed to deliver 2 questions from a general surgery educational database every weekday from October to February 2013. The App, developed for iOS, featured a notification alarm and a reminder icon to actively engage the learner. Learners who used the App responded to multiple-choice questions and were provided instantaneous feedback in the form of a correct answer with an explanation. The response rate and answers were collected prospectively and compared with the American Board of Surgery In-Training Examination score. University of Florida, College of Medicine, Gainesville, Florida, a university teaching hospital. A total of 46 general surgical residents were enrolled in a university training program. Participation was voluntary. Overall, 26 of 46 (57%) residents participated. Of the users, 70% answered more than 20% of the questions, while 46% responded to more than 70% of questions. The percentage of correct answers on the App was positively correlated with standardized score (p = 0.005), percentage correct (p = 0.02), and percentile (p = 0.034) on the ABSITE examination. Technology can be used to actively engage residents. Deployment of this novel App improved participation over a daily question-answer e-mail format, and answers correlated with standardized test performance. The effect of the App on overall education is unclear, and a multi-institutional study has been initiated. Copyright © 2015 Association of Program Directors in Surgery. All rights reserved.

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

My Experience with Alcohol, a 17th-Century Mathematician, and a Personal Decision

ERIC Educational Resources Information Center

Eaton, Dennis R.; Rector, Sheila M.

2009-01-01

This writing shares the first author's personal experience with alcohol, the negative consequences of his choices, and the ultimate answering of the question, "Am I an alcoholic and should I drink again?" The decision-making process and the eventual answer come from Blaise Pascal, a 17th-century mathematician. This process is explained and…

Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing.

PubMed

Butler, Andrew C; Roediger, Henry L

2008-04-01

Multiple-choice tests are used frequently in higher education without much consideration of the impact this form of assessment has on learning. Multiple-choice testing enhances retention of the material tested (the testing effect); however, unlike other tests, multiple-choice can also be detrimental because it exposes students to misinformation in the form of lures. The selection of lures can lead students to acquire false knowledge (Roediger & Marsh, 2005). The present research investigated whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing. Subjects studied passages and then received a multiple-choice test with immediate feedback, delayed feedback, or no feedback. In comparison with the no-feedback condition, both immediate and delayed feedback increased the proportion of correct responses and reduced the proportion of intrusions (i.e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests.

How we tackled the problem of assessing humanities, social and behavioural sciences in medical education.

PubMed

Goodwin, Dawn; Machin, Laura

2016-01-01

Assessment serves as an important motivation for learning. However, multiple choice and short answer question formats are often considered unsatisfactory for assessment of medical humanities, and the social and behavioural sciences. Little consensus exists as to what might constitute 'best' assessment practice. What we did: We designed an assessment format closely aligned to the curricular approach of problem-based learning which allows for greater assessment of students' understanding, depth of knowledge and interpretation, rather than recall of rote learning. The educational impact of scenario-based assessment has been profound. Students reported changing their approach to PBL, independent learning and exam preparation by taking a less reductionist, more interpretative approach to the topics studied.

Students concept understanding of fluid static based on the types of teaching

NASA Astrophysics Data System (ADS)

Rahmawati, I. D.; Suparmi; Sunarno, W.

2018-03-01

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

Formative student-authored question bank: perceptions, question quality and association with summative performance

PubMed Central

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-01-01

Purpose of the study There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. PMID:28866607

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine

PubMed Central

Usuku, Koichiro; Segawa, Makoto; Wang, Yue; Ogashiwa, Kahori; Fujita, Yusuke; Ogihara, Hiroyuki; Tazuma, Susumu

2016-01-01

Measuring the learning effectiveness of Kampo Medicine (KM) education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs). We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM) including “qi-blood-fluid” and “five-element” theories, on 117 fourth-year MSs. The mean (±standard deviation [SD]) score on the web-based test was 30.2 ± 11.9 (/100). The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher (n = 19) or lower (n = 14) than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs. PMID:27738440

Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine.

PubMed

Iizuka, Norio; Usuku, Koichiro; Nakae, Hajime; Segawa, Makoto; Wang, Yue; Ogashiwa, Kahori; Fujita, Yusuke; Ogihara, Hiroyuki; Tazuma, Susumu; Hamamoto, Yoshihiko

2016-01-01

Measuring the learning effectiveness of Kampo Medicine (KM) education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs). We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM) including "qi-blood-fluid" and "five-element" theories, on 117 fourth-year MSs. The mean (±standard deviation [SD]) score on the web-based test was 30.2 ± 11.9 (/100). The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher ( n = 19) or lower ( n = 14) than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs.

Self-delivered misinformation - Merging the choice blindness and misinformation effect paradigms.

PubMed

Stille, Lotta; Norin, Emelie; Sikström, Sverker

2017-01-01

Choice blindness is the failure to detect a discrepancy between a choice and its outcome. The misinformation effect occurs when the recollection of an event changes because new, misleading information about the event is received. The purpose of this study was to merge the choice blindness and misinformation effect paradigms, and thus examine whether choice blindness can be created for individuals' recollections of a witnessed event, and whether this will affect their later recollections of the event. Thus, as a way of delivering misinformation the participants ostensibly became their own source of the misleading information. The participants watched a short film and filled out a questionnaire about events shown in the film. Some of their answers were then manipulated using reattachable stickers, which allowed alteration of their original answers. The participants gave justifications for their manipulated choices, and later their recollection of the original event was tested through another questionnaire. Choice blindness was created for a majority of the participants. A majority of the choice blind participants later changed their reported recollection of the event in line with the manipulations, whereas only a small minority of the participants in the control condition changed their recollection. This study provides new information about the misinformation effect, suggesting that this effect also can occur when misinformation is given immediately following presentation of the original stimuli, and about choice blindness and its effects on the recollections of events. The results suggest that memory blindness can be created when people inadvertently supply themselves with misleading information about an event, causing a change in their recollection.

Self-delivered misinformation - Merging the choice blindness and misinformation effect paradigms

PubMed Central

Stille, Lotta; Norin, Emelie; Sikström, Sverker

2017-01-01

Choice blindness is the failure to detect a discrepancy between a choice and its outcome. The misinformation effect occurs when the recollection of an event changes because new, misleading information about the event is received. The purpose of this study was to merge the choice blindness and misinformation effect paradigms, and thus examine whether choice blindness can be created for individuals’ recollections of a witnessed event, and whether this will affect their later recollections of the event. Thus, as a way of delivering misinformation the participants ostensibly became their own source of the misleading information. The participants watched a short film and filled out a questionnaire about events shown in the film. Some of their answers were then manipulated using reattachable stickers, which allowed alteration of their original answers. The participants gave justifications for their manipulated choices, and later their recollection of the original event was tested through another questionnaire. Choice blindness was created for a majority of the participants. A majority of the choice blind participants later changed their reported recollection of the event in line with the manipulations, whereas only a small minority of the participants in the control condition changed their recollection. This study provides new information about the misinformation effect, suggesting that this effect also can occur when misinformation is given immediately following presentation of the original stimuli, and about choice blindness and its effects on the recollections of events. The results suggest that memory blindness can be created when people inadvertently supply themselves with misleading information about an event, causing a change in their recollection. PMID:28273151

An Investigation of Current Endodontic Practice in Turkey

PubMed Central

Kaptan, R. F.; Haznedaroglu, F.; Kayahan, M. B.; Basturk, F. B.

2012-01-01

Objectives. The aim of this study was to gather information about the quality and quantity of root canal treatments carried out by general dental practitioners in Turkey. Methods. Questionnaires were given to 1400 dentists who attended the 16th National Congress organized by the Turkish Dental Association. The participants were asked to answer 34 multiple-choice questions. The questions were subdivided into 3 main topics; general information; general approach to endodontic treatment; and cleaning, shaping, and obturation of root canals. The statistical analysis was carried out by an χ 2-test to compare the means at a significance level of P < 0.05. Results. The response rate for this study was 43%. There was a wide variation in the number of root canal treatments completed per month. Nearly 92% of practitioners stated that they never used rubber dam. The most commonly used working length determination technique was radiographic evaluation (P < 0.05). Sodium hypochlorite was the irrigant of choice with varying concentrations and AH Plus was the sealer of choice (P < 0.05). Resin composite was the most frequently used material for final restorations. Conclusions. Endodontic procedures in general practice in Turkey have differences from widely acknowledged quality guidelines. Despite the introduction of new instruments and techniques, most of the general practitioners chose conventional methods. PMID:23251103

Answering the Call of the Wild

ERIC Educational Resources Information Center

Zaiglin, Robert

2006-01-01

In order to become a professional wildlife manager, one must make several choices in order to reach their objectives. The first choice is to select a college that has a wildlife management program in place. For those interested in a two-year technical program, Southwest Texas Junior College is offering an applied science degree in wildlife…

Teaching Style through Literature.

ERIC Educational Resources Information Center

Zahlan, Anne Ricketson

Use of imaginative literature to inculcate a heightened awareness of stylistic choices can tangibly benefit student writing. One technique that can instill in students some sense of the work of writing as well as the power of stylistic choice and the resonance of English is to provide them with questions to be answered using passages from works…

Does Poor Spelling Equate to Limited Word Choice? The Role of Spelling in Word Choice

ERIC Educational Resources Information Center

Avery, Mina J.

2016-01-01

Does spelling matter? is a question that has been answered in many ways. Yes, spelling matters because conventional spelling is necessary for accurate transcription. Yes, spelling matters because spelling skills support phonemic awareness, word recognition skills, and the acquisition of the alphabetic principle. And yes, spelling matters because…

College Choice: Understanding Student Enrollment Behavior. ERIC Digest.

ERIC Educational Resources Information Center

Paulsen, Michael B.

This digest summarizes in a question and answer format a full length report of the same title. It addresses trends in college student enrollment patterns with an emphasis on behavior underlying student choice of college. Demographic changes and cuts in important sources of student financial aid brought significant enrollment declines to higher…

Adults' Learning about Science in Free-Choice Settings

ERIC Educational Resources Information Center

Rennie, Leonie J.; Williams, Gina F.

2006-01-01

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and…

Motives of former interns in general practice for speciality-choice − Results of a cross-sectional study among graduates 2007 to 2012

PubMed Central

Abendroth, Jens; Schnell, Ute; Lichte, Thomas; Oemler, Matthias; Klement, Andreas

2014-01-01

Background: The influence of a final-year elective internship in general practice (IGP) on motives affecting graduates’ choice of specialty is the object of great public interest, yet still insufficiently evaluated. Longitudinal studies show the influence of numerous motives (e.g. work-life balance), but not following the IGP experience itself. Thus, we performed a cross-sectional questionnaire study of all graduates who completed the IGP in Saxony-Anhalt during 2007-2012 regarding their motives for choosing a speciality. Method: A standardized questionnaire was sent to 109 former interns in general practice. The questionnaire contained 29 items addressing three topics (personal attitudes, concept of personal and professional life, motives for speciality choice) and used single-choice and multiple-choice answers, as well as Likert scales. Correlation analysis was carried out by means of Kendall's tau. Results: The questionnaire reached 97 former interns, of which 45 (46%) responded. In the overall ranking of motives for speciality choice, family (71%), leisure time (66%) and job opportunities (48%) rated as more important than income (36%), mentoring (20%), status or scientific work (20%). Only 29% of the respondents stated that their speciality choice was changed by the IGP. If the speciality choice was already established before the IGP, the influence of the IGP on speciality choice was significantly low (r=-.5; p<.01). However, if the IGP had an influence on speciality choice, it was correlated with a new perception of general practice (r=.36; p<.01). This new perception was associated with a positive influence of the medical teacher during the IGP. Conclusion: The final-year IGP is an opportunity to change the perception of general practice in students who are still undecided. This can lead to different speciality choices in a subgroup. Personal attitudes and concepts of personal life and career were also important factors affecting speciality choice. The aspects of the positive influence exerted by medical teachers on those students who are still undecided during the IGP should be carefully evaluated. PMID:24575153

Motives of former interns in general practice for speciality-choice--results of a cross-sectional study among graduates 2007 to 2012.

PubMed

Abendroth, Jens; Schnell, Ute; Lichte, Thomas; Oemler, Matthias; Klement, Andreas

2014-01-01

The influence of a final-year elective internship in general practice (IGP) on motives affecting graduates' choice of specialty is the object of great public interest, yet still insufficiently evaluated. Longitudinal studies show the influence of numerous motives (e.g., work-life balance), but not following the IGP experience itself. Thus, we performed a cross-sectional questionnaire study of all graduates who completed the IGP in Saxony-Anhalt during 2007-2012 regarding their motives for choosing a speciality. A standardized questionnaire was sent to 109 former interns in general practice. The questionnaire contained 29 items addressing three topics (personal attitudes, concept of personal and professional life, motives for speciality choice) and used single-choice and multiple-choice answers, as well as Likert scales. Correlation analysis was carried out by means of Kendall's tau. The questionnaire reached 97 former interns, of which 45 (46%) responded. In the overall ranking of motives for speciality choice, family (71%), leisure time (66%) and job opportunities (48%) rated as more important than income (36%), mentoring (20%), status or scientific work (20%). Only 29% of the respondents stated that their speciality choice was changed by the IGP. If the speciality choice was already established before the IGP, the influence of the IGP on speciality choice was significantly low (r = -.5; p < .01). However, if the IGP had an influence on speciality choice, it was correlated with a new perception of general practice (r = .36; p<.01). This new perception was associated with a positive influence of the medical teacher during the IGP. The final-year IGP is an opportunity to change the perception of general practice in students who are still undecided. This can lead to different speciality choices in a subgroup. Personal attitudes and concepts of personal life and career were also important factors affecting speciality choice. The aspects of the positive influence exerted by medical teachers on those students who are still undecided during the IGP should be carefully evaluated.

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

PubMed

Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.

Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?

PubMed

Pan, Steven C; Rickard, Timothy C

2017-09-01

In many pedagogical contexts, term-definition facts that link a concept term (e.g., "vision") with its corresponding definition (e.g., "the ability to see") are learned. Does retrieval practice involving retrieval of the term (given the definition) or the definition (given the term) enhance subsequent recall, relative to restudy of the entire fact? Moreover, does any benefit of retrieval practice for the term transfer to later recall of the definition, or vice versa? We addressed those questions in 4 experiments. In each, subjects first studied term-definition facts and then trained on two thirds of the facts using multiple-choice tests with feedback. Half of the test questions involved recalling terms; the other half involved recalling definitions. The remaining facts were either not trained (Experiment 1) or restudied (Experiments 2-4). A 48-hr delayed multiple-choice (Experiments 1-2) or short answer (Experiments 3a-4) final test assessed recall of all terms or all definitions. Replicating and extending prior research, retrieval practice yielded improved recall and positive transfer relative to no training. Relative to restudy, however, retrieval practice consistently enhanced subsequent term retrieval, enhanced subsequent definition retrieval only after repeated practice, and consistently yielded at best minimal positive transfer in either direction. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using the Contextual Model of Learning to Understand Visitor Learning from a Science Center Exhibition

ERIC Educational Resources Information Center

Falk, John; Storksdieck, Martin

2005-01-01

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute…

Sex Differences in Mental Rotation Tasks: Not Just in the Mental Rotation Process!

ERIC Educational Resources Information Center

Boone, Alexander P.; Hegarty, Mary

2017-01-01

The paper-and-pencil Mental Rotation Test (Vandenberg & Kuse, 1978) consistently produces large sex differences favoring men (Voyer, Voyer, & Bryden, 1995). In this task, participants select 2 of 4 answer choices that are rotations of a probe stimulus. Incorrect choices (i.e., foils) are either mirror reflections of the probe or…

Children Who Choose Not to Eat Meat: A Study of Early Moral Decision-Making

ERIC Educational Resources Information Center

Hussar, Karen M.; Harris, Paul L.

2010-01-01

Can young children frame their own choices in terms of moral considerations, particularly when those choices do not match the practices of immediate authority figures? To answer this question, we studied 6- to 10-year-old independent vegetarians--children who have elected to become vegetarians, despite being raised in non-vegetarian families. In…

Drift: An Analysis of Outcome Framing in Intertemporal Choice

ERIC Educational Resources Information Center

Read, Daniel; Frederick, Shane; Scholten, Marc

2013-01-01

People prefer to receive good outcomes immediately rather than wait, and they must be compensated for waiting. But what influences their decision about how much compensation is required for a given wait? To give a partial answer to this question, we develop the DRIFT model, a heuristic description of how framing influences intertemporal choice. We…

The memorial consequences of multiple-choice testing.

PubMed

Marsh, Elizabeth J; Roediger, Henry L; Bjork, Robert A; Bjork, Elizabeth L

2007-04-01

The present article addresses whether multiple-choice tests may change knowledge even as they attempt to measure it. Overall, taking a multiple-choice test boosts performance on later tests, as compared with non-tested control conditions. This benefit is not limited to simple definitional questions, but holds true for SAT II questions and for items designed to tap concepts at a higher level in Bloom's (1956) taxonomy of educational objectives. Students, however, can also learn false facts from multiple-choice tests; testing leads to persistence of some multiple-choice lures on later general knowledge tests. Such persistence appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false facts from multiple-choice tests, the positive effects of testing outweigh this cost.

Manipulations of Choice Familiarity in Multiple-Choice Testing Support a Retrieval Practice Account of the Testing Effect

ERIC Educational Resources Information Center

Jang, Yoonhee; Pashler, Hal; Huber, David E.

2014-01-01

We performed 4 experiments assessing the learning that occurs when taking a test. Our experiments used multiple-choice tests because the processes deployed during testing can be manipulated by varying the nature of the choice alternatives. Previous research revealed that a multiple-choice test that includes "none of the above" (NOTA)…

Examination for the Certificate in Advanced Practice in Cervical Cytology--the first year's experience.

PubMed

Smith, P A; Hewer, E M

2003-06-01

Following the decision to establish an Advanced Biomedical Scientist Practitioner grade for senior biomedical scientists in the NHS Cervical Screening Programme, a conjoint examination board has been appointed by the Royal College of Pathologists and Institute of Biomedical Science to oversee the Certificate in Advanced Practice in Cervical Cytology examination. The examination consists of a multiple-choice paper, short-answer written questions and practical microscopy sections covering screening of unmarked slides, and more complex discussion cases. In the first year there were 58 entries with 29 successful candidates, a pass rate of 50%. The standard of performance in the examination showed a wide range, and some candidates appear to have underestimated the degree of preparation, knowledge or level of microscopy skill required.

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

PubMed Central

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students’ thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation–funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. PMID:21633063

Analyzing Test-Taking Behavior: Decision Theory Meets Psychometric Theory.

PubMed

Budescu, David V; Bo, Yuanchao

2015-12-01

We investigate the implications of penalizing incorrect answers to multiple-choice tests, from the perspective of both test-takers and test-makers. To do so, we use a model that combines a well-known item response theory model with prospect theory (Kahneman and Tversky, Prospect theory: An analysis of decision under risk, Econometrica 47:263-91, 1979). Our results reveal that when test-takers are fully informed of the scoring rule, the use of any penalty has detrimental effects for both test-takers (they are always penalized in excess, particularly those who are risk averse and loss averse) and test-makers (the bias of the estimated scores, as well as the variance and skewness of their distribution, increase as a function of the severity of the penalty).

Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network.

PubMed

Haudek, Kevin C; Kaplan, Jennifer J; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.

Gamification of Learning Deactivates the Default Mode Network

PubMed Central

Howard-Jones, Paul A.; Jay, Tim; Mason, Alice; Jones, Harvey

2016-01-01

We hypothesized that embedding educational learning in a game would improve learning outcomes, with increased engagement and recruitment of cognitive resources evidenced by increased activation of working memory network (WMN) and deactivation of default mode network (DMN) regions. In an fMRI study, we compared activity during periods of learning in three conditions that were increasingly game-like: Study-only (when periods of learning were followed by an exemplar question together with its correct answer), Self-quizzing (when periods of learning were followed by a multiple choice question in return for a fixed number of points) and Game-based (when, following each period of learning, participants competed with a peer to answer the question for escalating, uncertain rewards). DMN hubs deactivated as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores. These changes did not occur with any detectable increase in WMN activity. Additionally, ventral striatal activation was associated with responding to questions and receiving positive question feedback. Results support the significance of DMN deactivation for educational learning, and are aligned with recent evidence suggesting DMN and WMN activity may not always be anti-correlated. PMID:26779054

Computerized histories facilitate patient care in a termination of pregnancy clinic: the use of a small computer to obtain and reproduce patient information.

PubMed

Lilford, R J; Bingham, P; Bourne, G L; Chard, T

1985-04-01

An inexpensive microcomputer has been programmed to obtain histories from patients attending a pregnancy termination clinic. The system is nurse-interactive; yes/no and multiple-choice questions are answered on the visual display unit by a light pen. Proper nouns and discursive text are typed at the computer keyboard. A neatly formatted summary of the history is then provided by an interfaced printer. The history follows a branching pattern; of the 370 questions included in the program, only 68 are answered in the course of an average history. The program contains numerous error traps and the user may request explanations of questions which are not immediately understood. The system was designed to ensure that no factors of anaesthetic or medical importance would be overlooked in the busy out-patient clinic. The computer provides a much more complete history with an average of 42 more items of information than the pre-existing manual system. This system is demanding of nursing time and possible conversion to a patient-interactive system is discussed. A confidential questionnaire revealed a high degree of consumer acceptance.

Patient knowledge on reporting adverse drug reactions in Poland

PubMed Central

Staniszewska, Anna; Dąbrowska-Bender, Marta; Olejniczak, Dominik; Duda-Zalewska, Aneta; Bujalska-Zadrożny, Magdalena

2017-01-01

Aim The aim of the study was to assess patient knowledge on reporting of adverse drug reactions. Materials and methods A prospective study was conducted among 200 patients. The study was based on an original survey composed of 15 single- and multiple-choice questions. The study involved individuals who have experienced adverse reactions as well as individuals who have never experienced any adverse reactions; people over the age of 18; literate; residing in Mazowieckie Voivodeship, who have not been diagnosed with any disease that could compromise their logical thinking skills. Results The respondents who lived in the city had a greater knowledge compared to the respondents who lived in the countryside (Pearson’s χ2=47.70, P=0.0013). The respondents who lived in the city were also more statistically likely to provide a correct answer to the question about the type of adverse reactions to be reported (Pearson’s χ2=50.66, P=0.012). Statistically significant associations were found between the place of residence of the respondents and the correct answer to the question about the data that must be included in the report on adverse reactions (Pearson’s χ2=11.7, P<0.0001). PMID:28096661

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

PubMed Central

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Gamification of Learning Deactivates the Default Mode Network.

PubMed

Howard-Jones, Paul A; Jay, Tim; Mason, Alice; Jones, Harvey

2015-01-01

We hypothesized that embedding educational learning in a game would improve learning outcomes, with increased engagement and recruitment of cognitive resources evidenced by increased activation of working memory network (WMN) and deactivation of default mode network (DMN) regions. In an fMRI study, we compared activity during periods of learning in three conditions that were increasingly game-like: Study-only (when periods of learning were followed by an exemplar question together with its correct answer), Self-quizzing (when periods of learning were followed by a multiple choice question in return for a fixed number of points) and Game-based (when, following each period of learning, participants competed with a peer to answer the question for escalating, uncertain rewards). DMN hubs deactivated as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores. These changes did not occur with any detectable increase in WMN activity. Additionally, ventral striatal activation was associated with responding to questions and receiving positive question feedback. Results support the significance of DMN deactivation for educational learning, and are aligned with recent evidence suggesting DMN and WMN activity may not always be anti-correlated.

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

PubMed

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

An online spaced-education game to teach and assess residents: a multi-institutional prospective trial.

PubMed

Kerfoot, B Price; Baker, Harley

2012-03-01

While games are frequently used in resident education, there is little evidence supporting their efficacy. We investigated whether a spaced-education (SE) game can be both a reliable and valid method of assessing residents' knowledge and an effective means of teaching core content. The SE game consisted of 100 validated multiple-choice questions and explanations on core urology content. Residents were sent 2 questions each day via email. Adaptive game mechanics re-sent the questions in 2 or 6 weeks if answered incorrectly and correctly, respectively. Questions expired if not answered on time (appointment dynamic). Residents retired questions by answering each correctly twice in a row (progression dynamic). Competition was fostered by posting relative performance among residents. Main outcomes measures were baseline scores (percentage of questions answered correctly on initial presentation) and completion scores (percentage of questions retired). Nine hundred thirty-one US and Canadian residents enrolled in the 45-week trial. Cronbach alpha reliability for the SE baseline scores was 0.87. Baseline scores (median 62%, interquartile range [IQR] 17%) correlated with scores on the 2008 American Urological Association in-service examination (ISE08), 2009 American Board of Urology qualifying examination (QE09), and ISE09 (r = 0.76, 0.46, and 0.64, respectively; all p < 0.001). Baseline scores varied by sex, country, medical degree, and year of training (all p ≤ 0.001). Completion scores (median 100%, IQR 2%) correlated with ISE08 and ISE09 scores (r = 0.35, p < 0.001 for both). Seventy-two percent of enrollees (667 of 931) requested to participate in future SE games. An SE game is a reliable and valid means to assess residents' knowledge and is a well-accepted method by which residents can master core content. Published by Elsevier Inc.

The Impact of 3-Option Responses to Multiple-Choice Questions on Guessing Strategies and Cut Score Determinations

PubMed Central

ROYAL, KENNETH D.; STOCKDALE, MYRAH R.

2017-01-01

Introduction: Research has asserted MCQ items using three response options (one correct answer with two distractors) is comparable to, and possibly preferable over, traditional MCQ item formats consisting of four response options (e.g., one correct answer with three distractors), or five response options (e.g., one correct answer with four distractors). Some medical educators have also adopted the practice of using 3-option responses on MCQ exams as a response to the difficulty experienced in generating additional plausible distractors. To date, however, little work has explored how 3-option responses might impact validity threats stemming from random guessing strategies, and what impact 3-option responses might have on cut-score determinations, particularly in the context of medical education classroom assessments. The purpose of this work is to further explore these critically important considerations that largely have gone ignored in the medical education literature to this point. Methods: A cumulative binomial distribution formula was used to calculate the probability that an examinee will answer at random a given number of items correctly on any exam (of any length). By way of a demonstration, a variety of scenarios were presented to illustrate how examination length and the number of response options impact examinees’ chances of passing a given examination, and how subsequent cut-score decisions may be impacted by these factors. Results: As a general rule, classroom assessments containing fewer items should utilize traditional 4-option or 5-option responses, whereas assessments of greater length are afforded greater flexibility in potentially utilizing 3-option responses. Conclusions: More research on items with 3-option responses is needed to better understand what value, if any, 3-option responses truly add to classroom assessments, and in what contexts potential benefits might be discernible. PMID:28367465

The Impact of 3-Option Responses to Multiple-Choice Questions on Guessing Strategies and Cut Score Determinations.

PubMed

Royal, Kenneth D; Stockdale, Myrah R

2017-04-01

Research has asserted MCQ items using three response options (one correct answer with two distractors) is comparable to, and possibly preferable over, traditional MCQ item formats consisting of four response options (e.g., one correct answer with three distractors), or five response options (e.g., one correct answer with four distractors). Some medical educators have also adopted the practice of using 3-option responses on MCQ exams as a response to the difficulty experienced in generating additional plausible distractors. To date, however, little work has explored how 3-option responses might impact validity threats stemming from random guessing strategies, and what impact 3-option responses might have on cut-score determinations, particularly in the context of medical education classroom assessments. The purpose of this work is to further explore these critically important considerations that largely have gone ignored in the medical education literature to this point. A cumulative binomial distribution formula was used to calculate the probability that an examinee will answer at random a given number of items correctly on any exam (of any length). By way of a demonstration, a variety of scenarios were presented to illustrate how examination length and the number of response options impact examinees' chances of passing a given examination, and how subsequent cut-score decisions may be impacted by these factors. As a general rule, classroom assessments containing fewer items should utilize traditional 4-option or 5-option responses, whereas assessments of greater length are afforded greater flexibility in potentially utilizing 3-option responses. More research on items with 3-option responses is needed to better understand what value, if any, 3-option responses truly add to classroom assessments, and in what contexts potential benefits might be discernible.

Rockin' around the Clock: An Exploratory Study of Music Teachers' Personal Listening Choices

ERIC Educational Resources Information Center

Davis, Virginia Wayman

2015-01-01

This study aimed to explore the personal music listening choices of music teachers. Specifically, in which formats do teachers listen to music for personal pleasure, how do they obtain the music they choose, and how frequently do they choose to listen to certain genres of music. Using an online survey, music teachers answered questions about their…

Treating the Cause of Illness Rather than the Symptoms: Parental Causal Beliefs and Treatment Choices in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Dardennes, Roland M.; Al Anbar, Nebal N.; Prado-Netto, Arthur; Kaye, Kelley; Contejean, Yves; Al Anbar, Nesreen N.

2011-01-01

Objectives: To explore the relationship between causal beliefs on autism (CBA) and treatment choices. Design and methods: A cross-sectional design was employed. Parents of a child with autism spectrum disorder (ASD) were asked to complete the Lay-Beliefs about Autism Questionnaire (LBA-Q) and answer questions about treatments used. Only items…

Empowering Parents with Data: Ensuring Parents Have Data to Make Informed Choices. Data for Action

ERIC Educational Resources Information Center

Data Quality Campaign, 2015

2015-01-01

Accessible, tailored, and easy-to-understand data can help parents answer questions about their children's education such as, "Is my child on track to graduate college and career ready?" and "How does my child's school compare to other schools so that I can make the best choice about my child's education?" Information about…

Negatively-marked MCQ assessments that reward partial knowledge do not introduce gender bias yet increase student performance and satisfaction and reduce anxiety.

PubMed

Bond, A Elizabeth; Bodger, Owen; Skibinski, David O F; Jones, D Hugh; Restall, Colin J; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The 'Single Answer' (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge.

Formative student-authored question bank: perceptions, question quality and association with summative performance.

PubMed

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-02-01

There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Conceptual coherence of non-Newtonian worldviews in Force Concept Inventory data

NASA Astrophysics Data System (ADS)

Scott, Terry F.; Schumayer, Dániel

2017-06-01

The Force Concept Inventory is one of the most popular and most analyzed multiple-choice concept tests used to investigate students' understanding of Newtonian mechanics. The correct answers poll a set of underlying Newtonian concepts and the coherence of these underlying concepts has been found in the data. However, this inventory was constructed after several years of research into the common preconceptions held by students and using these preconceptions as distractors in the questions. Their sole purpose is to deflect non-Newtonian candidates away from the correct answer. Alternatively, one can argue that the responses could also be treated as polling these preconceptions. In this paper we shift the emphasis of the analysis away from the correlation structure of the correct answers and look at the latent traits underlying the incorrect responses. Our analysis models the data employing exploratory factor analysis, which uses regularities in the data to suggest the existence of underlying structures in the cognitive processing of the students. This analysis allows us to determine whether the data support the claim that there are alternate non-Newtonian worldviews on which students' incorrect responses are based. The existence of such worldviews, and their coherence, could explain the resilience of non-Newtonian preconceptions and would have significant implications to the design of instruction methods. We find that there are indeed coherent alternate conceptions of the world which can be categorized using the results of the research that led to the construction of the Force Concept Inventory.

Connecting cognition and consumer choice.

PubMed

Bartels, Daniel M; Johnson, Eric J

2015-02-01

We describe what can be gained from connecting cognition and consumer choice by discussing two contexts ripe for interaction between the two fields. The first-context effects on choice-has already been addressed by cognitive science yielding insights about cognitive process but there is promise for more interaction. The second is learning and representation in choice where relevant theories in cognitive science could be informed by consumer choice, and in return, could pose and answer new questions. We conclude by discussing how these two fields of research stand to benefit from more interaction, citing examples of how interfaces of cognitive science with other fields have been illuminating for theories of cognition. Copyright © 2014 Elsevier B.V. All rights reserved.

Comparison in the quality of distractors in three and four options type of multiple choice questions

PubMed Central

Rahma, Nourelhouda A A; Shamad, Mahdi M A; Idris, Muawia E A; Elfaki, Omer Abdelgadir; Elfakey, Walyedldin E M; Salih, Karimeldin M A

2017-01-01

Introduction The number of distractors needed for high quality multiple choice questions (MCQs) will be determined by many factors. These include firstly whether English language is their mother tongue or a foreign language; secondly whether the instructors who construct the questions are experts or not; thirdly the time spent on constructing the options is also an important factor. It has been observed by Tarrant et al that more time is often spent on constructing questions than on tailoring sound, reliable, and valid distractors. Objectives Firstly, to investigate the effects of reducing the number of options on psychometric properties of the item. Secondly, to determine the frequency of functioning distractors among three or four options in the MCQs examination of the dermatology course in University of Bahri, College of Medicine. Materials and methods This is an experimental study which was performed by means of a dermatology exam, MCQs type. Forty MCQs, with one correct answer for each question were constructed. Two sets of this exam paper were prepared: in the first one, four options were given, including one key answer and three distractors. In the second set, one of the three distractors was deleted randomly, and the sequence of the questions was kept in the same order. Any distracter chosen by less than 5% of the students was regarded as non-functioning. Kuder-Richardson Formula 20 (Kr-20) measures the internal consistency and reliability of an examination with an acceptable range 0.8–1.0. Chi square test was used to compare the distractors in the two exams. Results A significant difference was observed in discrimination and difficulty indexes for both sets of MCQs. More distractors were non-functional for set one (of four options), but slightly more reliable. The reliability (Kr-20) was slightly higher for set one (of four options). The average marks in option three and four were 34.163 and 33.140, respectively. Conclusion Compared to set 1 (four options), set 2 (of three options) was more discriminating and associated with low difficulty index but its reliability was low. PMID:28442942

Comparison in the quality of distractors in three and four options type of multiple choice questions.

PubMed

Rahma, Nourelhouda A A; Shamad, Mahdi M A; Idris, Muawia E A; Elfaki, Omer Abdelgadir; Elfakey, Walyedldin E M; Salih, Karimeldin M A

2017-01-01

The number of distractors needed for high quality multiple choice questions (MCQs) will be determined by many factors. These include firstly whether English language is their mother tongue or a foreign language; secondly whether the instructors who construct the questions are experts or not; thirdly the time spent on constructing the options is also an important factor. It has been observed by Tarrant et al that more time is often spent on constructing questions than on tailoring sound, reliable, and valid distractors. Firstly, to investigate the effects of reducing the number of options on psychometric properties of the item. Secondly, to determine the frequency of functioning distractors among three or four options in the MCQs examination of the dermatology course in University of Bahri, College of Medicine. This is an experimental study which was performed by means of a dermatology exam, MCQs type. Forty MCQs, with one correct answer for each question were constructed. Two sets of this exam paper were prepared: in the first one, four options were given, including one key answer and three distractors. In the second set, one of the three distractors was deleted randomly, and the sequence of the questions was kept in the same order. Any distracter chosen by less than 5% of the students was regarded as non-functioning. Kuder-Richardson Formula 20 (Kr-20) measures the internal consistency and reliability of an examination with an acceptable range 0.8-1.0. Chi square test was used to compare the distractors in the two exams. A significant difference was observed in discrimination and difficulty indexes for both sets of MCQs. More distractors were non-functional for set one (of four options), but slightly more reliable. The reliability (Kr-20) was slightly higher for set one (of four options). The average marks in option three and four were 34.163 and 33.140, respectively. Compared to set 1 (four options), set 2 (of three options) was more discriminating and associated with low difficulty index but its reliability was low.

Reducing the number of options on multiple-choice questions: response time, psychometrics and standard setting.

PubMed

Schneid, Stephen D; Armour, Chris; Park, Yoon Soo; Yudkowsky, Rachel; Bordage, Georges

2014-10-01

Despite significant evidence supporting the use of three-option multiple-choice questions (MCQs), these are rarely used in written examinations for health professions students. The purpose of this study was to examine the effects of reducing four- and five-option MCQs to three-option MCQs on response times, psychometric characteristics, and absolute standard setting judgements in a pharmacology examination administered to health professions students. We administered two versions of a computerised examination containing 98 MCQs to 38 Year 2 medical students and 39 Year 3 pharmacy students. Four- and five-option MCQs were converted into three-option MCQs to create two versions of the examination. Differences in response time, item difficulty and discrimination, and reliability were evaluated. Medical and pharmacy faculty judges provided three-level Angoff (TLA) ratings for all MCQs for both versions of the examination to allow the assessment of differences in cut scores. Students answered three-option MCQs an average of 5 seconds faster than they answered four- and five-option MCQs (36 seconds versus 41 seconds; p = 0.008). There were no significant differences in item difficulty and discrimination, or test reliability. Overall, the cut scores generated for three-option MCQs using the TLA ratings were 8 percentage points higher (p = 0.04). The use of three-option MCQs in a health professions examination resulted in a time saving equivalent to the completion of 16% more MCQs per 1-hour testing period, which may increase content validity and test score reliability, and minimise construct under-representation. The higher cut scores may result in higher failure rates if an absolute standard setting method, such as the TLA method, is used. The results from this study provide a cautious indication to health professions educators that using three-option MCQs does not threaten validity and may strengthen it by allowing additional MCQs to be tested in a fixed amount of testing time with no deleterious effect on the reliability of the test scores. © 2014 John Wiley & Sons Ltd.

Spaced education activates students in a theoretical radiological science course: a pilot study.

PubMed

Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christian; Stelzle, Florian

2012-05-23

The present study aimed at determining if the addition of spaced education to traditional face-to-face lectures increased the time students kept busy with the learning content of a theoretical radiological science course. The study comprised two groups of 21 third-year dental students. The students were randomly assigned to a "traditional group" and a "spaced education group". Both groups followed a traditional face-to-face course. The intervention in the spaced education group was performed in way that these students received e-mails with a delay of 14 days to each face-to-face lecture. These e-mails contained multiple choice questions on the learning content of the lectures. The students returned their answers to the questions also by e-mail. On return they received an additional e-mail that included the correct answers and additional explanatory material.All students of both groups documented the time they worked on the learning content of the different lectures before a multiple choice exam was held after the completion of the course. All students of both groups completed the TRIL questionnaire (Trierer Inventar zur Lehrevaluation) for the evaluation of courses at university after the completion of the course. The results for the time invested in the learning content and the results of the questionnaire for the two groups were compared using the Mann-Whitney-U test. The spaced education group spent significantly more time (216.2 ± 123.9 min) on keeping busy with the learning content compared to the traditional group (58.4 ± 94.8 min, p < .0005). The spaced education group rated the didactics of the course significantly better than the traditional group (p = .034). The students of the spaced education group also felt that their needs were fulfilled significantly better compared to the traditional group as far as communication with the teacher was concerned (p = .022). Adding spaced education to a face-to-face theoretical radiological science course activates students in a way that they spend significantly more time on keeping busy with the learning content.

Listening and learning from women about mifepristone: implications for counseling and health education.

PubMed

Castle, M A; Harvey, S M; Beckman, L; Coeytaux, F; Garrity, J M

1995-01-01

The careful, reflective, and honest way in which the women in the study analyzed, questioned, and explored the benefits and disadvantages of a mifepristone abortion compared with vacuum aspiration yielded an extensive list of information needed by women to make informed choices as well as an understanding of the diverse social contexts in which choices are made. Needed information identified by this study included technical information about the drugs themselves and their mechanisms of action, roles and responsibilities of health personnel, and descriptions of other women's experiences with mifepristone. A multiplicity of factors entered the decision-making process, demonstrating at the same time a complexity and flexibility of thought. In their hypothetical evaluation of mifepristone, women weighed such factors as experience with childbirth, spontaneous abortion and vacuum aspiration, specific issues for teenagers, lack of a support system, experience with herbal emenagogues and nonprescription drugs intended as abortifacients, and the relative dependence on health care providers. Social, personal, and cultural factors entered into women's interpretation of the different options. These socio-cultural contexts can profoundly influence decisions and potentially affect clinical outcomes. If health care professionals are not proactive, do not fully provide answers to questions (even if unasked), and fail to probe for specific life circumstances, then poor choices and poor outcomes may follow with long term negative consequences for clients.(ABSTRACT TRUNCATED AT 250 WORDS)

Colostomy Irrigation: Issues Most Important to Wound, Ostomy and Continence Nurses.

PubMed

Tallman, Nancy J; Cobb, Martha D; Grant, Marcia; Wendel, Christopher S; Colwell, Janice; Ercolano, Elizabeth; Krouse, Robert

2015-01-01

The purpose of this study was to describe issues that WOC nurses find most important related to colostomy irrigation (CI). This is an additional analysis of a study focusing on qualitative responses to a survey querying WOC nurses about CI practices. The target population was members of the Wound, Ostomy and Continence Nurses Society. Of the 985 nurses who responded to the survey, 338 (34.3%) answered the optional open-ended question asking for additional comments. A 1-time online survey was conducted. In addition to demographic, educational information, and forced-choice questions about CI, an open-ended question asked for any additional comments about their experience with irrigation and WOC practice. Content analysis was used to identify common themes identified by WOC nurses. Three hundred thirty-eight out of 985 WOC nurses (34.3%) answered the optional open-ended question asking for additional comments; analysis for this study is based on these responses. WOC nurses who responded to the open-ended question had similar characteristics to those who responded to the entire survey but were significantly more experienced (15.1 vs 11.0 years; P < .001). Multiple themes were identified that were related to forced-choice questions in the survey, such as equipment, lack of teaching time, and increased control, while several new themes emerged, including age-related recommendations, economic/ecologic benefits, cultural implications, and misconceptions of CI. Many WOC nurses feel that CI is a valued modality of ostomy care and should be reestablished, although dissenting opinions were expressed. Additional research to increase the evidence base for this procedure is needed. New opportunities to educate WOC nurses and other healthcare professionals and teach eligible patients irrigation techniques are recommended.

The Effect of Including an Opt-Out Option in Discrete Choice Experiments

PubMed Central

Veldwijk, Jorien; Lambooij, Mattijs S.; de Bekker-Grob, Esther W.; Smit, Henriëtte A.; de Wit, G. Ardine

2014-01-01

Objective to determine to what extent the inclusion of an opt-out option in a DCE may have an effect on choice behaviour and therefore might influence the attribute level estimates, the relative importance of the attributes and calculated trade-offs. Methods 781 Dutch Type 2 Diabetes Mellitus patients completed a questionnaire containing nine choice tasks with an opt-out option and nice forced choice tasks. Mixed-logit models were used to estimate the relative importance of the five lifestyle program related attributes that were included. Willingness to pay (WTP) values were calculated and it was tested whether results differed between respondents who answered the choice tasks with an opt-out option in the first or second part of the questionnaire. Results 21.4% of the respondents always opted out. Respondents who were given the opt-out option in the first part of the questionnaire as well as lower educated respondents significantly more often opted out. For both the forced and unforced choice model, different attributes showed significant estimates, the relative importance of the attributes was equal. However, due to differences in relative importance weights, the WTP values for the PA schedule differed significantly between both datasets. Conclusions Results show differences in opting out based on the location of the opt-out option and respondents' educational level; this resulted in small differences between the forced and unforced choice model. Since respondents seem to learn from answering forced choice tasks, a dual response design might result in higher data quality compared to offering a direct opt-out option. Future research should empirically explore how choice sets should be presented to make them as easy and less complex as possible in order to reduce the proportion of respondents that opts-out due to choice task complexity. Moreover, future research should debrief respondents to examine the reasons for choosing the opt-out alternative. PMID:25365169

The effect of including an opt-out option in discrete choice experiments.

PubMed

Veldwijk, Jorien; Lambooij, Mattijs S; de Bekker-Grob, Esther W; Smit, Henriëtte A; de Wit, G Ardine

2014-01-01

to determine to what extent the inclusion of an opt-out option in a DCE may have an effect on choice behaviour and therefore might influence the attribute level estimates, the relative importance of the attributes and calculated trade-offs. 781 Dutch Type 2 Diabetes Mellitus patients completed a questionnaire containing nine choice tasks with an opt-out option and nice forced choice tasks. Mixed-logit models were used to estimate the relative importance of the five lifestyle program related attributes that were included. Willingness to pay (WTP) values were calculated and it was tested whether results differed between respondents who answered the choice tasks with an opt-out option in the first or second part of the questionnaire. 21.4% of the respondents always opted out. Respondents who were given the opt-out option in the first part of the questionnaire as well as lower educated respondents significantly more often opted out. For both the forced and unforced choice model, different attributes showed significant estimates, the relative importance of the attributes was equal. However, due to differences in relative importance weights, the WTP values for the PA schedule differed significantly between both datasets. Results show differences in opting out based on the location of the opt-out option and respondents' educational level; this resulted in small differences between the forced and unforced choice model. Since respondents seem to learn from answering forced choice tasks, a dual response design might result in higher data quality compared to offering a direct opt-out option. Future research should empirically explore how choice sets should be presented to make them as easy and less complex as possible in order to reduce the proportion of respondents that opts-out due to choice task complexity. Moreover, future research should debrief respondents to examine the reasons for choosing the opt-out alternative.

State-Dependent Risk Preferences in Evolutionary Games

NASA Astrophysics Data System (ADS)

Roos, Patrick; Nau, Dana

There is much empirical evidence that human decision-making under risk does not correspond the decision-theoretic notion of "rational" decision making, namely to make choices that maximize the expected value. An open question is how such behavior could have arisen evolutionarily. We believe that the answer to this question lies, at least in part, in the interplay between risk-taking and sequentiality of choice in evolutionary environments.

Assessment of representational competence in kinematics

NASA Astrophysics Data System (ADS)

Klein, P.; Müller, A.; Kuhn, J.

2017-06-01

A two-tier instrument for representational competence in the field of kinematics (KiRC) is presented, designed for a standard (1st year) calculus-based introductory mechanics course. It comprises 11 multiple choice (MC) and 7 multiple true-false (MTF) questions involving multiple representational formats, such as graphs, pictures, and formal (mathematical) expressions (1st tier). Furthermore, students express their answer confidence for selected items, providing additional information (2nd tier). Measurement characteristics of KiRC were assessed in a validation sample (pre- and post-test, N =83 and N =46 , respectively), including usefulness for measuring learning gain. Validity is checked by interviews and by benchmarking KiRC against related measures. Values for item difficulty, discrimination, and consistency are in the desired ranges; in particular, a good reliability was obtained (KR 20 =0.86 ). Confidence intervals were computed and a replication study yielded values within the latter. For practical and research purposes, KiRC as a diagnostic tool goes beyond related extant instruments both for the representational formats (e.g., mathematical expressions) and for the scope of content covered (e.g., choice of coordinate systems). Together with the satisfactory psychometric properties it appears a versatile and reliable tool for assessing students' representational competency in kinematics (and of its potential change). Confidence judgments add further information to the diagnostic potential of the test, in particular for representational misconceptions. Moreover, we present an analytic result for the question—arising from guessing correction or educational considerations—of how the total effect size (Cohen's d ) varies upon combination of two test components with known individual effect sizes, and then discuss the results in the case of KiRC (MC and MTF combination). The introduced method of test combination analysis can be applied to any test comprising two components for the purpose of finding effect size ranges.

Use of the Moodle Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

NASA Astrophysics Data System (ADS)

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-08-01

The Moodle platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and Technology of the University of the Basque Country (UPV/EHU). A test bank with more than 1000 multiple-choice questions, including conceptual and numerical problems, has been prepared. Throughout the course, the students have to answer a 10-question multiple-choice test for every one of the blocks the course is divided in and which were previously treated and worked in the theoretical lectures and problem-solving sessions. The tests are automatically corrected by Moodle, and under certain criteria, the corresponding mark is taken into account for the final mark of the course. According to the results obtained from a statistical study of the data on the student performances during the last four academic years, it has been observed that there exists an actual correlation between the marks obtained in the Moodle tests and the final mark of the course. In addition, it could be deduced that students who have passed the Moodle tests increase their possibilities of passing the course by an odds ratio close to 3.

Emotion modulates eye movement patterns and subsequent memory for the gist and details of movie scenes.

PubMed

Subramanian, Ramanathan; Shankar, Divya; Sebe, Nicu; Melcher, David

2014-03-26

A basic question in vision research regards where people look in complex scenes and how this influences their performance in various tasks. Previous studies with static images have demonstrated a close link between where people look and what they remember. Here, we examined the pattern of eye movements when participants watched neutral and emotional clips from Hollywood-style movies. Participants answered multiple-choice memory questions concerning visual and auditory scene details immediately upon viewing 1-min-long neutral or emotional movie clips. Fixations were more narrowly focused for emotional clips, and immediate memory for object details was worse compared to matched neutral scenes, implying preferential attention to emotional events. Although we found the expected correlation between where people looked and what they remembered for neutral clips, this relationship broke down for emotional clips. When participants were subsequently presented with key frames (static images) extracted from the movie clips such that presentation duration of the target objects (TOs) corresponding to the multiple-choice questions was matched and the earlier questions were repeated, more fixations were observed on the TOs, and memory performance also improved significantly, confirming that emotion modulates the relationship between gaze position and memory performance. Finally, in a long-term memory test, old/new recognition performance was significantly better for emotional scenes as compared to neutral scenes. Overall, these results are consistent with the hypothesis that emotional content draws eye fixations and strengthens memory for the scene gist while weakening encoding of peripheral scene details.

Validation of science virtual test to assess 8th grade students' critical thinking on living things and environmental sustainability theme

NASA Astrophysics Data System (ADS)

Rusyati, Lilit; Firman, Harry

2017-05-01

This research was motivated by the importance of multiple-choice questions that indicate the elements and sub-elements of critical thinking and implementation of computer-based test. The method used in this research was descriptive research for profiling the validation of science virtual test to measure students' critical thinking in junior high school. The participant is junior high school students of 8th grade (14 years old) while science teacher and expert as the validators. The instrument that used as a tool to capture the necessary data are sheet of an expert judgment, sheet of legibility test, and science virtual test package in multiple choice form with four possible answers. There are four steps to validate science virtual test to measure students' critical thinking on the theme of "Living Things and Environmental Sustainability" in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on curriculum 2013, expert judgment, legibility test and trial test (limited and large trial test). The test item criterion based on trial test are accepted, accepted but need revision, and rejected. The reliability of the test is α = 0.747 that categorized as `high'. It means the test instruments used is reliable and high consistency. The validity of Rxy = 0.63 means that the validity of the instrument was categorized as `high' according to interpretation value of Rxy (correlation).

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

A Medical Consultation System to Support Health Care of Inhabitants through A Dialogue with Artificial Intelligence

NASA Astrophysics Data System (ADS)

Miyake, Hiroshi; Masuzawa, Hideaki

A medical consultation system has been developed that encompasses knowledge of various specialties. The system is designed to be used by general practitioners, and inhabitants themselves. It has the characteristics of ; 1. The input task of complaints is simplified by use of multiple choice questionaires. 2. The system advices the person whether to seek medical help or not, and if so, the degree of urgency, and from what type of practitioner or specialist. 3. It supplies the doctor information regarding essential symptoms and possible diagnosis. 4. The system offer easy tools to make a medical consultation system to the specialists themselves. This system is intended as an answer to the common problem of uncertainty on the part of both inhabitants and doctors as to the area of medical speciality that applies to a given disease.

Graphics to facilitate informative discussion and team decision making

DOE PAGES

Anderson-Cook, Christine M.; Lu, Lu

2018-03-25

Everyone knows the expression “A picture is worth a thousand words,” and this effectively summarizes the ability of graphical summaries to convey information and persuade. However, in many cases, the goal for the right visualization is to encourage and guide discussion while helping focus a team to make carefully considered, defensible, and data-driven decisions. The aims of graphics differ if we are trying to communicate the merits of a single choice versus outlining several contending alternatives for further comparison and discussion. These choices each have their own strengths and weaknesses depending on how we value different criteria. They also servemore » different purposes at various stages of decision making. Often the role of statisticians is not to provide a single answer but to provide rich information and summaries in a manageable and compact form to enable productive discussion among team members. Through a series of diverse examples, this work present principles and strategies for encouraging discussion and informed decision making and discuss how they can be integrated with versatile use of graphical tools for examining multiple objectives, framing trade-offs between alternatives, and examining the impact of subjective priorities and uncertainty on the final decision.« less

Graphics to facilitate informative discussion and team decision making

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson-Cook, Christine M.; Lu, Lu

Everyone knows the expression “A picture is worth a thousand words,” and this effectively summarizes the ability of graphical summaries to convey information and persuade. However, in many cases, the goal for the right visualization is to encourage and guide discussion while helping focus a team to make carefully considered, defensible, and data-driven decisions. The aims of graphics differ if we are trying to communicate the merits of a single choice versus outlining several contending alternatives for further comparison and discussion. These choices each have their own strengths and weaknesses depending on how we value different criteria. They also servemore » different purposes at various stages of decision making. Often the role of statisticians is not to provide a single answer but to provide rich information and summaries in a manageable and compact form to enable productive discussion among team members. Through a series of diverse examples, this work present principles and strategies for encouraging discussion and informed decision making and discuss how they can be integrated with versatile use of graphical tools for examining multiple objectives, framing trade-offs between alternatives, and examining the impact of subjective priorities and uncertainty on the final decision.« less

QU at TREC-2015: Building Real-Time Systems for Tweet Filtering and Question Answering

DTIC Science & Technology

2015-11-20

from Yahoo ! An- swers. We adopted a very simple approach that searched an archived Yahoo ! Answers QA dataset for similar questions to the asked ones and...users to post and answer questions. Yahoo ! An- swers1 is by far one of the largest sQA platforms. Questions and answers on such platforms share some...multiple domains [5]. However, the existence of large social question answering websites, such as Yahoo ! Answers specifically, makes the development of

Proportional reasoning as a heuristic-based process: time constraint and dual task considerations.

PubMed

Gillard, Ellen; Van Dooren, Wim; Schaeken, Walter; Verschaffel, Lieven

2009-01-01

The present study interprets the overuse of proportional solution methods from a dual process framework. Dual process theories claim that analytic operations involve time-consuming executive processing, whereas heuristic operations are fast and automatic. In two experiments to test whether proportional reasoning is heuristic-based, the participants solved "proportional" problems, for which proportional solution methods provide correct answers, and "nonproportional" problems known to elicit incorrect answers based on the assumption of proportionality. In Experiment 1, the available solution time was restricted. In Experiment 2, the executive resources were burdened with a secondary task. Both manipulations induced an increase in proportional answers and a decrease in correct answers to nonproportional problems. These results support the hypothesis that the choice for proportional methods is heuristic-based.

Mother's freedom of choice and the rights of an unborn child: a comparison between the views of freshmen and senior medical school students.

PubMed

Motoki, Marcelo Shigueo Yosikawa; Cabar, Fabio Roberto; Francisco, Rossana Pulcineli Vieira

2016-10-01

To compare the views of freshman students with senior students of the Faculty of Medicine- University of São Paulo concerning the respect for the mother's freedom of choice, the need to protect the unborn child, the proportionality between the mother's freedom of choice and the protection of the unborn child, and issues related to legal abortion. To determine whether the medical knowledge acquired throughout the academic years can influence the views of medical students on these issues. First- and sixth-year students of the Faculty of Medicine - University of São Paulo answered a questionnaire; the inclusion criteria were as follows: a first- or sixth-year student of the medical school and a signature on the free informed consent form. To compare the proportions, a chi-square or Fisher's exact test was used. The significance level was set to 5%. Regarding the mother's freedom of choice, in the case when a pregnant woman undergoes a cesarean section by means of a court order despite her intention to not have a cesarean, 55.7% of the first-year students have answered that the mother's choice should be respected. Among the sixth-year students, only 28.9% believe that the mother's intention should be considered (p<0.0001). With reference to the mother's choice in connection with antiretroviral medication, 38.1% of the first-year students agreed that the mother's intention should be respected, whereas 33% of sixth-year students believed that the mother's intention should be respected (p=0.453). There was a tendency to consider the unborn child's rights over the mother's choice as students spent more time in medical school.

Scaling a Survey Course in Extreme Weather

NASA Astrophysics Data System (ADS)

Samson, P. J.

2013-12-01

"Extreme Weather" is a survey-level course offered at the University of Michigan that is broadcast via the web and serves as a research testbed to explore best practices for large class conduct. The course has led to the creation of LectureTools, a web-based student response and note-taking system that has been shown to increase student engagement dramatically in multiple courses by giving students more opportunities to participate in class. Included in this is the capacity to pose image-based questions (see image where question was "Where would you expect winds from the south") as well as multiple choice, ordered list, free response and numerical questions. Research in this class has also explored differences in learning outcomes from those who participate remotely versus those who physically come to class and found little difference. Moreover the technologies used allow instructors to conduct class from wherever they are while the students can still answer questions and engage in class discussion from wherever they are. This presentation will use LectureTools to demonstrate its features. Attendees are encouraged to bring a mobile device to the session to participate.

Educational Choice: Answers to the Most Frequently Asked Questions about Mediocrity in American Education and What Can Be Done about It. Wisconsin Policy Research Institute Report, Volume 2, No. 3.

ERIC Educational Resources Information Center

Chubb, John E.; Moe, Terry M.

Parental choice represents a promising approach to school improvement; it eliminates the excessive regulation, inefficient operation, and ineffective service that characterize the public monopolies that American schools and school systems have become. However, school reformers should bear in mind the following key points: (1) school performance…

Format Effects of Empirically Derived Multiple-Choice versus Free-Response Instruments When Assessing Graphing Abilities

ERIC Educational Resources Information Center

Berg, Craig; Boote, Stacy

2017-01-01

Prior graphing research has demonstrated that clinical interviews and free-response instruments produce very different results than multiple-choice instruments, indicating potential validity problems when using multiple-choice instruments to assess graphing skills (Berg & Smith in "Science Education," 78(6), 527-554, 1994). Extending…

Nested Logit Models for Multiple-Choice Item Response Data

ERIC Educational Resources Information Center

Suh, Youngsuk; Bolt, Daniel M.

2010-01-01

Nested logit item response models for multiple-choice data are presented. Relative to previous models, the new models are suggested to provide a better approximation to multiple-choice items where the application of a solution strategy precedes consideration of response options. In practice, the models also accommodate collapsibility across all…

Auction fever: exploring informational social influences on bidder choices.

PubMed

Chen, Yi-Fen

2011-01-01

Previous investigations of herd behavior have identified the importance of informational social influences in consumer decision making. This research presents three studies examining herd behavior in online auctions. The three studies addressed the influence on bidder online choices of herd cues frequently found in online auctions, including bid number, feedback ratings, and number of questions and answers. This research also investigated the effect of different levels of herd cues on bidder online choices under high and low brand awareness in online auctions. The experimental results demonstrated that bidders use online herd cues when making decisions in online auctions. Additionally, different levels of herd cues influence bidder online choices in both high and low brand awareness product situations.

Measuring Student Improvement in Lower- and Upper-Level University Climate Science Courses

NASA Astrophysics Data System (ADS)

Harris, S. E.; Taylor, S. V.; Schoonmaker, J. E.; Lane, E.; Francois, R. H.; Austin, P.

2011-12-01

What do university students know about climate? What do they learn in a climate course? On the second-to-last day of a course about global climate change, only 48% of our upper-level science students correctly answered a multiple-choice question about the greenhouse effect. The good news: improvement. Only 16% had answered correctly on the first day of class. The bad news: the learning opportunities we've provided appear to have missed more than half the class on a fundamental climate concept. To evaluate the effectiveness of instruction on student learning about climate, we have developed a prototype assessment tool, designed to be deployed as a low-stakes pre-post test. The items included were validated through student interviews to ensure that students interpret the wording and answer choices in the way we intend. This type of validated assessment, administered both at the beginning and end of term, with matched individuals, provides insight regarding the baseline knowledge with which our students enter a course, and the impact of that course on their learning. We administered test items to students in (1) an upper-level climate course for science majors and (2) a lower-level climate course open to all students. Some items were given to both groups, others to only one of the groups. Both courses use evidence-based pedagogy with active student engagement (clickers, small group activities, regular pre-class preparation). Our results with upper-level students show strong gains in student thinking (>70% of students who missed a question on the pre-test answered correctly on the post-test) about stock-and-flow (box model) problems, annual cycles in the Keeling curve, ice-albedo feedbacks, and isotopic fractionation. On different questions, lower-level students showed strong gains regarding albedo and blackbody emission spectra. Both groups show similar baseline knowledge and lower-than-expected gains on greenhouse effect fundamentals, and zero gain regarding the relative importance of different greenhouse gases. A larger percentage of upper-level students (compared to lower-level students) arrive with correct knowledge comparing different greenhouse gases, and explanations of annual cycles in the Keeling curve, but both groups show similar gains with instruction. Instructors can use feedback from these pre-post assessment results to iteratively modify and test the learning opportunities they provide. We aim to continue development and further validation of this tool such that it can be used in many university-level climate courses.

Knowledge of the General Community in Cordoba, Argentina, on Human Papilloma Virus Infection and its Prevention.

PubMed

Venezuela, Raul Fernando; Monetti, Marina Soledad; Kiguen, Ana Ximena; Frutos, Maria Celia; Mosmann, Jessica Paola; Cuffini, Cecilia Gabriela

2016-01-01

Most studies of human papilloma virus (HPV) are aimed at the natural history of the infection and its relation to cancer; however, there are few studies to assess knowledge of the general population. Our aim was analyze the degree of knowledge of Argentinians about HPV infection and its prevention. We conducted a voluntary, anonymous and non-binding survey with 27 multiple-choice items, in twelve private and public establishments, selected to include a broad population in terms of education, age and gender. The survey consisted of three sections: individual characteristics of the volunteer, HPV infection basic knowledge, its prevention and the virus relationship with other cancers. One thousand two hundred ninety seven volunteers aged 18 to 80 participated. The total number of correct answers was 45.1%. The correct answers for relationship HPV and cervical cancer was 62.1%. Almost 55% did not know about types of HPV that the vaccines for protection. Statistical analysis showed that women, single people, workers, the better educated, those who have had a STDs or HPV and receiving information through medical or educational establishments had greater knowledge of the topic. Only 0.2% of participants answered all questions correctly. Knowledge plays an important role in health care and the deficiency found in our population could influence the success of the measures taken in the fight against cervical cancer. In this regard, we believe it would be appropriate, not only to emphasize early diagnosis and vaccine implementation, but also incorporate new communication strategies, facilitating reception of accurate and precise information by all strata of society.

An online spaced-education game to teach and assess medical students: a multi-institutional prospective trial.

PubMed

Kerfoot, B Price; Baker, Harley; Pangaro, Louis; Agarwal, Kathryn; Taffet, George; Mechaber, Alex J; Armstrong, Elizabeth G

2012-10-01

To investigate whether a spaced-education (SE) game can be an effective means of teaching core content to medical students and a reliable and valid method of assessing their knowledge. This nine-month trial (2008-2009) enrolled students from three U.S. medical schools. The SE game consisted of 100 validated multiple-choice questions-explanations in preclinical/clinical domains. Students were e-mailed two questions daily. Adaptive game mechanics re-sent questions in three or six weeks if answered, respectively, incorrectly or correctly. Questions expired if not answered on time (appointment dynamic). Students retired questions by answering each correctly twice consecutively (progression dynamic). Posting of relative performance fostered competition. Main outcome measures were baseline and completion scores. Seven-hundred thirty-one students enrolled. Median baseline score was 53% (interquartile range [IQR] 16) and varied significantly by year (P<.001, dmax=2.08), school (P<.001, dmax=0.75), and gender (P<.001, d=0.38). Median completion score was 93% (IQR 12) and varied significantly by year (P=.001, dmax=1.12), school (P<.001, dmax=0.34), and age (P=.019, dmax=0.43). Scores did not differ significantly between years 3 and 4. Seventy percent of enrollees (513/731) requested to participate in future SE games. An SE game is an effective and well-accepted means of teaching core content and a reliable and valid method to assess student knowledge. SE games may be valuable tools to identify and remediate students who could benefit from additional educational support.

Use of a simulation laboratory to train radiology residents in the management of acute radiologic emergencies.

PubMed

Sarwani, Nabeel; Tappouni, Rafel; Flemming, Donald

2012-08-01

Simulation laboratories use realistic clinical scenarios to train physicians in a controlled environment, especially in potentially life-threatening complications that require prompt management. The objective of our study was to develop a comprehensive program using the simulation laboratory to train radiology residents in the management of acute radiologic emergencies. All radiology residents attended a dedicated simulation laboratory course lasting 3 hours, divided over two sessions. Training included basic patient management skills, management of a tension pneumothorax, massive hemorrhage, and contrast agent reactions. Participants were presented with 20 multiple-choice questions before and after the course. Pre- and posttest results were analyzed, and the McNemar test was used to compare correct responses by individual question. Twenty-six radiology residents attended the class. The average pre- and posttest scores and the average difference between the scores for all residents were 13.8, 17.1, and 3.3, respectively (p < 0.0001). Incorrect answers on the pretest examination that were subsequently answered correctly concerned administration of epinephrine for severe reactions, management of a tension pneumothorax, oxygen therapy, ECG placement, cardiopulmonary resuscitation technique, and where to stand during a code situation. Persistent incorrect answers concerned vasovagal reactions and emergency telephone numbers at an off-site imaging center. Simulation laboratories can be used to teach crisis management and crisis resource management for radiology residents and should be part of the education toolbox. Defined objectives lead to a comprehensive course dealing with the management of acute radiologic emergencies. Such programs can improve the role of radiologists as members of the health care team.

Temporally contiguous pencast instruction promotes meaningful learning for dental and dental hygiene students in physiology.

PubMed

Roesch, Darren M

2014-01-01

Smartpens allow for the creation of computerized "pencasts" that combine voice narration with handwritten notes and illustrations. The purpose of this study was to test the effects of voluntary participation in extracurricular instruction with a pencast on student learning. Dental and dental hygiene students were given instruction in a complex physiological topic using lecture and static slides. An Internet link to a pencast that covered the complex topic in a more temporally contiguous fashion was also provided for voluntary review. The students were given a multiple-choice exam that consisted of retention and transfer test questions. Sixty-nine percent of the students who did not watch the pencast and 89 percent of the students who watched the pencast answered the retention test question correctly (p=0.08). Fifty-four percent of the students who did not watch the pencast and 90 percent of the students who watched the pencast answered the transfer test question correctly (p=0.005). This finding indicates that students who watched the pencast performed better on a transfer test, a measurement of meaningful learning, than students who received only the narrated instruction with static images. This supports the hypothesis that temporally contiguous instruction promotes more meaningful learning than lecture accompanied only by static slide images.

Assessment of perceptions of nutrition knowledge and disease using a group interactive system: the Perception Analyzer.

PubMed

Papakonstantinou, Emilia; Hargrove, James L; Huang, Chung-Liang; Crawley, Connie C; Canolty, Nancy L

2002-11-01

Food labels can be used as a tool for nutrition education, but the information available is of little value to consumers who do not understand how to apply it. In an effort to assess nutrition knowledge and identify misconceptions, a group interactive system--the Perception Analyzer--was used as a lecture aid and data collection tool. The Perception Analyzer is composed of a laptop computer, an antenna, and handheld electronic handsets, or dials, that participants use to answer questions. Participants (N = 621) were surveyed on 14 multiple-choice questions concerning nutrition with 4 nutrition questions repeated at the end of a session as a posttest. A knowledge score was calculated by counting correct answers. Linear regression analyses were used to study the main effects of demographic variables on the knowledge score. Our study reports the following: although participants reported reading food labels, nrisconceptions about label content were identified; analyses of mean scores indicated that age, education, and race influenced the nutrition knowledge score; and participants found the Perception Analyzer to be enjoyable. The findings indicate that because the Perception Analyzer provides immediate and anonymous feedback to a discussion leader about audience's current knowledge, it is a promising tool for nutrition education by dietetic practitioners.

Preconceptions of Japanese Students Surveyed Using the Force and Motion Conceptual Evaluation

NASA Astrophysics Data System (ADS)

Ishimoto, Michi

2010-07-01

We assess the preconceptions of Japanese students about force and motion. The Force and Motion Conceptual Evaluation is a research-based, multiple-choice assessment of students' conceptual understanding of Newton's laws of motion and energy conservation. It is administered to determine the effectiveness of introductory mechanics curricula. In this study, the test was given to engineering students at the beginning of the first lecture of an introductory mechanics course for several years. Some students had minimal high school physics education, whereas the others had completed high school physics programs. To probe the students' preconceptions, we studied their test answers for each of the following categories: velocity, acceleration, Newton's first and second laws, Newton's third law, and energy conservation. We find that preconceptions, such as F ∝ mv, are prevalent among the students, regardless of their level of high school physics education. In the case of a collision between two objects, two preconceptions—a mass-dependent model and an action-dependent model—are prevalent. Typically, students combine the two models, with action dependency outweighing mass dependency. In the case of a sled sliding down a hill without friction at two heights and inclinations, a quarter of students used the height-dependent model to answer questions regarding speed and kinetic energy.

Is there an effect of dysphonic teachers' voices on children's processing of spoken language?

PubMed

Rogerson, Jemma; Dodd, Barbara

2005-03-01

There is a vast body of literature on the causes, prevalence, implications, and issues of vocal dysfunction in teachers. However, the educational effect of teacher vocal impairment is largely unknown. The purpose of this study was to investigate the effect of impaired voice quality on children's processing of spoken language. One hundred and seven children (age range, 9.2 to 10.6, mean 9.8, SD 3.76 months) listened to three video passages, one read in a control voice, one in a mild dysphonic voice, and one in a severe dysphonic voice. After each video passage, children were asked to answer six questions, with multiple-choice answers. The results indicated that children's perceptions of speech across the three voice qualities differed, regardless of gender, IQ, and school attended. Performance in the control voice passages was better than performance in the mild and severe dysphonic voice passages. No difference was found between performance in the mild and severe dysphonic voice passages, highlighting that any form of vocal impairment is detrimental to children's speech processing and is therefore likely to have a negative educational effect. These findings, in light of the high rate of vocal dysfunction in teachers, further support the implementation of specific voice care education for those in the teaching profession.

Measures of Partial Knowledge and Unexpected Responses in Multiple-Choice Tests

ERIC Educational Resources Information Center

Chang, Shao-Hua; Lin, Pei-Chun; Lin, Zih-Chuan

2007-01-01

This study investigates differences in the partial scoring performance of examinees in elimination testing and conventional dichotomous scoring of multiple-choice tests implemented on a computer-based system. Elimination testing that uses the same set of multiple-choice items rewards examinees with partial knowledge over those who are simply…

Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C.

2011-01-01

This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item…

Making the Most of Multiple Choice

ERIC Educational Resources Information Center

Brookhart, Susan M.

2015-01-01

Multiple-choice questions draw criticism because many people perceive they test only recall or atomistic, surface-level objectives and do not require students to think. Although this can be the case, it does not have to be that way. Susan M. Brookhart suggests that multiple-choice questions are a useful part of any teacher's questioning repertoire…

The Positive and Negative Consequences of Multiple-Choice Testing

ERIC Educational Resources Information Center

Roediger, Henry L.; Marsh, Elizabeth J.

2005-01-01

Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final…

On the Equivalence of Constructed-Response and Multiple-Choice Tests.

ERIC Educational Resources Information Center

Traub, Ross E.; Fisher, Charles W.

Two sets of mathematical reasoning and two sets of verbal comprehension items were cast into each of three formats--constructed response, standard multiple-choice, and Coombs multiple-choice--in order to assess whether tests with indentical content but different formats measure the same attribute, except for possible differences in error variance…

Validity and Realibility of Chemistry Systemic Multiple Choices Questions (CSMCQs)

ERIC Educational Resources Information Center

Priyambodo, Erfan; Marfuatun

2016-01-01

Nowadays, Rasch model analysis is used widely in social research, moreover in educational research. In this research, Rasch model is used to determine the validation and the reliability of systemic multiple choices question in chemistry teaching and learning. There were 30 multiple choices question with systemic approach for high school student…

Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics

ERIC Educational Resources Information Center

Buckles, Stephen; Siegfried, John J.

2006-01-01

Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to…

Students' Geographic Knowledge and Skills in Different Kinds of Tests: Multiple-Choice versus Performance Assessment.

ERIC Educational Resources Information Center

Kon, Jane Heckley; Martin-Kniep, Giselle O.

1992-01-01

Describes a case study to determine whether performance tests are a feasible alternative to multiple-choice tests. Examines the difficulties of administering and scoring performance assessments. Explains that the study employed three performance tests and one multiple-choice test. Concludes that performance test administration and scoring was no…

Comparison of Difficulties and Reliabilities of Math-Completion and Multiple-Choice Item Formats.

ERIC Educational Resources Information Center

Oosterhof, Albert C.; Coats, Pamela K.

Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…

[Continuing medical education: how to write multiple choice questions].

PubMed

Soler Fernández, R; Méndez Díaz, C; Rodríguez García, E

2013-06-01

Evaluating professional competence in medicine is a difficult but indispensable task because it makes it possible to evaluate, at different times and from different perspectives, the extent to which the knowledge, skills, and values required for exercising the profession have been acquired. Tests based on multiple choice questions have been and continue to be among the most useful tools for objectively evaluating learning in medicine. When these tests are well designed and correctly used, they can stimulate learning and even measure higher cognitive skills. Designing a multiple choice test is a difficult task that requires knowledge of the material to be tested and of the methodology of test preparation as well as time to prepare the test. The aim of this article is to review what can be evaluated through multiple choice tests, the rules and guidelines that should be taken into account when writing multiple choice questions, the different formats that can be used, the most common errors in elaborating multiple choice tests, and how to analyze the results of the test to verify its quality. Copyright © 2012 SERAM. Published by Elsevier Espana. All rights reserved.

Effect of herd cues and product involvement on bidder online choices.

PubMed

Chen, Yi-Fen; Wang, Ya-Ju

2010-08-01

Previous works have shown that consumers are influenced by others in decision making. Herd behavior is common in situations in which consumers infer product quality from other consumer choices and incorporate that information into their own decision making. This research presents two studies examining herd effect and the moderating role of product involvement on bidder choices in online auctions. The two studies addressed the influence on bidder online choices of herd cues frequently found in online auctions, including feedback ratings and number of questions and answers. The experimental results demonstrated that bidders use online herd cues when making decisions in online auctions. Additionally, the effects of herd cues on bidder online choices were stronger in high-involvement than low-involvement participants. Results and implications are discussed.

Strategic Detention and Intelligence Operations: GTMO is the Answer

DTIC Science & Technology

2008-03-25

different meal choices ( vegetarian , bland diet , regular menu or high fiber); each main meal menu choice usually includes noodles, fish, meat, a...Finally detainees are fed a "Halal" diet that is culturally correct and meets all dietary requirements to include the preparation of over 80 individually...prepared special diet meals usually directed by medical personnel. Detainees are given a menu two weeks in advance so they can select from four

Oregon's Food Pyramid Choice Menus: Do Lunches as Offered to, and Selected, and Consumed by Third Graders Meet Current USDA Nutrition Standards?

ERIC Educational Resources Information Center

1998

Oregon's Food Pyramid Choice Menus (FPCM) require that participating elementary schools offer three to seven entrees, at least two types of milk, and six to ten fruits and vegetables, as well as three or more types of grain products in a variety bar daily. The study discussed in this report was designed to answer two questions: (1) do the menus,…

Nuclear Energy: It is Time to Revitalize the Peaceful Atom

DTIC Science & Technology

2011-03-16

difficulties of obtaining NRC licensing approval since the NRC had to evaluate each individual design.26 Nuclear Waste James Lovelock , an...OfNuclearPower (accessed December 26, 2010). 25 Ibid. 26 Ibid. 27 James Lovelock , “Nuclear Energy: The Safe Choice for Now,” Environmentalists for Nuclear...Energy, July 2005, http://www.ecolo.org/ lovelock /nuclear-safe-choice-05.htm (accessed 27 December 2010). 28 Caldicott, Nuclear Power is Not the Answer

"None of the above" as a correct and incorrect alternative on a multiple-choice test: implications for the testing effect.

PubMed

Odegard, Timothy N; Koen, Joshua D

2007-11-01

Both positive and negative testing effects have been demonstrated with a variety of materials and paradigms (Roediger & Karpicke, 2006b). The present series of experiments replicate and extend the research of Roediger and Marsh (2005) with the addition of a "none-of-the-above" response option. Participants (n=32 in both experiments) read a set of passages, took an initial multiple-choice test, completed a filler task, and then completed a final cued-recall test (Experiment 1) or multiple-choice test (Experiment 2). Questions were manipulated on the initial multiple-choice test by adding a "none-of-the-above" response alternative (choice "E") that was incorrect ("E" Incorrect) or correct ("E" Correct). The results from both experiments demonstrated that the positive testing effect was negated when the "none-of-the-above" alternative was the correct response on the initial multiple-choice test, but was still present when the "none-of-the-above" alternative was an incorrect response.

Strategies for Coping in a Complex World: Adherence Behavior Among Older Adults with Chronic Illness

PubMed Central

Ross-Degnan, Dennis; Adams, Alyce S.; Safran, Dana Gelb; Soumerai, Stephen B.

2007-01-01

Background Increasing numbers of medicines increase nonadherence. Little is known about how older adults manage multiple medicines for multiple illnesses. Objectives To explore how older adults with multiple illnesses make choices about medicines. Design Semistructured interviews with older adults taking several medications. Accounts of respondents’ medicine-taking behavior were collected. Participants Twenty community-dwelling seniors with health insurance, in Eastern Massachusetts, aged 67–90, (4–12 medicines, 3–9 comorbidities). Approach Qualitative analysis using constant comparison to explain real choices made about medicines in the past (“historical”) and hypothetical (“future”) choices. Results Respondents reported both past (“historical”) choices and hypothetical (“future”) choices between medicines. Although people discussed effectiveness and future risk of the disease when prompted to prioritize their medicines (future choices), key factors leading to nonadherence (historical choices) were costs and side effects. Specific choices were generally dominated by 1 factor, and respondents rarely reported making explicit trade-offs between different factors. Factors affecting 1 choice were not necessarily the same as those affecting another choice in the same person. There was no evidence of “adherent” personalities. Conclusion Prescribing a new medicine, a change in provider or copayment can provoke new choices about both new and existing medications in older adults with multiple morbidities. PMID:17406952

Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice.

PubMed

Burger-Caplan, Rebecca; Saulnier, Celine; Jones, Warren; Klin, Ami

2016-11-01

The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N = 23) and to age-matched and verbal IQ-matched typically developing children (N = 57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r = 0.474) while being independent from verbal IQ (r = 0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r = 0.464) and Socialization (r = 0.482) scores, but not with Daily Living Skills scores (r = 0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. © The Author(s) 2016.

Testing Collective Memory: Representing the Soviet Union on Multiple-Choice Questions

ERIC Educational Resources Information Center

Reich, Gabriel A.

2011-01-01

This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an "official" collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York…

Using a Classroom Response System to Improve Multiple-Choice Performance in AP[R] Physics

ERIC Educational Resources Information Center

Bertrand, Peggy

2009-01-01

Participation in rigorous high school courses such as Advanced Placement (AP[R]) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and…

Using Module Analysis for Multiple Choice Responses: A New Method Applied to Force Concept Inventory Data

ERIC Educational Resources Information Center

Brewe, Eric; Bruun, Jesper; Bearden, Ian G.

2016-01-01

We describe "Module Analysis for Multiple Choice Responses" (MAMCR), a new methodology for carrying out network analysis on responses to multiple choice assessments. This method is used to identify modules of non-normative responses which can then be interpreted as an alternative to factor analysis. MAMCR allows us to identify conceptual…

Are Multiple Choice Tests Fair to Medical Students with Specific Learning Disabilities?

ERIC Educational Resources Information Center

Ricketts, Chris; Brice, Julie; Coombes, Lee

2010-01-01

The purpose of multiple choice tests of medical knowledge is to estimate as accurately as possible a candidate's level of knowledge. However, concern is sometimes expressed that multiple choice tests may also discriminate in undesirable and irrelevant ways, such as between minority ethnic groups or by sex of candidates. There is little literature…

Multiple Choice Testing and the Retrieval Hypothesis of the Testing Effect

ERIC Educational Resources Information Center

Sensenig, Amanda E.

2010-01-01

Taking a test often leads to enhanced later memory for the tested information, a phenomenon known as the "testing effect". This memory advantage has been reliably demonstrated with recall tests but not multiple choice tests. One potential explanation for this finding is that multiple choice tests do not rely on retrieval processes to the same…

Application of Item Analysis to Assess Multiple-Choice Examinations in the Mississippi Master Cattle Producer Program

ERIC Educational Resources Information Center

Parish, Jane A.; Karisch, Brandi B.

2013-01-01

Item analysis can serve as a useful tool in improving multiple-choice questions used in Extension programming. It can identify gaps between instruction and assessment. An item analysis of Mississippi Master Cattle Producer program multiple-choice examination responses was performed to determine the difficulty of individual examinations, assess the…

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

ERIC Educational Resources Information Center

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this…

The Use of a Comprehensive Multiple Choice Final Exam in the Macroeconomics Principles Course: An Assessment.

ERIC Educational Resources Information Center

Petrowsky, Michael C.

This paper analyzes the results of a pilot study at Glendale Community College (Arizona) to assess the effectiveness of a comprehensive multiple choice final exam in the macroeconomic principles course. The "pilot project" involved the administration of a 50-question multiple choice exam to 71 students in three macroeconomics sections.…

The Effects of Clinically Relevant Multiple-Choice Items on the Statistical Discrimination of Physician Clinical Competence.

ERIC Educational Resources Information Center

Downing, Steven M.; Maatsch, Jack L.

To test the effect of clinically relevant multiple-choice item content on the validity of statistical discriminations of physicians' clinical competence, data were collected from a field test of the Emergency Medicine Examination, test items for the certification of specialists in emergency medicine. Two 91-item multiple-choice subscales were…

Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review

ERIC Educational Resources Information Center

Gierl, Mark J.; Bulut, Okan; Guo, Qi; Zhang, Xinxin

2017-01-01

Multiple-choice testing is considered one of the most effective and enduring forms of educational assessment that remains in practice today. This study presents a comprehensive review of the literature on multiple-choice testing in education focused, specifically, on the development, analysis, and use of the incorrect options, which are also…

Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test

ERIC Educational Resources Information Center

Davison, Mark L.; Biancarosa, Gina; Carlson, Sarah E.; Seipel, Ben; Liu, Bowen

2018-01-01

The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues…

The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance

ERIC Educational Resources Information Center

Yonker, Julie E.

2011-01-01

With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined…

Sustainable Assessment for Large Science Classes: Non-Multiple Choice, Randomised Assignments through a Learning Management System

ERIC Educational Resources Information Center

Schultz, Madeleine

2011-01-01

This paper reports on the development of a tool that generates randomised, non-multiple choice assessment within the BlackBoard Learning Management System interface. An accepted weakness of multiple-choice assessment is that it cannot elicit learning outcomes from upper levels of Biggs' SOLO taxonomy. However, written assessment items require…

Pathway Towards Fluency: Using 'disaggregate instruction' to promote science literacy

NASA Astrophysics Data System (ADS)

Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie

2010-07-01

This study examines the impact of Disaggregate Instruction on students' science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students' performance on pre- and post-test questions (multiple choice and short answer) with a qualitative analysis of students' post-test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.

Consumer Health Insurance Shopping Behavior and Challenges: Lessons From Two State-Based Marketplaces.

PubMed

Sinaiko, Anna D; Kingsdale, Jon; Galbraith, Alison A

2017-07-01

Selecting a health plan in a health insurance exchange is a critical decision, yet consumers are known to face challenges with health plan choice. We surveyed new enrollees in two state-based exchanges in 2015 to investigate how a nonelderly, primarily low-income population chose their health plans and the implications of shopping behavior for early experiences in their plans. Financial considerations were most important to enrollees. Prior Medicaid enrollees and the uninsured were more likely to have multiple shopping challenges (e.g., difficulty identifying the best or most affordable plan, fair/poor experience, unmet need for help) than enrollees with prior employer coverage (42.9% vs. 32.5% vs. 16.4%, respectively, p < .01). Shopping challenges were associated with difficulty finding a doctor, understanding coverage, and getting questions answered. Assistance targeting enrollees who previously had Medicaid or lacked insurance could improve both shopping experiences and downstream outcomes in plans.

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

PubMed

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

Mental juggling: when does multitasking impair reading comprehension?

PubMed

Cho, Kit W; Altarriba, Jeanette; Popiel, Maximilian

2015-01-01

The present study investigated the conditions under which multitasking impairs reading comprehension. Participants read prose passages (the primary task), some of which required them to perform a secondary task. In Experiment 1, we compared two different types of secondary tasks (answering trivia questions and solving math problems). Reading comprehension was assessed using a multiple-choice test that measured both factual and conceptual knowledge. The results showed no observable detrimental effects associated with multitasking. In Experiment 2, the secondary task was a cognitive load task that required participants to remember a string of numbers while reading the passages. Performance on the reading comprehension test was lower in the cognitive load conditions relative to the no-load condition. The present study delineates the conditions under which multitasking can impair or have no effect on reading comprehension. These results further our understanding of our capacity to multitask and have practical implications in our technologically advanced society in which multitasking has become commonplace.

The Effect of Stereoscopic ("3D") vs. 2D Presentation on Learning through Video and Film

NASA Astrophysics Data System (ADS)

Price, Aaron; Kasal, E.

2014-01-01

Two Eyes, 3D is a NSF-funded research project into the effects of stereoscopy on learning of highly spatial concepts. We report final results on one study of the project which tested the effect of stereoscopic presentation on learning outcomes of two short films about Type 1a supernovae and the morphology of the Milky Way. 986 adults watched either film, randomly distributed between stereoscopic and 2D presentation. They took a pre-test and post-test that included multiple choice and drawing tasks related to the spatial nature of the topics in the film. Orientation of the answering device was also tracked and a spatial cognition pre-test was given to control for prior spatial ability. Data collection took place at the Adler Planetarium's Space Visualization Lab and the project is run through the AAVSO.

Decision making: rational or hedonic?

PubMed Central

Cabanac, Michel; Bonniot-Cabanac, Marie-Claude

2007-01-01

Three experiments studied the hedonicity of decision making. Participants rated their pleasure/displeasure while reading item-sentences describing political and social problems followed by different decisions (Questionnaire 1). Questionnaire 2 was multiple-choice, grouping the items from Questionnaire 1. In Experiment 1, participants answered Questionnaire 2 rapidly or slowly. Both groups selected what they had rated as pleasant, but the 'leisurely' group maximized pleasure less. In Experiment 2, participants selected the most rational responses. The selected behaviors were pleasant but less than spontaneous behaviors. In Experiment 3, Questionnaire 2 was presented once with items grouped by theme, and once with items shuffled. Participants maximized the pleasure of their decisions, but the items selected on Questionnaires 2 were different when presented in different order. All groups maximized pleasure equally in their decisions. These results support that decisions are made predominantly in the hedonic dimension of consciousness. PMID:17848195

On the energy density of helical proteins.

PubMed

Barros, Manuel; Ferrández, Angel

2014-12-01

We solve the problem of determining the energy actions whose moduli space of extremals contains the class of Lancret helices with a prescribed slope. We first see that the energy density should be linear both in the total bending and in the total twisting, such that the ratio between the weights of them is the prescribed slope. This will give an affirmative answer to the conjecture stated in Barros and Ferrández (J Math Phys 50:103529, 2009). Then, we normalize to get the best choice for the helical energy. It allows us to show that the energy, for instance of a protein chain, does not depend on the slope and is invariant under homotopic changes of the cross section which determines the cylinder where the helix is lying. In particular, the energy of a helix is not arbitrary, but it is given as natural multiples of some basic quantity of energy.

The self-consistency model of subjective confidence.

PubMed

Koriat, Asher

2012-01-01

How do people monitor the correctness of their answers? A self-consistency model is proposed for the process underlying confidence judgments and their accuracy. In answering a 2-alternative question, participants are assumed to retrieve a sample of representations of the question and base their confidence on the consistency with which the chosen answer is supported across representations. Confidence is modeled by analogy to the calculation of statistical level of confidence (SLC) in testing hypotheses about a population and represents the participant's assessment of the likelihood that a new sample will yield the same choice. Assuming that participants draw representations from a commonly shared item-specific population of representations, predictions were derived regarding the function relating confidence to inter-participant consensus and intra-participant consistency for the more preferred (majority) and the less preferred (minority) choices. The predicted pattern was confirmed for several different tasks. The confidence-accuracy relationship was shown to be a by-product of the consistency-correctness relationship: It is positive because the answers that are consistently chosen are generally correct, but negative when the wrong answers tend to be favored. The overconfidence bias stems from the reliability-validity discrepancy: Confidence monitors reliability (or self-consistency), but its accuracy is evaluated in calibration studies against correctness. Simulation and empirical results suggest that response speed is a frugal cue for self-consistency, and its validity depends on the validity of self-consistency in predicting performance. Another mnemonic cue-accessibility, which is the overall amount of information that comes to mind-makes an added, independent contribution. Self-consistency and accessibility may correspond to the 2 parameters that affect SLC: sample variance and sample size.

Effects of Age, Sex, and Neuropsychological Performance on Financial Decision-Making

PubMed Central

Shivapour, Sara K.; Nguyen, Christopher M.; Cole, Catherine A.; Denburg, Natalie L.

2012-01-01

The capacity to make sound financial decisions across the lifespan is critical for interpersonal, occupational, and psychological health and success. In the present study, we explored how healthy younger and older adults make a series of increasingly complex financial decisions. One-hundred sixteen healthy older adults, aged 56–90 years, and 102 college undergraduates, completed the Financial Decision-Making Questionnaire, which requires selecting and justifying financial choices across four hypothetical scenarios and answering questions pertaining to financial knowledge. Results indicated that Older participants significantly outperformed Younger participants on a multiple-choice test of acquired financial knowledge. However, after controlling for such pre-existing knowledge, several age effects were observed. For example, Older participants were more likely to make immediate investment decisions, whereas Younger participants exhibited a preference for delaying decision-making pending additional information. Older participants also rated themselves as more concerned with avoiding monetary loss (i.e., a prevention orientation), whereas Younger participants reported greater interest in financial gain (i.e., a promotion orientation). In terms of sex differences, Older Males were more likely to pay credit card bills and utilize savings accounts than were Older Females. Multiple positive correlations were observed between Older participants’ financial decision-making ability and performance on neuropsychological measures of non-verbal intellect and executive functioning. Lastly, the ability to justify one’s financial decisions declined with age, among the Older participants. Several of the aforementioned results parallel findings from the medical decision-making literature, suggesting that older adults make decisions in a manner that conserves diminishing cognitive resources. PMID:22715322

Resident Perspectives of an Interactive Case Review Following Independent Didactic Study as a Method of Teaching a Pediatric Imaging Curriculum.

PubMed

Rozenberg, Aleksandr; Dheer, Sachin; Nazarian, Levon N; Long, Suzanne S

The ABR has recently changed the format of the board examination, in which the oral examination was replaced by a computer based multiple-choice test. The purpose of this study was to determine resident's perceptions of a new conference resembling the new ABR format. Residents were requested to review a series of didactic pediatric imaging presentations prior to attending case conference. During conference, unknown cases reflecting the subject matter from the didactic presentations were presented along with multiple-choice questions. We then surveyed resident perspectives after each case conference. Between 14 and 18 residents were surveyed at the end of each subspecialty case review presentation. About 94% of resident respondents felt that the independent didactic study followed by an interactive case review session would better prepare them for the ABR certification exams, compared to didactic lectures alone. Furthermore, 95% of the respondents indicated that they preferred the independent didactic review followed by interactive case review versus didactic lecture alone. Most the respondents (85%) felt that combining independent didactic review with interactive unknown case sessions made the material more interesting and provided greater understanding of the material. There was no statistically significant difference in the distribution of answers across the subspecialty sessions (p > .05). Radiology residents favorably reviewed the combination of independent review of didactic material prior to interactive case review. Material presented in this fashion is felt to be more interesting and is thought to result in enhanced understanding of pediatric radiology material. Copyright © 2017 Elsevier Inc. All rights reserved.

Differences in medication knowledge and risk of errors between graduating nursing students and working registered nurses: comparative study.

PubMed

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-11-21

Nurses experience insufficient medication knowledge; particularly in drug dose calculations, but also in drug management and pharmacology. The weak knowledge could be a result of deficiencies in the basic nursing education, or lack of continuing maintenance training during working years. The aim of this study was to compare the medication knowledge, certainty and risk of error between graduating bachelor students in nursing and experienced registered nurses. Bachelor students in closing term and registered nurses with at least one year job experience underwent a multiple choice test in pharmacology, drug management and drug dose calculations: 3x14 questions with 3-4 alternative answers (score 0-42). Certainty of each answer was recorded with score 0-3, 0-1 indicating need for assistance. Risk of error was scored 1-3, where 3 expressed high risk: being certain that a wrong answer was correct. The results are presented as mean and (SD). Participants were 243 graduating students (including 29 men), aged 28.2 (7.6) years, and 203 registered nurses (including 16 men), aged 42.0 (9.3) years and with a working experience of 12.4 years (9.2). The knowledge among the nurses was found to be superior to that of the students: 68.9%(8.0) and 61.5%(7.8) correct answers, respectively, (p < 0.001). The difference was largest in drug management and dose calculations. The improvement occurred during the first working year. The nurses expressed higher degree of certainty and the risk of error was lower, both overall and for each topic (p < 0.01). Low risk of error was associated with high knowledge and high sense of coping (p < 0.001). The medication knowledge among experienced nurses was superior to bachelor students in nursing, but nevertheless insufficient. As much as 25% of the answers to the drug management questions would lead to high risk of error. More emphasis should be put into the basic nursing education and in the introduction to medication procedures in clinical practice to improve the nurses' medication knowledge and reduce the risk of error.

Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics

NASA Astrophysics Data System (ADS)

Badeau, Ryan C.

This thesis explores two case studies into the use of short answers and self-explanation to improve student learning in physics. The first set of experiments focuses on the role of short answer questions in the context of computer-based instruction. Through a series of six experiments, we compare and evaluate the performance of computer-assessed short answer questions versus multiple choice for training conceptual topics in physics, controlling for feedback between the two formats. In addition to finding overall similar improvements on subsequent student performance and retention, we identify unique differences in how students interact with the treatments in terms of time spent on feedback and performance on follow-up short answer assessment. In addition, we identify interactions between the level of interactivity of the training, question format, and student attitudinal ratings of each respective training. The second case study focuses on the use of worked examples in the context of multi-concept physics problems - which we call "synthesis problems." For this part of the thesis, four experiments were designed to evaluate the effectiveness of two instructional methods employing worked examples on student performance with synthesis problems; these instructional techniques, analogical comparison and self-explanation, have previously been studied primarily in the context of single-concept problems. As such, the work presented here represents a novel focus on extending these two techniques to this class of more complicated physics problem. Across the four experiments, both self-explanation and certain kinds of analogical comparison of worked examples significantly improved student performance on a target synthesis problem, with distinct improvements in recognition of the relevant concepts. More specifically, analogical comparison significantly improved student performance when the comparisons were invoked between worked synthesis examples. In contrast, similar comparisons between corresponding pairs of worked single-concept examples did not significantly improve performance. On a more complicated synthesis problem, self-explanation was significantly more effective than analogical comparison, potentially due to differences in how successfully students encoded the full structure of the worked examples. Finally, we find that the two techniques can be combined for additional benefit, with the trade-off of slightly more time-on-task.

[Medical students and psychiatry. A survey of students' opinion].

PubMed

Giberti, F; Corsini, G; Rovida, S

1994-06-01

In the last years research on the didactics of Psychiatry and opinions of medical students on Psychiatry has gained great interest. The authors think that this research could be useful for the improvement of didactics, for better understanding the meanings of professional choice, the identity of psychiatrist and their relationship with colleagues in other medical field. The goal of this research work was a preliminary survey of Genoese University Medical Student's opinions about psychiatry didactics, and choice of specialization. A questionnaire was submitted to all the students who passed Clinical Psychiatry examination in the period from November 1987 to December 1988. The students were divided in two randomized groups: the first group of students (224) was submitted to the questionnaire immediately after Clinical Psychiatry examination; while to the second group of students (66) the questionnaire was mailed. The aim of the questions was to assess the student's opinions on psychiatry, psychoanalysis, psychotherapy, the career they wanted to take up, and the difficulties of studying psychiatry: 69% of the students of the first group and 42% of the students of the second group answered the questionnaire. Female students answered that they preferred psychiatric specialization more than their male colleagues did, but the difference has no statistical importance. In most cases, the students who answered that they have taken into account psychiatry as a choice of specialisation, are more interested in medical specialties (primary care, etc.) than in surgical specialties. Most of the medical students declare some emotional troubles (anxiety, sleeplessness, problem in social relations).(ABSTRACT TRUNCATED AT 250 WORDS)

Reducing the Need for Guesswork in Multiple-Choice Tests

ERIC Educational Resources Information Center

Bush, Martin

2015-01-01

The humble multiple-choice test is very widely used within education at all levels, but its susceptibility to guesswork makes it a suboptimal assessment tool. The reliability of a multiple-choice test is partly governed by the number of items it contains; however, longer tests are more time consuming to take, and for some subject areas, it can be…

The Effects of Item Preview on Video-Based Multiple-Choice Listening Assessments

ERIC Educational Resources Information Center

Koyama, Dennis; Sun, Angela; Ockey, Gary J.

2016-01-01

Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the…

The Impact of Escape Alternative Position Change in Multiple-Choice Test on the Psychometric Properties of a Test and Its Items Parameters

ERIC Educational Resources Information Center

Hamadneh, Iyad Mohammed

2015-01-01

This study aimed at investigating the impact changing of escape alternative position in multiple-choice test on the psychometric properties of a test and it's items parameters (difficulty, discrimination & guessing), and estimation of examinee ability. To achieve the study objectives, a 4-alternative multiple choice type achievement test…

Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores

ERIC Educational Resources Information Center

Mayfield, Linda Riggs

2010-01-01

This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement…

Multiple-choice pretesting potentiates learning of related information.

PubMed

Little, Jeri L; Bjork, Elizabeth Ligon

2016-10-01

Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretests), focusing particularly on how pretesting influences the subsequent learning of information that is not itself pretested but that is related to the pretested information. In Experiment 1, we found that multiple-choice pretesting was better for the learning of such related information than was cued-recall pretesting or a pre-fact-study control condition. In Experiment 2, we found that the increased learning of non-pretested related information following multiple-choice testing could not be attributed to increased time allocated to that information during subsequent study. Last, in Experiment 3, we showed that the benefits of multiple-choice pretesting over cued-recall pretesting for the learning of related information persist over 48 hours, thus demonstrating the promise of multiple-choice pretesting to potentiate learning in educational contexts. A possible explanation for the observed benefits of multiple-choice pretesting for enhancing the effectiveness with which related nontested information is learned during subsequent study is discussed.

Exploring the Universe with TV Remotes: Cooperative Quizzes via the Classroom Performance System (CPS) in AY101

NASA Astrophysics Data System (ADS)

Byrd, G.; Coleman, S.; Werneth, C.

2003-12-01

Our AY101 course has large enrollments. There are the usual attendance problems with students putting off studying until just before major exams, with predictable consequences. We (myself, faculty, Werneth, grad student, and Coleman, undergrad) describe our experience with one strategy to actively involve students: cooperatively answering quiz questions. We tried a solution during our May 2002 Interim term. Classes of three hours/day over three weeks make mid-class breaks essential! Before breaks, we presented a short multiple choice, open book/note quiz answered after break. Quizzes could increase grades, e.g. A- to an A, without excessively diluting importance of closed-book major exams. Comparing Interim 2002 final exams to Interim 2001, the average was 80%, much better than the 2001 class's 57%. The 2002 students interacted with one another more. Attendance was over 90%. During a regular semester, handing out and taking up papers would take up much time during the more frequent and larger classes. It's more interesting if students vote for different answers together then revealing the correct answer. Toward these ends, I obtained a grant for a "Classroom Performance System," a computer receiver unit, 128 ``TV remote" response pads and software for creating quizzes. Spring 2003, three teachers tried out the system in a trial fashion. To compare, we used the system during Interim 2003. Ease of giving quizzes and grading permitted a shorter 5 question quiz during break with another at class end totaling of 27 quizzes (almost one/day for a regular semester's Tuesday/Thursday class). Improvement was maintained with a slight 3 % increase. We used the CPS for events such as the recent Mars close approach. Kids of all ages like to check their understanding with a few questions. We created a web site where the students can interactively review questions and other materials, http://ay101.garnetsigma.com/index.html

An online spaced-education game for global continuing medical education: a randomized trial.

PubMed

Kerfoot, B Price; Baker, Harley

2012-07-01

To assess the efficacy of a "spaced-education" game as a method of continuing medical education (CME) among physicians across the globe. The efficacy of educational games for the CME has yet to be established. We created a novel online educational game by incorporating game mechanics into "spaced education" (SE), an evidence-based method of online CME. This 34-week randomized trial enrolled practicing urologists across the globe. The SE game consisted of 40 validated multiple-choice questions and explanations on urology clinical guidelines. Enrollees were randomized to 2 cohorts: cohort A physicians were sent 2 questions via an automated e-mail system every 2 days, and cohort B physicians were sent 4 questions every 4 days. Adaptive game mechanics re-sent the questions in 12 or 24 days if answered incorrectly and correctly, respectively. Questions expired if not answered on time (appointment dynamic). Physicians retired questions by answering each correctly twice-in-a-row (progression dynamic). Competition was fostered by posting relative performance among physicians. Main outcome measures were baseline scores (percentage of questions answered correctly upon initial presentation) and completion scores (percentage of questions retired). A total of 1470 physicians from 63 countries enrolled. Median baseline score was 48% (interquartile range [IQR] 17) and, in multivariate analyses, was found to vary significantly by region (Cohen dmax = 0.31, P = 0.001) and age (dmax = 0.41, P < 0.001). Median completion score was 98% (IQR 25) and varied significantly by age (dmax = 0.21, P < 0.001) and American Board of Urology certification (d = 0.10, P = 0.033) but not by region (multivariate analyses). Question clustering reduced physicians' performance (d = 0.43, P < 0.001). Seventy-six percent of enrollees (1111/1470) requested to participate in future SE games. An online SE game can substantially improve guidelines knowledge and is a well-accepted method of global CME delivery.

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses.

PubMed

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-10-24

Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods. In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0-14), and a statement regarding the certainty of each answer (score 0-3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD). 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77). The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses

PubMed Central

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-01-01

Introduction Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods. Methods In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0–14), and a statement regarding the certainty of each answer (score 0–3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD). Results 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77). Conclusions The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching. PMID:25344483

Negatively-Marked MCQ Assessments That Reward Partial Knowledge Do Not Introduce Gender Bias Yet Increase Student Performance and Satisfaction and Reduce Anxiety

PubMed Central

Bond, A. Elizabeth; Bodger, Owen; Skibinski, David O. F.; Jones, D. Hugh; Restall, Colin J.; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The ‘Single Answer’ (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge. PMID:23437081

Regulation of Memory Accuracy with Multiple Answers: The Plurality Option

ERIC Educational Resources Information Center

Luna, Karlos; Higham, Philip A.; Martin-Luengo, Beatriz

2011-01-01

We report two experiments that investigated the regulation of memory accuracy with a new regulatory mechanism: the plurality option. This mechanism is closely related to the grain-size option but involves control over the number of alternatives contained in an answer rather than the quantitative boundaries of a single answer. Participants were…

Look Again: A Response to "Another Look."

ERIC Educational Resources Information Center

Fraenkel, Jack R.

1991-01-01

Answers criticism directed at utilitarianism. Argues that the philosophy evaluates choices by identifying the factors that should be considered in weighing the morality of an act. Suggests that the distributive principle of impartiality means everyone's pleasure should count equally. (DK)

Perceived Risk.

ERIC Educational Resources Information Center

Ost, David H.

1995-01-01

Perceived risk is a function of information, knowledge, values, and perception. This exercise is designed to illustrate that in many situations there is no correct answer, only best-alternative choices. The exercise has five parts in which students work in groups of five. (LZ)

High Blood Pressure and Cold Remedies: Which Are Safe?

MedlinePlus

... counter cold remedies safe for people who have high blood pressure? Answers from Sheldon G. Sheps, M.D. Over- ... remedies aren't off-limits if you have high blood pressure, but it's important to make careful choices. Among ...

Examining consumer behavior and travel choices.

DOT National Transportation Integrated Search

2013-02-01

This study represents a first attempt to answer a few of the questions that have arisen concerning multimodal transportation investments and the : impacts of mode shifts on the business community. This research aims to merge the long history of schol...

How do early career health sciences information professionals gain competencies?

PubMed

Myers, Bethany A; Rodriguez, Bredny

2016-07-01

The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of educational and professional development opportunities for prospective or early career health information professionals.

An analysis of 1986 drug procurement practices in hospitals within the United States.

PubMed

Smolarek, R T; Powell, M F; Solomon, D K; Boike, S C

1989-09-01

The purpose of this study was to statistically answer a set of predefined objectives concerning pharmaceutical procurement. The key indicators were assumed to be cost per patient day and turnover rate. Of the 5,911 surveys mailed, 709 surveys were returned for a 12% response rate. The following statements were based on attempts to answer the six predetermined objectives. Pharmaceutical purchasing is controlled by pharmacy departments to the extent that comparisons to pharmaceutical purchasing by materials management departments was not possible. Prime vendor purchasing is the procurement method of choice. Competitive bidding through a group process is so popular that a valid comparison to nongroup bidding could not be accomplished with the results of this survey. Certain variables of group purchasing such as group age, contract adherence, and volume commitment, do not appear to be correlated to purchasing outcomes in this study. When comparing government to private hospitals, the private sector seems to have an advantage in managing turnover rates. Cost per patient day results were less conclusive. As single and multiple hospital systems were compared for purchasing outcomes, the results were not totally conclusive. Although, multiple hospital systems had a significantly higher turnover rate. Finally, a comparison based on the use, or lack of use, of prime vendor arrangements demonstrated interesting results. The duration of contract did not significantly affect the purchasing outcomes. Other hospital variables such as size, type, ownership, and organization, demonstrated notable trends. The importance of examining hospitals based on case mix and mission seems to be most important. Also, the ability to relate purchasing outcomes with formulary management strategies needs further study before conclusive statements can be adopted.

Relevance of individual participant data meta-analysis for studies in obstetrics: delivery versus expectant monitoring for hypertensive disorders of pregnancy.

PubMed

Broekhuijsen, Kim; Bernardes, Thomas; van Baaren, Gert-Jan; Tajik, Parvin; Novikova, Natalia; Thangaratinam, Shakila; Boers, Kim; Koopmans, Corine M; Wallace, Kedra; Shennan, Andrew H; Langenveld, Josje; Groen, Henk; van den Berg, Paul P; Mol, Ben Willem J; Franssen, Maureen T M

2015-08-01

Like many other research subjects in obstetrics, research on immediate delivery versus expectant monitoring for women with hypertensive disorders of pregnancy faces certain challenges when it comes to interpretation and generalisation of the results; relatively rare outcomes are studied, in a clinically heterogeneous population, while the clinical practice in some countries has dictated that studies in term pregnancy were completed before earlier gestational ages could be studied. This has resulted in multiple smaller studies, some studying surrogate outcome measures, with different in- and exclusion criteria, and without enough power for reliable subgroup analyses. All this complicates the generation of definitive answers and implementation of the results into clinical practice. Performing multiple studies and subsequently pooling their results in a meta-analysis can be a way to overcome the difficulties of studying relatively rare outcomes and subgroups with enough power, as well as a solution to reach a final answer on questions involving an uncertain and possibly harmful intervention. However, in the case of the current studies on delivery versus expectant monitoring in women with hypertensive disorders of pregnancy, differences regarding eligibility criteria, outcome measures and subgroup definitions make it difficult to pool their results in an aggregate meta-analysis. Individual patient data meta-analysis (IPDMA) has the potential to overcome these challenges, because it allows for flexibility regarding the choice of endpoints and standardisation of inclusion and exclusion criteria across studies. In addition, it has more statistical power for informative subgroup analyses. We therefore propose an IPDMA on immediate delivery versus expectant monitoring for hypertensive disorders of pregnancy, and advocate the use of IPDMA for research questions in obstetrics that face similar challenges. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

What Is the Correct Answer about The Dress' Colors? Investigating the Relation between Optimism, Previous Experience, and Answerability.

PubMed

Karlsson, Bodil S A; Allwood, Carl Martin

2016-01-01

The Dress photograph, first displayed on the internet in 2015, revealed stunning individual differences in color perception. The aim of this study was to investigate if lay-persons believed that the question about The Dress colors was answerable. Past research has found that optimism is related to judgments of how answerable knowledge questions with controversial answers are (Karlsson et al., 2016). Furthermore, familiarity with a question can create a feeling of knowing the answer (Reder and Ritter, 1992). Building on these findings, 186 participants saw the photo of The Dress and were asked about the correct answer to the question about The Dress' colors (" blue and black," "white and gold," "other, namely…," or "there is no correct answer" ). Choice of the alternative "there is no correct answer" was interpreted as believing the question was not answerable. This answer was chosen more often by optimists and by people who reported they had not seen The Dress before. We also found that among participants who had seen The Dress photo before, 19%, perceived The Dress as "white and gold" but believed that the correct answer was "blue and black ." This, in analogy to previous findings about non-believed memories (Scoboria and Pascal, 2016), shows that people sometimes do not believe the colors they have perceived are correct. Our results suggest that individual differences related to optimism and previous experience may contribute to if the judgment of the individual perception of a photograph is enough to serve as a decision basis for valid conclusions about colors. Further research about color judgments under ambiguous circumstances could benefit from separating individual perceptual experience from beliefs about the correct answer to the color question. Including the option "there is no correct answer " may also be beneficial.

Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing

ERIC Educational Resources Information Center

Campbell, Mark L.

2015-01-01

Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of…

Assessing the Validity of Multiple-Choice Questions in Measuring Fourth Graders' Ability to Interpret Graphs about Motion and Temperature

ERIC Educational Resources Information Center

Dulger, Mehmet; Deniz, Hasan

2017-01-01

The purpose of this paper is to assess the validity of multiple-choice questions in measuring fourth grade students' ability to interpret graphs related to physical science topics such as motion and temperature. We administered a test including 6 multiple-choice questions to 28 fourth grade students. Students were asked to explain their thinking…

Looking Closer at the Effects of Framing on Risky Choice: An Item Response Theory Analysis.

PubMed

Sickar; Highhouse

1998-07-01

Item response theory (IRT) methodology allowed an in-depth examination of several issues that would be difficult to explore using traditional methodology. IRT models were estimated for 4 risky-choice items, answered by students under either a gain or loss frame. Results supported the typical framing finding of risk-aversion for gains and risk-seeking for losses but also suggested that a latent construct we label preference for risk was influential in predicting risky choice. Also, the Asian Disease item, most often used in framing research, was found to have anomalous statistical properties when compared to other framing items. Copyright 1998 Academic Press.

The students' reasons to choose a nursing degree program: an Italian exploratory study.

PubMed

Arrigoni, C; Micheletti, P; Grugnetti, A M; Ferrari, P; Borrelli, P; Montomoli, C; Pelissero, G

2014-01-01

From the international literature very interesting cues emerge about students' motivations to choose a Nursing Degree Program. Unfortunately, this phenomenon is largely unexplored in Italy. An observational study was conducted at the University of Pavia, with the aim to investigate the reasons underpinning the students' choice to enter a Nursing Degree Program. A semi-structured, self-administrated questionnaire was used for this single-center cross-sectional study. The questionnaire was aimed to investigate the reasons underpinning the students' choice to enter a Nursing Degree Program, using both open-ended and close-ended multiple choice questions. Descriptive statistics have been used to describe collected data. Open-ended response analysis was conducted through an exploratory and qualitative analysis of language. Response rate was 71% (196/275). Our study results highlighted a variety of reasons that encourage students to begin a Nursing Degree Program: the feeling of usefulness (80%), the desire to help and to care people (78%), the interest in the sciences (71%), the compassion to the suffering people (66%). We also identified 4 categories that describe which characteristics a nurse should have according to the students' point of view: expertise; personal characteristics; to experience the professional life as a social function and to have interest in the health field. Students' answers indicate that often the choice to enter a Nursing Degree Program is not supported by clear ideas and strong motivations. We consider it crucial to provide a realistic image of the nursing role and opportunities for career development, so that students can have the right elements to make a conscious choice. There is a need for more qualitative research to explore the reasons why students choose the Nursing Degree Program; moreover, to identify, from the beginning of the course, those students who are in crisis of motivation, in order to adopt support strategies that could enable them to successfully achieve academic career.

Administrative support of novice science teachers: A multiple case study

NASA Astrophysics Data System (ADS)

Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional practice. Administrators whom the novice science teachers perceived as supportive visited the classroom for observations, answered questions posed by the new teachers, and engaged the novice science teachers in conversation. The study offered 6 recommendations for administrators to enhance the development of novice science teachers at their school sites for the retention of those teachers in order to increase student engagement within the classroom setting, leading to higher student achievement.

Development and evaluation of clicker methodology for introductory physics courses

NASA Astrophysics Data System (ADS)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments. Finally, we discovered that students need to have full access to the question sequences after lectures to reap the maximum benefit. Chapter 1 provides an introduction to our research. Chapter 2 provides a literature review relevant for our research. Chapter 3 discusses the creation of the clicker question sequences. Chapter 4 provides a picture of the validation process involving both physics experts and the introductory physics students. Chapter 5 describes how the sequences have been used with clickers in lectures. Chapter 6 provides the evaluation of the effectiveness of the clicker methodology. Chapter 7 contains a brief summary of research results and conclusions.

Immediate Feedback Assessment Technique in a Chemistry Classroom

NASA Astrophysics Data System (ADS)

Taylor, Kate R.

The Immediate Feedback Assessment Technique, or IFAT, is a new testing system that turns a student's traditional multiple-choice testing into a chance for hands-on learning; and provides teachers with an opportunity to obtain more information about a student's knowledge during testing. In the current study we wanted to know if: When students are given the second-chance afforded by the IFAT system, are they guessing or using prior knowledge when making their second chance choice. Additionally, while there has been some adaptation of this testing system in non-science disciplines, we wanted to study if the IFAT-system would be well- received among faculty in the sciences, more specifically chemistry faculty. By comparing the students rate of success on second-chance afforded by the IFAT-system versus the statistical likelihood of guessing correctly, statistical analysis was used to determine if we observed enough students earning the second-chance points to reject the likelihood that students were randomly guessing. Our data analysis revealed that is statistically highly unlikely that students were only guessing when the IFAT system was utilized. (It is important to note that while we can find that students are getting the answer correct at a much higher rate than random guessing we can never truly know if every student is using thought or not.).

Individual determinants of fish choosing in open-air street markets from Santo André, SP/Brazil.

PubMed

Vasconcellos, Juliana Parreira; Vasconcellos, Silvio Arruda; Pinheiro, Sonia Regina; de Oliveira, Thaís Helena Nishikata; Ribeiro, Naassom Almeida Souza; Martins, Cassia Neves; Porfírio, Bruno Augusti; Sanches, Sandra Abelardo; de Souza, Orlando Bispo; Telles, Evelise Oliveira; Balian, Simone de Carvalho

2013-09-01

The objective of this study was to identify the determinants of fish consumption in the population that attends open-air street markets in the city of Santo André, SP, Brazil.We performed a survey, covering approximately 482 people in 49 street markets.It consisted of free-answer questions, half open choice and half multiple-choice options, for the identification and evaluation of socioeconomic factors that facilitate and hinder fish consumption.A descriptive analysis of the data and further tests were used to determine the association between variables and linearity with consumption, with a significance level of 5%. The most commonly cited types of fish consumed were hake, sardine and dogfish. The factors that facilitate the purchase and consumption of fish are listed as follows: a preference for purchasing fish at street markets, appearance, firmness, fresh presentation, frozen presentation, as well as the respondent's education and individual monthly income. Limiting factors were identified as the price and the presence of spines. Perishability, odour, ethnicity, proximity to points of sale of residence and work, gender, age, number of people in the household, presence of children and acquisition supermarket were not characteristics that influenced decisions about fish consumption. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mother’s freedom of choice and the rights of an unborn child: a comparison between the views of freshmen and senior medical school students

PubMed Central

Motoki, Marcelo Shigueo Yosikawa; Cabar, Fabio Roberto; Francisco, Rossana Pulcineli Vieira

2016-01-01

OBJECTIVES: To compare the views of freshman students with senior students of the Faculty of Medicine- University of São Paulo concerning the respect for the mother’s freedom of choice, the need to protect the unborn child, the proportionality between the mother’s freedom of choice and the protection of the unborn child, and issues related to legal abortion. To determine whether the medical knowledge acquired throughout the academic years can influence the views of medical students on these issues. METHODS: First- and sixth-year students of the Faculty of Medicine – University of São Paulo answered a questionnaire; the inclusion criteria were as follows: a first- or sixth-year student of the medical school and a signature on the free informed consent form. To compare the proportions, a chi-square or Fisher’s exact test was used. The significance level was set to 5%. RESULTS: Regarding the mother’s freedom of choice, in the case when a pregnant woman undergoes a cesarean section by means of a court order despite her intention to not have a cesarean, 55.7% of the first-year students have answered that the mother’s choice should be respected. Among the sixth-year students, only 28.9% believe that the mother’s intention should be considered (p<0.0001). With reference to the mother’s choice in connection with antiretroviral medication, 38.1% of the first-year students agreed that the mother’s intention should be respected, whereas 33% of sixth-year students believed that the mother’s intention should be respected (p=0.453). CONCLUSION: There was a tendency to consider the unborn child’s rights over the mother’s choice as students spent more time in medical school. PMID:27759844

Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

PubMed

Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

2011-06-01

It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.

Oral health knowledge deficit: A barrier for seeking periodontal therapy? A pilot study

PubMed Central

Hosadurga, Rajesh; Boloor, Vinita; Kashyap, Rajesh

2015-01-01

Context: In developing countries many chronic conditions including periodontitis are on the rise. Oral health attitudes and beliefs are important factors affecting oral health behavior. Aims: The aim of this pilot study was to assess the existing knowledge about periodontal disease and its impact on treatment seeking behavior in a group of population visiting the out-patient Department of Periodontics, Yenepoya Dental College, India. This study also attempted to identify deficit in the knowledge if present. Settings and Design: This is a written questionnaire based pilot study. 143 subjects (89 male and 54 female) agreed to participate in the study. Simple random sampling was used for recruitment. Subjects and Methods: A written questionnaire consisting of 18 questions was given to the patients. Only one correct answer was present and the score given was + 1. The knowledge of the subjects was reflected by their ability to select a correct answer from the number of distractors (multiple choices, prespecified answers). Statistical Analysis Used: SPSS software version 15.0 is used for all statistical analysis. The Chi-square test was employed to assess the passive knowledge of the participants in relation to their age. Results: We found a deficit in the knowledge in all the topics investigated. No consistent relationship between age and gender was found. Female respondents had better knowledge about oral hygiene compared to males. Conclusion: We made an attempt to assess the knowledge of periodontitis among the participants of this study. Knowledge deficit was found in the population surveyed. This knowledge deficit could be one of the reasons why patients do not seek periodontal treatment routinely unless there are acute symptoms. There is urgent need to educate the patients about the periodontal disease, the need for the treatment of periodontitis and advanced treatment modalities available. PMID:26644723

Evaluation of a 3D serious game for advanced life support retraining.

PubMed

Buttussi, Fabio; Pellis, Tommaso; Cabas Vidani, Alberto; Pausler, Daniele; Carchietti, Elio; Chittaro, Luca

2013-09-01

Advanced life support (ALS) knowledge and skills decrease in as little as three months, but only a few ALS providers actually attend retraining courses. We assess the effectiveness of a 3D serious game as a new tool for frequent ALS retraining. We developed a 3D serious game for scenario-based ALS retraining. The serious game, called EMSAVE, was designed to promote self-correction while playing. We organized a retraining course in which 40 ALS providers played two cardiac arrest scenarios with EMSAVE and took a test with 38 multiple-choice questions before and after playing. We administered the same test again 3 months later to evaluate retention. Participants also rated EMSAVE and the overall retraining experience. After using EMSAVE, the number of correct answers per participant increased by 4.8 (95%CI +3.4, +6.2, p<0.001) and all but one participant improved. After 3 months, despite an expected decrease in ALS knowledge and skills (-1.9 correct answers, 95%CI -0.6, -3.3, p<0.01), there was a significant retention benefit (+2.9 correct answers per participant, 95%CI +1.5, +4.2, p<0.001). Moreover, all but one participant regarded EMSAVE as a valuable tool to refresh ALS knowledge and skills, and 85% of participants were also willing to devote 1h/month to retrain with the serious game. A 3D serious game for scenario-based retraining proved effective to retrain in ALS and supported retention of acquired knowledge and skills at 3 months. EMSAVE also positively engaged and motivated participants. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

[The relationships between the general practitioner and the oncological radiotherapist. A preliminary study by telephone interviews].

PubMed

Baio, A; Cavallini Francolini, D; Corbella, F; De Vecchi, P; Ragone, L; Tinelli, C; Franchini, P

1999-11-01

We addressed the issue of the relationship between the general practitioner (GP) and the radiotherapist to improve the quality of care of cancer patients. The study consisted in evaluating medical requests and phone interviews, with a questionnaire with yes/no and multiple choice answers to the following 5 questions: 1) Do you think a cancer diagnosis is always a hopeless death sentence? 2) Is it professionally rewarding to cure a cancer patient? 3) Are you satisfied with your relationship, as a general practitioner, with oncologic reference centers? 4) Is it more wearing for a general practitioner to manage a cancer than a noncancer patient? 5) Would you answer a questionnaire about the relationship between the general practitioner, the cancer patient and the oncologist? We evaluated 1590 medical requests and made 401 phone interviews; 255 colleagues (70%) answered the questionnaire. Medical requests were correctly and completely formulated by GPs in 45% of cases. A cancer diagnosis was not considered a hopeless death sentence in 90.9% of cases and 76% of GPs considered it professionally rewarding to cure a cancer patient. 75.6% of GPs considered it more wearing to manage a cancer than a noncancer patient, and female GPs felt this more strongly than their male counterparts. Irrespective of gender, GPs over 50 years of age tend to consider cancer a hopeless and fatal disease. The relationship with oncologic centers was considered satisfactory in 86.2% of cases. However, since cancer patients need greater medical care, GPs would like a closer cooperation with oncologists. The great interest GPs took in this study encourages further investigation through a more in depth questionnaire designed with the help of GPs themselves and interested statisticians.

Using functional neuroimaging combined with a think-aloud protocol to explore clinical reasoning expertise in internal medicine.

PubMed

Durning, Steven J; Graner, John; Artino, Anthony R; Pangaro, Louis N; Beckman, Thomas; Holmboe, Eric; Oakes, Terrance; Roy, Michael; Riedy, Gerard; Capaldi, Vincent; Walter, Robert; van der Vleuten, Cees; Schuwirth, Lambert

2012-09-01

Clinical reasoning is essential to medical practice, but because it entails internal mental processes, it is difficult to assess. Functional magnetic resonance imaging (fMRI) and think-aloud protocols may improve understanding of clinical reasoning as these methods can more directly assess these processes. The objective of our study was to use a combination of fMRI and think-aloud procedures to examine fMRI correlates of a leading theoretical model in clinical reasoning based on experimental findings to date: analytic (i.e., actively comparing and contrasting diagnostic entities) and nonanalytic (i.e., pattern recognition) reasoning. We hypothesized that there would be functional neuroimaging differences between analytic and nonanalytic reasoning theory. 17 board-certified experts in internal medicine answered and reflected on validated U.S. Medical Licensing Exam and American Board of Internal Medicine multiple-choice questions (easy and difficult) during an fMRI scan. This procedure was followed by completion of a formal think-aloud procedure. fMRI findings provide some support for the presence of analytic and nonanalytic reasoning systems. Statistically significant activation of prefrontal cortex distinguished answering incorrectly versus correctly (p < 0.01), whereas activation of precuneus and midtemporal gyrus distinguished not guessing from guessing (p < 0.01). We found limited fMRI evidence to support analytic and nonanalytic reasoning theory, as our results indicate functional differences with correct vs. incorrect answers and guessing vs. not guessing. However, our findings did not suggest one consistent fMRI activation pattern of internal medicine expertise. This model of employing fMRI correlates offers opportunities to enhance our understanding of theory, as well as improve our teaching and assessment of clinical reasoning, a key outcome of medical education.

A survey on patients' knowledge and expectations during informed consent for spinal surgery: can we improve the shared decision-making process?

PubMed

Weckbach, Sebastian; Kocak, Tugrul; Reichel, Heiko; Lattig, Friederike

2016-01-01

The informed medical consent in surgery requires to some point basic medical knowledge. The treating physicians while explaining the details and risks of the recommended procedure often imply this. We hypothesized, that patients do not have adequate medical understanding to decide about the ongoing therapy and its potential complications based on knowledge jeopardizing the patients' safety. We conducted a retrospective analysis of a prospective database using a multiple choice questionnaire with 10 basic questions about anatomy, clinical symptoms and therapies of spinal diseases in our spine clinic at a German university hospital. Included were all patients at the spine clinic who agreed to the study and to fill in the questionnaire. Furthermore the patients age, mother tongue, the past spinal surgical history, the length of duration of symptoms and the patients education were inquired. The data were analyzed descriptive. Included were 248 patients with an average age of 59 years (16-88 a). 70 % of all patients used German as their mother tongue. 30 % of the included patients already had spinal surgery and suffered on average for 13.4 years because of their spinal disorder. Overall 32.6 % of all questions were answered correctly (range 0.8-68 %). A correlation of correctly answered questions and the patients' age, duration of symptoms, mother tongue, education and past surgical history could not be described. The percentage of correctly answered questions is almost as low as the likelihood of nearness in guessing. Having this in mind the patients do not choose any treatment option based on knowledge. The physicians need to provide more basic knowledge to the patients. This would increase the amount of successful therapies, content patients and the patients safety.

The effectiveness of a community-based breast cancer education intervention in the New York State Capital Region.

PubMed

Zeinomar, Nur; Moslehi, Roxana

2013-09-01

We determined the effectiveness of a community-based breast cancer education intervention among understudied populations in the New York State (NYS) Capital Region by assessing and comparing baseline and post-education breast cancer knowledge. Participants included 417 students recruited from five colleges/universities and 67 women from four community group organizations. Baseline and post-education knowledge was assessed via self-administered mostly multiple-choice questionnaires. An open-ended question soliciting opinions about public health prevention strategies against breast cancer was included on college/university students' questionnaires. Effectiveness of education intervention was estimated through a paired t test. Stratified analysis was done using demographic and descriptive variables. Answers to the open-ended questions were analyzed qualitatively. The mean percentage of correct answers increased from 39.9% at baseline to 80.8% post-education (P < 0.0001) among college/university students and from 43.5% to 77.8% (P < 0.0001) among community group members. Effectiveness remained statistically significant in all stratified analyses with similarly high percentage of correct answers achieved post-education irrespective of knowledge level at baseline. Stratified analysis also revealed similar patterns of improvement in overall knowledge and narrowing of the gap in post-education knowledge. Primary prevention emerged as the dominant theme post-education in students' responses to the open-ended question, signifying the effectiveness of our education in raising awareness about modifiable risk factors and inspiring proactive thinking about public health prevention strategies. This community-based education intervention was effective in increasing breast cancer knowledge among demographically diverse groups with low levels of baseline knowledge in the NYS Capital Region. Our findings provide leads for future public health prevention strategies.

PubMed Central

Marotta, C.; Ventura, G.; Casuccio, N.; Dieli, F.; D'Angelo, C.; Restivo, V.; Costantino, C.; Vitale, F.; Casuccio, A.

2017-01-01

Summary Introduction. Vaccination coverages threaten to decrease because of false beliefs in their unsafety and inefficacy. Therefore formation of future health-care workers on this topic is fundamental to deal with any doubt and to promote active immunization among general population. Methods. In order to assess health-care students' knowledge about vaccination before an integrated seminar on this topic, and to evaluate their improvement after the educational intervention, an integrated educational intervention was held by a multidisciplinary team. Before and after the seminar, 118 students of medicine and biology schools at Palermo University were asked to answer 10 multiple-choice questions regarding vaccine history, mechanism of action, side effects, composition, use and nowadays issues (hesitancy). Two more questions investigating possible changes on students' attitudes towards vaccination and the usefulness of the formative intervention, were added at the post-test phase of the survey. Results. Eighty-one out of 118 students (68.6%) answered to both pre- and post-test questions. 97.6% and 81.5% of the participating group also completed the two additional questions about their improvement in knowledge (question 11) and attitudes (question 12) towards vaccinations. The post-test results showed a significant improvement for all questions administered, except for number 3 (about a specific immunological content), with an overall percentage of correct answers increasing from 38.8% to 77.6% (p©< 0.001). Conclusions. The present explorative study put the basis for future studies, stronger in the methodology, and highlights the importance of educating health-care professions students by integrated extra-curricular intervention to be held early in their degree curricula and in order to improve knowledge and attitudes towards vaccinations and to prepare them to promote vaccines among the general population. PMID:28900348

Is the NIHSS Certification Process Too Lenient?

PubMed Central

Hills, Nancy K.; Josephson, S. Andrew; Lyden, Patrick D.; Johnston, S. Claiborne

2009-01-01

Background and Purpose The National Institutes of Health Stroke Scale (NIHSS) is a widely used measure of neurological function in clinical trials and patient assessment; inter-rater scoring variability could impact communications and trial power. The manner in which the rater certification test is scored yields multiple correct answers that have changed over time. We examined the range of possible total NIHSS scores from answers given in certification tests by over 7,000 individual raters who were certified. Methods We analyzed the results of all raters who completed one of two standard multiple-patient videotaped certification examinations between 1998 and 2004. The range for the correct score, calculated using NIHSS ‘correct answers’, was determined for each patient. The distribution of scores derived from those who passed the certification test then was examined. Results A total of 6,268 raters scored 5 patients on Test 1; 1,240 scored 6 patients on Test 2. Using a National Stroke Association (NSA) answer key, we found that correct total scores ranged from 2 correct scores to as many as 12 different correct total scores. Among raters who achieved a passing score and were therefore qualified to administer the NIHSS, score distributions were even wider, with 1 certification patient receiving 18 different correct total scores. Conclusions Allowing multiple acceptable answers for questions on the NIHSS certification test introduces scoring variability. It seems reasonable to assume that the wider the range of acceptable answers in the certification test, the greater the variability in the performance of the test in trials and clinical practice by certified examiners. Greater consistency may be achieved by deriving a set of ‘best’ answers through expert consensus on all questions where this is possible, then teaching raters how to derive these answers using a required interactive training module. PMID:19295205

Developing an Array Binary Code Assessment Rubric for Multiple- Choice Questions Using Item Arrays and Binary-Coded Responses

ERIC Educational Resources Information Center

Haro, Elizabeth K.; Haro, Luis S.

2014-01-01

The multiple-choice question (MCQ) is the foundation of knowledge assessment in K-12, higher education, and standardized entrance exams (including the GRE, MCAT, and DAT). However, standard MCQ exams are limited with respect to the types of questions that can be asked when there are only five choices. MCQs offering additional choices more…

Science choices and preferences of middle and secondary school students in Utah

NASA Astrophysics Data System (ADS)

Baird, J. Hugh; Lazarowitz, Reuven; Allman, Verl

This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

Social choice for one: On the rationality of intertemporal decisions.

PubMed

Paglieri, Fabio

2016-06-01

When faced with an intertemporal choice between a smaller short-term reward and a larger long-term prize, is opting for the latter always indicative of delay tolerance? And is delay tolerance always to be regarded as a manifestation of self-control, and thus as a rational solution to intertemporal dilemmas? I argue in favor of a negative answer to both questions, based on evidence collected in the delay discounting literature. This highlights the need for a nuanced understanding of rationality in intertemporal choice, to capture also situations in which waiting is not the optimal strategy. This paper suggests that such an understanding is fostered by adopting social choice theory as a promising framework to model intertemporal decision making. Some preliminary results of this approach are discussed, and its potential is compared with a much more studied formal model for intertemporal choice, i.e. game theory. Copyright © 2016 Elsevier B.V. All rights reserved.

Refusing The Choice: Balancing Life and Work

NASA Astrophysics Data System (ADS)

Brooks, J.

2012-12-01

The Choice The intellect of man is forced to choose perfection of the life, or of the work, And if it take the second must refuse A heavenly mansion, raging in the dark. When all that story's finished, what's the news? In luck or out the toil has left its mark: That old perplexity an empty purse, Or the day's vanity, the night's remorse. William Butler Yeats William Yeats put forward The Choice that I feel too many scientists feel they must make. Too often, many choose to leave science. How do we refuse this choice and find balance between life and our careers? While I don't know the answer, I will share choices that have lead to not perfection but satisfaction in science careers and lives. The role of mentors, supportive spouses, the luck of the job, and flexibility in research directions have all contributed to being able to refuse to choose.

Patients' misunderstanding of common orthopaedic terminology: the need for clarity

PubMed Central

Bagley, CHM; Hunter, AR; Bacarese-Hamilton, IA

2011-01-01

INTRODUCTION Patients' understanding of their medical problems is essential to allow them to make competent decisions, comply with treatment and enable recovery. We investigated Patients' understanding of orthopaedic terms to identify those words surgeons should make the most effort to explain. METHODS This questionnaire-based study recruited patients attending the orthopaedic clinics. Qualitative and quantitative data were collected using free text boxes for the Patients' written definitions and multiple choice questions (MCQs). RESULTS A total of 133 patients took part. Of these, 74% identified English as their first language. ‘Broken bone’ was correctly defined by 71% of respondents whereas ‘fractured bone’ was only correctly defined by 33%. ‘Sprain’ was correctly defined by 17% of respondents, with 29% being almost correct, 25% wrong and 29% unsure. In the MCQs, 51% of respondents answered correctly for ‘fracture’, 55% for ‘arthroscopy’, 46% for ‘meniscus’, 35% for ‘tendon’ and 23% for ‘ligament’. ‘Sprained’ caused confusion, with only 11% of patients answering correctly. Speaking English as a second language was a significant predictive factor for patients who had difficulty with definitions. There was no significant variation among different age groups. CONCLUSIONS Care should be taken by surgeons when using basic and common orthopaedic terminology in order to avoid misunderstanding. Educating patients in clinic is a routine part of practice. PMID:21943466

Science ethics education part II: changes in attitude toward scientific fraud among medical researchers after a short course in science ethics.

PubMed

Vuckovic-Dekic, L; Gavrilovic, D; Kezic, I; Bogdanovic, G; Brkic, S

2012-01-01

To determine the impact of the short science ethics courses on the knowledge of basic principles of responsible conduct of research (RCR), and on the attitude toward scientific fraud among young biomedical researchers. A total of 361 attendees of the course on science ethics answered a specially designed anonymous multiple- choice questionnaire before and after a one-day course in science ethics. The educational course consisted of 10 lectures: 1) Good scientific practice - basic principles; 2) Publication ethics; 3) Scientific fraud - fabrication, falsification, plagiarism; 4) Conflict of interests; 5) Underpublishing; 6) Mentorship; 7) Authorship; 8) Coauthorship; 9) False authorship; 10) Good scientific practice - ethical codex of science. In comparison to their answers before the course, a significantly higher (p<0.001) number of students qualified their knowledge of science ethics as sufficient after the course was completed. That the wrongdoers deserve severe punishment for all types of scientific fraud, including false authorship, thought significantly (p<0.001) more attendees than before the course, while notably fewer attendees (p<0.001) would give or accept undeserved authorship Even a short course in science ethics had a great impact on the attendees, enlarging their knowledge of responsible conduct of research and changing their previous, somewhat opportunistic, behavior regarding the reluctance to react publicly and punish the wrongdoers.

Determinants of burn first aid knowledge: Cross-sectional study.

PubMed

Wallace, Hilary J; O'Neill, Tomas B; Wood, Fiona M; Edgar, Dale W; Rea, Suzanne M

2013-09-01

This study investigated demographic factors, experience of burn/care and first aid course attendance as factors influencing burn first aid knowledge. A cross-sectional study was undertaken using convenience sampling of members of sporting and recreation clubs. The main outcome measure was the proportion of correct responses to multiple-choice questions relating to four burn scenarios: (1) scald, (2) contact burn, (3) ignited clothing, and (4) chemical burn. A total of 2602 responses were obtained. Large gaps (30-50% incorrect answers) were identified in burn first aid knowledge across all scenarios. 15% more individuals gave correct answers if they had attended a first aid course compared to those who had not (p<0.0001); this proportion increased if the course was undertaken within the previous five years (p<0.0001) or contained a burns-specific component (p<0.0001). Males and younger (≤25 years) and older (≥65 years) age-groups had relatively lower levels of burn first aid knowledge. Gender and age were significant predictors of first aid course attendance, with males and younger (≤25 years) and older (≥65 years) age-groups less likely to have attended a first aid course. In this sample, first aid training undertaken within the last 5 years with a specific burns component was associated with enhanced burn first aid knowledge. Copyright © 2013 Elsevier Ltd and ISBI. All rights reserved.

Choosing engineering: Can I succeed and do I want to? A qualitative analysis framed in expectancy-value theory

NASA Astrophysics Data System (ADS)

Matusovich, Holly Marie

Recently published reports call for an increase in the number of engineering graduates and suggest appropriate characteristics that these graduates should embody. Accomplishing either objective requires first understanding why students choose to pursue engineering degrees. This research started addressing this knowledge gap using Eccles' expectancy-value model to qualitatively and longitudinally examine undergraduate student's choices to enroll and persist in engineering majors. Specifically, this study focused on identity within Eccles' model to answer the question: How do students' beliefs about being engineers in the future shape their choices to pursue engineering? Framed in Eccles' model, students' choices to pursue engineering majors are based on beliefs about their engineering-related competence and how much they value succeeding in an engineering major. Eccles posits that identity shapes both competence and value beliefs. This study defined identity as students' self-perceptions as future engineers then examined the roles these self-perceptions in shaping their choices to pursue engineering degrees. Gee's conception of four-interrelated aspects of identity (nature identity, institutional identity, affinity identity, and discourse identity) provided a lens to examine students' self-perceptions as future engineers. Multiple case study methods guided this research with each of ten students (five men and five women) representing a case. Results derive from the inductive analysis of longitudinal interviews triangulated with survey results---all data spanned the students' first through fourth undergraduate years. This study is part of a larger body of work, the Academic Pathways Study (APS), conducted by the Center for Advancement of Engineering Education (CAEE). Results demonstrated that students' self-perceptions as future engineers are connected to both competence and value beliefs and to the choice to persist in engineering. Specifically, the results showed: (1) even in their fourth undergraduate year, three out of ten participants were uncertain about themselves as future engineers; (2) students choosing to pursue an engineering degree because they identify with the types of activities in which engineers engage experience the persistence choice process differently than students who choose engineering for other reasons; and (3) all students ultimately had positive competence beliefs, although two women participants continually renegotiated definitions of competence in engineering.

The role of academic ability in choice of major and persistence in STEM fields

NASA Astrophysics Data System (ADS)

Lucietto, Anne Marie

This study is intended to provide a greater understanding of academic ability and to determine whether it plays a role in the choice of college major. Further, it is also intended to evaluate persistence as it relates to the continuation and modification of choice of major among exceptional students and typical students. The population studied included students from nine public universities in the southeastern United States and spans the timeframe inclusive of 1996 through 2010. These universities are part of a dataset known as Multiple Institutions Database for Investigating Engineering Longitudinal Development (MIDFIELD) project. A quantitative research program was developed and instituted to answer research questions focused on academic ability and persistence. MIDFIELD data was examined for typical and exceptional students, contrasting demographic data, choice of major at matriculation, choice of major after completion of a FYE program, and the timing and choice of new major if changed. Exceptional students are defined and extracted from the typical student data as the top 3% of students using composite SAT scores. The composite scores were derived as a result of adding the mathematical and verbal scores. These datasets were tabulated, graphed and compared cross tabulation and clustering were also used to examine the data. Cluster analysis provides a better understanding of students' change of major and continuation in major areas by grouping data by SAT scores and analyzing the majors most represented in each of the clusters. The findings indicate that academic ability is not a predictor of persistence. However, exceptional students most often choose STEM majors and tend to stay in STEM fields if chosen at matriculation or following the completion of an FYE program. Therefore, students with higher SAT scores and high school GPAs are more likely to choose majors in STEM subject areas. When exceptional students are examined separately, the data indicates that they are most likely to choose an engineering major. While typical students that graduated with a business degree frequently began their study in a FYE program.

Breastfeeding or bottled milk? Poverty and feeding choices in the native and immigrant population in Belgium.

PubMed

Vanderlinden, Karen; Levecque, Katia; Van Rossem, Ronan

2015-04-01

In many European countries, mothers in poverty show a preference for bottled milk over breastfeeding. What remains unknown is whether the impact of poverty on feeding choices differs between immigrants and natives. We first assessed whether being born into poverty indicates a higher chance of being bottle-fed, then evaluated whether region of origin of the mother moderates the impact of poverty on feeding choice. Based on population data from nearly all newborns in Belgium in 2004 (N = 34,314), we performed several binary logistic analyses to answer these research questions. Analyses showed a strong difference in feeding choices between native and migrant mothers in poverty: for Belgian mothers, the choice to breastfeed significantly decreased; no such effect was observed for migrant women. Southern European mothers living in poverty have an even higher chance of breastfeeding than those who are better off. We suggest possible explanations and set a direction for future research regarding breastfeeding choices for migrant mothers.

All of the above: When multiple correct response options enhance the testing effect.

PubMed

Bishara, Anthony J; Lanzo, Lauren A

2015-01-01

Previous research has shown that multiple choice tests often improve memory retention. However, the presence of incorrect lures often attenuates this memory benefit. The current research examined the effects of "all of the above" (AOTA) options. When such options are correct, no incorrect lures are present. In the first three experiments, a correct AOTA option on an initial test led to a larger memory benefit than no test and standard multiple choice test conditions. The benefits of a correct AOTA option occurred even without feedback on the initial test; for both 5-minute and 48-hour retention delays; and for both cued recall and multiple choice final test formats. In the final experiment, an AOTA question led to better memory retention than did a control condition that had identical timing and exposure to response options. However, the benefits relative to this control condition were similar regardless of the type of multiple choice test (AOTA or not). Results suggest that retrieval contributes to multiple choice testing effects. However, the extra testing effect from a correct AOTA option, rather than being due to more retrieval, might be due simply to more exposure to correct information.

Multiple Sclerosis: Can It Cause Seizures?

MedlinePlus

... Is there any connection between multiple sclerosis and epilepsy? Answers from B Mark Keegan, M.D. Epileptic ... E, et al. The prevalence and characteristics of epilepsy in patients with multiple sclerosis in Nordland County, ...

School Counselors and Confidentiality: Factors Affecting Professional Choices.

ERIC Educational Resources Information Center

Isaacs, Madelyn L; Stone, Carolyn

1999-01-01

Counselors who work with children regularly face the ethical dilemma of confidentiality for which there are few definitive answers. Confidentiality and Minors Questionnaire about managing student's confidential information was distributed to district guidance supervisors. It appears that counselors' judgment of what breaches confidentiality is…

Exploring viewing behavior data from whole slide images to predict correctness of students' answers during practical exams in oral pathology.

PubMed

Walkowski, Slawomir; Lundin, Mikael; Szymas, Janusz; Lundin, Johan

2015-01-01

The way of viewing whole slide images (WSI) can be tracked and analyzed. In particular, it can be useful to learn how medical students view WSIs during exams and how their viewing behavior is correlated with correctness of the answers they give. We used software-based view path tracking method that enabled gathering data about viewing behavior of multiple simultaneous WSI users. This approach was implemented and applied during two practical exams in oral pathology in 2012 (88 students) and 2013 (91 students), which were based on questions with attached WSIs. Gathered data were visualized and analyzed in multiple ways. As a part of extended analysis, we tried to use machine learning approaches to predict correctness of students' answers based on how they viewed WSIs. We compared the results of analyses for years 2012 and 2013 - done for a single question, for student groups, and for a set of questions. The overall patterns were generally consistent across these 3 years. Moreover, viewing behavior data appeared to have certain potential for predicting answers' correctness and some outcomes of machine learning approaches were in the right direction. However, general prediction results were not satisfactory in terms of precision and recall. Our work confirmed that the view path tracking method is useful for discovering viewing behavior of students analyzing WSIs. It provided multiple useful insights in this area, and general results of our analyses were consistent across two exams. On the other hand, predicting answers' correctness appeared to be a difficult task - students' answers seem to be often unpredictable.

Factors Influencing Pharmacy Students' Choice of Major and Its Relationship to Anticipatory Socialization

PubMed Central

2010-01-01

Objectives To determine factors that influenced students' choice of pharmacy as a major and assess relationships between these factors and anticipatory socialization. Methods Two hundred fifteen freshman and sophomore students enrolled in a 0-6 doctor of pharmacy program completed a survey instrument on which they rated 6 motivational factors in their decision to major in pharmacy and answered questions related to anticipatory socialization. Bivariate and multivariate analyses were used to answer the research questions posed. Results Female students ranked desire to help others as a stronger motivating factor in their decision to pursue a career in pharmacy than did male students. Caucasian students rated providing more career opportunities and providing an entry-level doctorate as stronger motivating factors for pursuing pharmacy than did Asian students. Asian students had lower levels of anticipatory socialization than other students. Students with higher levels of motivation had higher levels of anticipatory socialization. Conclusion Results of this study provide further insight into effective recruiting strategies and recommendations for improved pharmacy education. PMID:20585437

Choice Set Size and Decision-Making: The Case of Medicare Part D Prescription Drug Plans

PubMed Central

Bundorf, M. Kate; Szrek, Helena

2013-01-01

Background The impact of choice on consumer decision-making is controversial in U.S. health policy. Objective Our objective was to determine how choice set size influences decision-making among Medicare beneficiaries choosing prescription drug plans. Methods We randomly assigned members of an internet-enabled panel age 65 and over to sets of prescription drug plans of varying sizes (2, 5, 10, and 16) and asked them to choose a plan. Respondents answered questions about the plan they chose, the choice set, and the decision process. We used ordered probit models to estimate the effect of choice set size on the study outcomes. Results Both the benefits of choice, measured by whether the chosen plan is close to the ideal plan, and the costs, measured by whether the respondent found decision-making difficult, increased with choice set size. Choice set size was not associated with the probability of enrolling in any plan. Conclusions Medicare beneficiaries face a tension between not wanting to choose from too many options and feeling happier with an outcome when they have more alternatives. Interventions that reduce cognitive costs when choice sets are large may make this program more attractive to beneficiaries. PMID:20228281

Which factors predict the time spent answering queries to a drug information centre?

PubMed Central

Reppe, Linda A.; Spigset, Olav

2010-01-01

Objective To develop a model based upon factors able to predict the time spent answering drug-related queries to Norwegian drug information centres (DICs). Setting and method Drug-related queries received at 5 DICs in Norway from March to May 2007 were randomly assigned to 20 employees until each of them had answered a minimum of five queries. The employees reported the number of drugs involved, the type of literature search performed, and whether the queries were considered judgmental or not, using a specifically developed scoring system. Main outcome measures The scores of these three factors were added together to define a workload score for each query. Workload and its individual factors were subsequently related to the measured time spent answering the queries by simple or multiple linear regression analyses. Results Ninety-six query/answer pairs were analyzed. Workload significantly predicted the time spent answering the queries (adjusted R2 = 0.22, P < 0.001). Literature search was the individual factor best predicting the time spent answering the queries (adjusted R2 = 0.17, P < 0.001), and this variable also contributed the most in the multiple regression analyses. Conclusion The most important workload factor predicting the time spent handling the queries in this study was the type of literature search that had to be performed. The categorisation of queries as judgmental or not, also affected the time spent answering the queries. The number of drugs involved did not significantly influence the time spent answering drug information queries. PMID:20922480

Analysis of strength-of-preference measures in dichotomous choice models

Treesearch

Donald F. Dennis; Peter Newman; Robert Manning

2008-01-01

Choice models are becoming increasingly useful for soliciting and analyzing multiple objective decisions faced by recreation managers and others interested in decisions involving natural resources. Choice models are used to estimate relative values for multiple aspects of natural resource management, not individually but within the context of other relevant decision...

Obstetric training in Emergency Medicine: a needs assessment.

PubMed

Janicki, Adam James; MacKuen, Courteney; Hauspurg, Alisse; Cohn, Jamieson

2016-01-01

Identification and management of obstetric emergencies is essential in emergency medicine (EM), but exposure to pregnant patients during EM residency training is frequently limited. To date, there is little data describing effective ways to teach residents this material. Current guidelines require completion of 2 weeks of obstetrics or 10 vaginal deliveries, but it is unclear whether this instills competency. We created a 15-item survey evaluating resident confidence and knowledge related to obstetric emergencies. To assess confidence, we asked residents about their exposure and comfort level regarding obstetric emergencies and eight common presentations and procedures. We assessed knowledge via multiple-choice questions addressing common obstetric presentations, pelvic ultrasound image, and cardiotocography interpretation. The survey was distributed to residency programs utilizing the Council of Emergency Medicine Residency Directors (CORD) listserv. The survey was completed by 212 residents, representing 55 of 204 (27%) programs belonging to CORD and 11.2% of 1,896 eligible residents. Fifty-six percent felt they had adequate exposure to obstetric emergencies. The overall comfort level was 2.99 (1-5 scale) and comfort levels of specific presentations and procedures ranged from 2.58 to 3.97; all increased moderately with postgraduate year (PGY) level. Mean overall percentage of items answered correctly on the multiple-choice questions was 58% with no statistical difference by PGY level. Performance on individual questions did not differ by PGY level. The identification and management of obstetric emergencies is the cornerstone of EM. We found preliminary evidence of a concerning lack of resident comfort regarding obstetric conditions and knowledge deficits on core obstetrics topics. EM residents may benefit from educational interventions to increase exposure to these topics.

Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology.

PubMed

Gibson, Susan I

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students' exam grades by one grade (e.g., from a "B-" to a "B"). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

Comedy workshop: an enjoyable way to develop multiple-choice questions.

PubMed

Droegemueller, William; Gant, Norman; Brekken, Alvin; Webb, Lynn

2005-01-01

To describe an innovative method of developing multiple-choice items for a board certification examination. The development of appropriate multiple-choice items is definitely more of an art, rather than a science. The comedy workshop format for developing questions for a certification examination is similar to the process used by comedy writers composing scripts for television shows. This group format dramatically diminishes the frustrations faced by an individual question writer attempting to create items. The vast majority of our comedy workshop participants enjoy and prefer the comedy workshop format. It provides an ideal environment in which to teach and blend the talents of inexperienced and experienced question writers. This is a descriptive article, in which we suggest an innovative process in the art of creating multiple-choice items for a high-stakes examination.

Employability in Online Higher Education: A Case Study

ERIC Educational Resources Information Center

Silva, Ana Paula; Lourtie, Pedro; Aires, Luisa

2013-01-01

Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that…

Summertime, and the Choosin' Ain't Easy: An Ice Cream Counting Problem.

ERIC Educational Resources Information Center

Kreith, Kurt

1992-01-01

Utilizes the problem of determining the number of different ice cream cones and cups that can be made from a choice of 31 flavors to investigate the concepts of combinations and permutations. Provides a set of six related problems with their answers. (MDH)

News from Online: Cleaning Up--Soap, Detergent, and More.

ERIC Educational Resources Information Center

Judd, Carolyn Sweeney

2002-01-01

Provides a guide to web resources on cleaning and hygiene. Answers the questions, What do you want to clean--your hair? your carpet? your rusty lawn furniture? Develops special products for different tasks. Focuses on products to use and the environmental impact of our choices. (MM)

Flexible benefits and managed care: making it work.

PubMed

Sperling, K L

1991-01-01

The concept of integrating flexible benefits and managed care may seem contradictory. Flexible benefits seek to maximize choice, while managed care attempts to restrict choice. Can these two disciplines be intertwined without delivering conflicting messages to employees? The answer is definitely yes. By following some basic ground rules in design, flexible benefits and managed care can be combined effectively in a way that is attractive to both employers and employees. This article presents some general guidelines for designing a successful "managed flex" program and raises other issues as well, including financial, administrative and communication concerns.

Hypnotic approach during dental treatment: analysis of descriptive data of a case series.

PubMed

Ferdeghini, R; Lauritano, D; Tagliabue, A; Tettamanti, L

2018-01-01

Anxiety and worry are important components that affect the patient’s behaviour during dental sessions and influence the effectiveness of dental treatment. Psychological approach and hypnotic approach (HA) have in recent years assumed increasing prominence as effective treatment regimes. Dentists have used a number of methods in the management of dental phobic disorders through HA. However the efficacy of HA in controlling anxiety and worry is controversial. The aim of the present study is to describe the response of patient to HA during dental treatment. The study of the population consisted of 42 patients, these being 50% random sample of consecutive patients presenting to a private practise over an 8-year period. In 38 patients HA was induced. 4 patients were not susceptible to HA. There were 20 women (52.6%) and 18 men (47.3%) with a mean age of 47.2 years (range 30-69 years). At the end of dental sessions with HA all the patients were asked to answer the following questions: 1) Have you been hypnotized in the past? 2) Were you aware of dental applications of HA? 3) How do you evaluate the use of this technique in the field of dental care? 4) Do you think that you can use this procedure in the future too? The answers were as follows: question 1: 34 patients answered yes, 4 no; question 2: 34 answered yes, 4 no; question 3: the choice was between “very useful”, “useful”, “Indifferent”, “to avoid”. Twenty-nine patients indicated “very useful”, and 9 “useful”; question 4: the choice was between yes and no. All patients answered yes. This study adds further support to a growing body of evidence relating HA to a better compliance to dental treatment. The dental situation in particular lends itself to carefully controlled investigation providing further evidence to support a robust theory.

A Cognitive Diagnosis Model for Cognitively Based Multiple-Choice Options

ERIC Educational Resources Information Center

de la Torre, Jimmy

2009-01-01

Cognitive or skills diagnosis models are discrete latent variable models developed specifically for the purpose of identifying the presence or absence of multiple fine-grained skills. However, applications of these models typically involve dichotomous or dichotomized data, including data from multiple-choice (MC) assessments that are scored as…

High speed polling protocol for multiple node network with sequential flooding of a polling message and a poll-answering message

NASA Technical Reports Server (NTRS)

Marvit, Maclen (Inventor); Kirkham, Harold (Inventor)

1995-01-01

The invention is a multiple interconnected network of intelligent message-repeating remote nodes which employs a remote node polling process performed by a master node by transmitting a polling message generically addressed to all remote nodes associated with the master node. Each remote node responds upon receipt of the generically addressed polling message by sequentially flooding the network with a poll-answering informational message and with the polling message.

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

A Multiple Choice Version of the Sentence Completion Method

ERIC Educational Resources Information Center

Shouval, Ron; And Others

1975-01-01

It was concluded that a multiple choice form corresponding to a sentence completion measure, test clearly defined personality areas (such as autonomy) could be a reasonable alternative for many purposes. (Author/DEP)

Conscience in Childhood: Old Questions, New Answers

ERIC Educational Resources Information Center

Aksan, Nazan; Kochanska, Grazyna

2005-01-01

Although conscience has been the focus of reflection for centuries, fundamental questions regarding its organization have not been fully answered. To address those questions, the authors applied structural equation modeling techniques to longitudinal data comprising multiple behavioral measures of children's conscience, obtained in parallel…

[Involvement of local dietetics professionals in risk communication program on food safety in municipal governments and their attitude towards the program].

PubMed

Akamatsu, Rie; Nomura, Marika; Horiguchi, Itsuko; Tanaka, Hisako; Marui, Eiji

2009-01-01

The objective of this study is to gather statistical references on food safety education that encourages competence of food choice from the view-point of food safety. A survey on the involvement of the risk communication program on food safety in municipal governments and the attitude of local dietetics professionals towards the program was conducted. In November, 2006, self-reported questionnaires were mailed to 1990 local dietetics professionals who worked in municipal governments in Japan. Descriptive statistics and cross tables were used for data analysis. 1162 questionnaires were mailed and 1130 available surveys were returned. Among the respondents, 41.5% answered that they inform the community about food safety, but 49.9% answered that they did not get information from the community. Most of the respondents answered that risk communication of food safety was important; 21.8% answered "extremely agree" and 62.3% answered "rather agree" on a scale of four from "extremely agree" to "do not agree". More than one-half of the dietetics professionals answered that their confidence in conducting risk communication was low; 20.5% answered "no confidence" and 52.5% answered "hardly have confidence" on a scale of four from "without confidence" to "with confidence". More than 80% of the respondents answered that they needed "professional knowledge" and "support from professional agencies". This study suggests that educating local dietetics professionals about professional knowledge on food safety, and obtaining support from special agencies will be essential in the upgrade of risk communication program on food safety in a community.

Comparing Public, Private, and Market Schools: The International Evidence

ERIC Educational Resources Information Center

Coulson, Andrew J.

2009-01-01

Would large-scale, free-market reforms improve educational outcomes for American children? This question cannot be reliably answered by looking exclusively at domestic evidence, much less by looking exclusively at existing "school choice" programs. Though many such programs have been implemented around the United States, none has created…

OCCUPATIONS FOR YOU, PART ONE.

ERIC Educational Resources Information Center

DES ROCHES, DEAN L.

DEVELOPED AS PART OF A CURRICULUM PROJECT DESCRIBED IN VT 004 454 TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY, THIS BOOK WAS DESIGNED TO STIMULATE INTEREST AND ANSWER QUESTIONS ABOUT VOCATIONAL CHOICE, STIMULATE INTEREST IN READING, AND PROVIDE CONTENT TO RELATE TO ACADEMIC STUDY. THE MATERIALS DEVELOPED IN…

How to Develop Teachers' Mathematical Molding Teaching Skills

ERIC Educational Resources Information Center

Mrayyan, Salwa

2016-01-01

This study aimed at developing some of the mathematical modelling skills necessary for the student teachers in mathematics education College. Modeling involves making genuine choices, modeling problems have many possible justifiable answers, modeling problems matter to the end-user who needs to understand something or make a decision. Modeling…

Egg Ambassadors: Answering Consumer Questions

USDA-ARS?s Scientific Manuscript database

Food can be a touchy subject. It seems people either have very strong thoughts and opinions on food or they could care less as long as food is available to feed them and their families. With the current economic environment, many individuals are examining food choices more closely to ensure the gr...

Answering Consumer Questions: Opportunity for Impact

USDA-ARS?s Scientific Manuscript database

Food can be a touchy subject. It seems people either have very strong thoughts and opinions on food or they could care less as long as food is available to feed them and their families. With the current economic environment, many individuals are examining food choices more closely to ensure the g...

Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Teed, R.

2008-12-01

Concepts in Geology (EES 345) is an inquiry-based ten-week geoscience course for pre-service elementary and middle-school teachers at Wright State University. For most of them, this is the first and last geoscience class that they take. Required readings are an important part of the class because of the amount of vocabulary and number of concepts that students need to master. It is not possible to spend much class time on lectures that cover the same material, as students are expected to be doing hands-on activities, presentations, discussions, and laboratory exercises applying the material learned from reading. As the instructor, I administer frequent quizzes to encourage students to do the reading and to take notes. The quizzes are 10 multiple-choice questions each and the students are allowed to use a single page of notes. After they complete their quizzes individually, the students gather in groups of three or four and work on the same questions, but are allowed to discuss their answers. This motivates students further to be scrupulous about reading, enables them to help each other overcome mistakes, and helps them work out difficult problems that overwhelmed individuals in the group. The average group scores on in-class, closed- book quizzes are almost always higher than highest average individual score (more than 5% on the average), so even the best-prepared person in the group is managing to learn something from his or her peers. After the all the scores are recorded, I tally the number of correct group and individual answers to each question. If one or more groups gets a question wrong, it's clearly a hard question and worth going over during class time. If more than half of the groups get a question wrong, it is not scored as part of the total. When I used a new text last spring, students found the quizzes overwhelmingly hard. So I let students take the individual quizzes home to answer directly from the book and continued to give group quizzes in class. Students no longer brought notes to the group quizzes. In some groups, all individuals gave identical wrong answers to the same questions (and repeated that answer on the group quiz) indicating probable cooperation on the individual quizzes. The average group scores were no longer significantly higher than the average individual scores, indicating less learning, and the groups still had trouble answering questions involving problem-solving or synthesis or comparison of ideas.

An integrated model of communication influence on beliefs

PubMed Central

Eveland, William P.; Cooper, Kathryn E.

2013-01-01

How do people develop and maintain their beliefs about science? Decades of social science research exist to help us answer this question. The Integrated Model of Communication Influence on Beliefs presented here combines multiple theories that have considered aspects of this process into a comprehensive model to explain how individuals arrive at their scientific beliefs. In this article, we (i) summarize what is known about how science is presented in various news and entertainment media forms; (ii) describe how individuals differ in their choices to be exposed to various forms and sources of communication; (iii) discuss the implications of how individuals mentally process information on the effects of communication; (iv) consider how communication effects can be altered depending on background characteristics and motivations of individuals; and (v) emphasize that the process of belief formation is not unidirectional but rather, feeds back on itself over time. We conclude by applying the Integrated Model of Communication Influence on Beliefs to the complex issue of beliefs about climate change. PMID:23940328

The development of a computer assisted instruction and assessment system in pharmacology.

PubMed

Madsen, B W; Bell, R C

1977-01-01

We describe the construction of a computer based system for instruction and assessment in pharmacology, utilizing a large bank of multiple choice questions. Items were collected from many sources, edited and coded for student suitability, topic, taxonomy and difficulty and text references. Students reserve a time during the day, specify the type of test desired and questions are presented randomly from the subset satisfying their criteria. Answers are scored after each question and a summary given at the end of every test; details on item performance are recorded automatically. The biggest hurdle in implementation was the assembly, review, classification and editing of items, while the programming was relatively straight-forward. A number of modifications had to be made to the initial plans and changes will undoubtedly continue with further experience. When fully operational the system will possess a number of advantages including: elimination of test preparation, editing and marking; facilitated item review opportunities; increased objectivity, feedback, flexibility and descreased anxiety in students.

Explicit versus implicit social cognition testing in autism spectrum disorder.

PubMed

Callenmark, Björn; Kjellin, Lars; Rönnqvist, Louise; Bölte, Sven

2014-08-01

Although autism spectrum disorder is defined by reciprocal social-communication impairments, several studies have found no evidence for altered social cognition test performance. This study examined explicit (i.e. prompted) and implicit (i.e. spontaneous) variants of social cognition testing in autism spectrum disorder. A sample of 19 adolescents with autism spectrum disorder and 19 carefully matched typically developing controls completed the Dewey Story Test. 'Explicit' (multiple-choice answering format) and 'implicit' (free interview) measures of social cognition were obtained. Autism spectrum disorder participants did not differ from controls regarding explicit social cognition performance. However, the autism spectrum disorder group performed more poorly than controls on implicit social cognition performance in terms of spontaneous perspective taking and social awareness. Findings suggest that social cognition alterations in autism spectrum disorder are primarily implicit in nature and that an apparent absence of social cognition difficulties on certain tests using rather explicit testing formats does not necessarily mean social cognition typicality in autism spectrum disorder. © The Author(s) 2013.

Gender differences in response to questions on the australian national chemistry quiz

NASA Astrophysics Data System (ADS)

Walding, Richard; Fogliani, Charles; Over, Ray; Bain, John D.

In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.

First aid: level of knowledge of relatives and bystanders in emergency situations.

PubMed

Tomruk, Onder; Soysal, Suna; Gunay, Turkan; Cimrin, Arif H

2007-01-01

Bystanders who are able to provide immediate first aid to patients who require emergency care can make a big difference in the outcome. Thus, first-aid training should be made available to as many people as possible. The aims of this study were to assess the level of first-aid knowledge among bystanders in emergency situations and to identify factors that affected this level of knowledge. At Dokuz Eylul University Emergency Service between February 1 and February 15, 2002, 318 bystanders were given a questionnaire. The first part of the questionnaire was concerned with demographic characteristics and factors that would affect first-aid knowledge level. The second part consisted of 16 multiple choice questions about first aid. Bystanders answered an average of 7.16+/-3.14 questions correctly. Bystanders who had graduated from a university, were health care personnel, had taken a first-aid course, had a first-aid certificate, or had a driver's license were considered to be more successful.

[Beliefs, attitudes and knowledge about sex education].

PubMed

Fernández, L; Bustos, L; González, L; Palma, D; Villagrán, J; Muñoz, S

2000-06-01

Previous reports show that Chilean teenagers have an inadequate knowledge about sexuality and reproduction. To compare the knowledge about sexuality among adolescents coming from private and public schools, with and without sexual education programs. A structured anonymous inquiry, containing multiple choice and open questions, was applied to a sample of 229 adolescents attending seventh and eighth grade of junior school, in private and public schools of Temuco, Chile. Eleven percent of adolescents had already their first sexual intercourse at a mean age of 12.2 +/- 2.4 years old. Of these, 96% came from public schools. An overall analysis of tests, disclosed a 53% of correct answers to the inquiry. Adolescents coming from private schools had a better performance than those coming from public schools. Sexual attitudes were not influenced by sexual education programs. Adolescents coming from private schools have a better sexual knowledge level and more conservative attitudes towards sexuality. Overall knowledge is inadequate albeit overvalued. These teenagers are high risk group for unwanted pregnancies and sexually transmitted diseases and require efficient sexual education programs.

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

PubMed

Bozkurt, Orçun; Kaya, Osman Nafiz

2008-04-01

The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.