The effect of online quizzes on student achievement in high school chemistry

NASA Astrophysics Data System (ADS)

Deeter, Christopher L.

The idea of student engagement has come to the forefront of the United States educational system over the past decade. Student engagement requires learners to be actively involved in all stages of the learning process. This study focuses on the use of online quizzes in the chemistry classroom as a means to help students become more engaged in their learning outside of the classroom. Students were given three different types of online quizzes over the course of a chemistry chapter. Student scores on end of the chapter examinations was used to determine whether there was a significant difference in the amount of learning that occurred when a student took each of the three types of online quizzes. Students in a private parochial high school chemistry class completed online quizzes over the course of a semester. The quizzes were taken after completing assigned readings from the chemistry text. After each reading, a third of the students took online multiple-choice quizzes, a third took a paragraph quiz, and a third took no quiz. Scores received from end of chapter tests were evaluated to determine if the impact each of the quiz types had on the learning. All statistical analysis was done using SPSS using two-way split plot ANOVA with condition (paragraph, multiple-choice, nothing) as the within subject factor and group (A, B, C) as between subject factor. The data indicates that there was no significance within the condition F (1.877, 90.087) =.996, p>.05, or the interaction results. F (3.754, 90.087) =.509, p>.05. The data indicated that the effect of group was not significant either. F (2, 48) =.981, p>.05. Interviews undertaken to explain this outcome discovered that students did not become engaged with the content until the night before each test. When they did so, they used a teacher-provided study guide as their primary learning tool.

An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology.

PubMed

Basey, John M; Maines, Anastasia P; Francis, Clinton D; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. © 2014 J. M. Basey et al. CBE—Life Sciences Education © 2014 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).

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.

A standardized online clinical education and assessment tool for neurology clerkship students assigned to multiple sites.

PubMed

Holland, Neil R; Grinberg, Ilya; Tabby, David

2014-01-01

The Drexel neurology clerkship experience can vary from large groups at a university hospital inpatient unit to smaller groups at private physician offices. Evaluations are based on the site director's subjective assessment and performance on the National Board of Medical Examiners neurology shelf examination. We are developing a standardized online clinical neurology course and quiz for the whole clerkship. We piloted the course and quiz at a single site for one academic year and compared their test scores with a control group of students at other clerkship sites who took the online quiz without viewing the course. Students at the pilot site achieved higher scores both on the neurology shelf examination and the clinical quiz and also reported higher teaching satisfaction scores than students at all other sites. There was a 97 % participation rate in the online quiz from the other sites. Use of this online course and quiz provides effective standardized clinical neurology teaching and evaluation that can be applied to students across multiple sites.

The effect of podcast lectures on nursing students' knowledge retention and application.

PubMed

Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

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.

The effectiveness of annotated (vs. non-annotated) digital pathology slides as a teaching tool during dermatology and pathology residencies.

PubMed

Marsch, Amanda F; Espiritu, Baltazar; Groth, John; Hutchens, Kelli A

2014-06-01

With today's technology, paraffin-embedded, hematoxylin & eosin-stained pathology slides can be scanned to generate high quality virtual slides. Using proprietary software, digital images can also be annotated with arrows, circles and boxes to highlight certain diagnostic features. Previous studies assessing digital microscopy as a teaching tool did not involve the annotation of digital images. The objective of this study was to compare the effectiveness of annotated digital pathology slides versus non-annotated digital pathology slides as a teaching tool during dermatology and pathology residencies. A study group composed of 31 dermatology and pathology residents was asked to complete an online pre-quiz consisting of 20 multiple choice style questions, each associated with a static digital pathology image. After completion, participants were given access to an online tutorial composed of digitally annotated pathology slides and subsequently asked to complete a post-quiz. A control group of 12 residents completed a non-annotated version of the tutorial. Nearly all participants in the study group improved their quiz score, with an average improvement of 17%, versus only 3% (P = 0.005) in the control group. These results support the notion that annotated digital pathology slides are superior to non-annotated slides for the purpose of resident education. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Psychiatry resident-led tutorials increase medical student knowledge and improve national board of medical examiners shelf exam scores.

PubMed

McKean, A J S; Palmer, B A

2015-06-01

Psychiatry residents have tremendous potential as educators. The authors envisioned residents as small-group tutors, efficiently assessing and correcting knowledge deficits using cases with discussion prompts and teaching points. They empirically tested whether this improves knowledge acquisition. Senior residents delivered eight tutorials during clerkship, which covered child and adolescent psychiatry, anxiety, mood, psychotic, cognitive, and substance use disorders. A 50-item multiple-choice quiz was administered at the beginning and end of clerkship. National Board of Medical Examiners (NBME) shelf exam scores from intervention year were compared to the 4 years prior to resident involvement. Mean score on the initial quiz was 34.5 ± 3.7 and 41.8 ± 3.5 on second attempt (p < 0.001). Mean score for NBME psychiatry subject exam during intervention year was 83.2 ± 8.9 and for the four prior years was 78.0 ± 9.3, which was significant (p = 0.002). Resident-led tutorials provide an effective means of increasing psychiatric knowledge and improving performance on NBME subject exams.

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.

The impact of Body Worlds on adult visitors' knowledge on human anatomy: A preliminary study.

PubMed

Fonseca, Guilherme R B C; Finn, Gabrielle M

2016-05-01

Body Worlds is an anatomical exhibition that shows human remains to the public. It has been considered controversial since it raises ethical tensions and issues. However, organizers and supporters of Body Worlds have claimed the exhibition is intended to promote visitors' understanding over the human body. Despite these claims, no studies were found that support or refute the hypothesis that a visit to Body Worlds increases the public's objective knowledge on human anatomy. Consequently, the objective of this study was to determine the impact of Body Worlds on anatomical knowledge. We constructed and delivered a questionnaire to both a previsit random sample and a postvisit random sample of visitors of Body Worlds' event Facets of Life, in Berlin. The questionnaire was available in both English and German languages and contained (a) basic sociodemographic questions and (b) a valid and reliable anatomy quiz. The quiz consisted of 16 multiple-choice questions that assessed the ability to identify the location of major anatomical structures on the human body. Average scores achieved on the quiz by the postvisit sample (X¯= 9.08, s = 2.48, n = 164) were significantly higher (unpaired t = 3.3957, P = 0.0008) than those achieved by the previsit sample (X¯= 8.11, s = 2.69, n = 167). Our results suggest that a visit to Body Worlds' event Facets of Life may have a beneficial effect in anatomical knowledge. However, further studies with better empirical designs and fewer limitations are needed to confirm our results. © 2016 Wiley Periodicals, Inc.

Texting atopic dermatitis patients to optimize learning and eczema area and severity index scores: A pilot randomized control trial.

PubMed

Singer, Hannah M; Levin, Laura E; Morel, Kimberly D; Garzon, Maria C; Stockwell, Melissa S; Lauren, Christine T

2018-05-02

Atopic dermatitis is a common, chronic, debilitating disease. Poor adherence to treatment is the most important preventable contributor to adverse outcomes. Thus, improving adherence can improve patient outcomes. Text message reminders with embedded condition-specific information have been shown to improve pediatric immunization adherence but have not been assessed in atopic dermatitis. The objective was to assess the effect of daily text messages on Eczema Area Severity Index scores and caregiver knowledge of atopic dermatitis. In this pilot randomized controlled trial, caregivers of children with atopic dermatitis enrolled during their initial appointment with a pediatric dermatologist and randomized 1:1 to standard care or daily text messages with patient education material and treatment reminders. Participants completed a multiple-choice atopic dermatitis knowledge quiz at initial and follow-up visits, and Eczema Area Severity Index scores were assessed. Forty-two patients enrolled, and 30 completed the study: 16 standard care group, 14 text message group. There was no significant difference in Eczema Area Severity Index score between the standard care and text message groups at follow-up, with mean decreases in Eczema Area Severity Index score of 53% and 58%, respectively. Mean score on follow-up atopic dermatitis knowledge quiz was significantly higher in the text message group (84% correct) than in the standard care group (75% correct) (P = .04). This pilot study did not demonstrate a difference in Eczema Area Severity Index scores with text message reminders. The significantly higher follow-up atopic dermatitis quiz score in the text message group indicates that participants read and retained information from text messages. Limitations include small sample size and short duration of follow-up. © 2018 Wiley Periodicals, Inc.

Feeling and Understanding Plate Tectonics - How can We attract Museum Visitors Attention?

NASA Astrophysics Data System (ADS)

Simon, Gilla; Apel, Michael

2017-04-01

Earthquakes, volcano eruptions and other natural hazards are commonly paid attention to, if news about disastrous events reach us. The mission of an Earth Science or Natural History Museum, however, goes beyond explaining the causes of natural disasters, but should also present science history and cutting edge research. Since dealing with a subject, especially with one, which seems to be in the abstract, is more effective, we realised two new projects where our visitors can feel and understand plate tectonics in a more exciting way. In 2015 we installed an earthquake simulator in our permanent exhibition to allow our visitors the physical experience of an earthquake. Because of static restrictions the simulator is housed in a container outside the building where it can be visited as a booked program upon prior reservation or by joining public tours on Sundays and special occasions. The simulation of six real earthquakes in two spatial directions is accompanied by a movie presenting facts about the earthquake itself (e.g. location, magnitude, damage and victims), but also general information about plate tectonics. This standard program takes about 20 minutes. During an educational program, however, not only the simulator is visited, but also the permanent exhibition, where the guide can focus on different aspects and then might choose specific earthquakes and information blocs in the simulator. In addition workshops with experiments are offered for school classes and other groups. This allows us to offer an individual program fitting to the visitor group. In 2016 we converted an old movie room to a state of the art media room. In cooperation with Media Informatics students we developed a quiz for three different levels and various themes like earthquakes, volcanoes, history and plate tectonics in general. Starting the quiz, a virtual earthquake destroys a building which will be reconstructed if the participants answer multiple choice questions correctly. Though, the rebuilding of the house is faster if a group of participants plays together. A first statistic evaluation of the media room shows that the quiz is greatly accepted by the visitors: The quiz is played on an average six times per hour and abortion rate is very low with less than 10%.

Pregnancy Quiz

MedlinePlus

... your body is working harder than ever to fuel the growth of a precious new life. While you only need 300 extra calories each day, the kind of food you eat is very important because it affects how your baby can build and maintain cells, tissues, and organs. Healthy food choices like fruits, ...

Do clinical and translational science graduate students understand linear regression? Development and early validation of the REGRESS quiz.

PubMed

Enders, Felicity

2013-12-01

Although regression is widely used for reading and publishing in the medical literature, no instruments were previously available to assess students' understanding. The goal of this study was to design and assess such an instrument for graduate students in Clinical and Translational Science and Public Health. A 27-item REsearch on Global Regression Expectations in StatisticS (REGRESS) quiz was developed through an iterative process. Consenting students taking a course on linear regression in a Clinical and Translational Science program completed the quiz pre- and postcourse. Student results were compared to practicing statisticians with a master's or doctoral degree in statistics or a closely related field. Fifty-two students responded precourse, 59 postcourse , and 22 practicing statisticians completed the quiz. The mean (SD) score was 9.3 (4.3) for students precourse and 19.0 (3.5) postcourse (P < 0.001). Postcourse students had similar results to practicing statisticians (mean (SD) of 20.1(3.5); P = 0.21). Students also showed significant improvement pre/postcourse in each of six domain areas (P < 0.001). The REGRESS quiz was internally reliable (Cronbach's alpha 0.89). The initial validation is quite promising with statistically significant and meaningful differences across time and study populations. Further work is needed to validate the quiz across multiple institutions. © 2013 Wiley Periodicals, Inc.

Does the Sex Risk Quiz Predict Mycoplasma genitalium Infection in Urban Adolescents and Young Adult Women?

PubMed

Ronda, Jocelyn; Gaydos, Charlotte A; Perin, Jamie; Tabacco, Lisa; Coleman, Jenell; Trent, Maria

2018-06-04

Mycoplasma genitalium (MG) is a common sexually transmitted infection (STI) but there are limited strategies to identify individuals at risk of MG. Previously a sex risk quiz was used to predict STIs including Chlamydia trachomatis (CT), Neisseria gonorrhoeae (GC), and/or Trichomonas vaginalis (TV). The original quiz categorized individuals ≤25 years old as at risk of STIs, but the Centers for Disease Control identifies females <25 years old as at risk of STIs. In this study, the quiz was changed to categorize females <25 years old as high risk. The objective was to determine if the age-modified risk quiz predicted MG infection. A cross-sectional analysis of a prospective longitudinal study was performed including female adolescents and young adults (AYA) evaluated in multiple outpatient clinics. Participants completed an age-modified risk quiz about sexual practices. Scores ranged from 0 to 10 and were categorized as low-risk (0-3), medium-risk (4-7), and high-risk (8-10) based upon the STI prevalence for each score. Vaginal and/or endocervical specimens were tested for MG, TV, CT, and GC using the Aptima Gen-Probe nucleic amplification test. There were 693 participants. Most participants reported having 0-1 sexual partners in the last 90 days (91%) and inconsistent condom use (84%). Multivariable logistic regression analysis controlling for race, education, and symptom status demonstrated that a medium-risk score predicted MG infection among AYA <25 years old (adjusted OR 2.56 [95% CI 1.06-6.18]). A risk quiz may be useful during clinical encounters to identify AYA at risk of MG.

Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-10-01

We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.

Using isomorphic problems to learn introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2011-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

Evaluation of new multimedia formats for cancer communications.

PubMed

Bader, Judith L; Strickman-Stein, Nancy

2003-01-01

Providing quality, current cancer information to cancer patients and their families is a key function of the National Cancer Institute (NCI) Web site. This information is now provided in predominantly-text format, but could be provided in formats using multimedia, including animation and sound. Since users have many choices about where to get their information, it is important to provide the information in a format that is helpful and that they prefer. To pilot and evaluate multimedia strategies for future cancer-information program formats for lay users, the National Cancer Institute created new multimedia versions of existing text programs. We sought to evaluate user performance and preference on these 3 new formats and on the 2 existing text formats. The National Cancer Institute's "What You Need to Know About Lung Cancer" program was the test vehicle. There were 5 testing sessions, 1 dedicated to each format. Each session lasted about 1 hour, with 9 participants per session and 45 users overall. Users were exposed to the assigned cancer program from beginning to end in 1 of 5 formats: text paperback booklet, paperback booklet formatted in HTML on the Web, spoken audio alone, spoken audio synchronized with a text Web page, and Flash multimedia (animation, spoken audio, and text). Immediately thereafter, the features and design of the 4 alternative formats were demonstrated in detail. A multiple-choice pre-test and post-test quiz on the cancer content was used to assess user learning (performance) before and after experiencing the assigned program. The quiz was administered using an Authorware software interface writing to an Access database. Users were asked to rank from 1 to 5 their preference for the 5 program formats, and provide structured and open-ended comments about usability of the 5 formats. Significant improvement in scores from pre-test to post-test was seen for the total study population. Average scores for users in each of the 5 format groups improved significantly. Increments in improvement, however, were not statistically different between any of the format groups. Significant improvements in quiz scores were seen irrespective of age group or education level. Of the users, 71.1% ranked the Flash program first among the 5 formats, and 84.4% rated Flash as their first or second choice. Audio was the least-preferred format, ranking fifth among 46.7% of users and first among none. Flash was ranked first among users regardless of education level, age group, or format group to which the user was assigned. Under the pilot study conditions, users overwhelmingly preferred the Flash format to the other 4 formats. Learning occurred equally in all formats. Use of multimedia should be considered as communication strategies are developed for updating cancer content and attracting new users.

Evaluation of New Multimedia Formats for Cancer Communications

PubMed Central

Strickman-Stein, Nancy

2003-01-01

Background Providing quality, current cancer information to cancer patients and their families is a key function of the National Cancer Institute (NCI) Web site. This information is now provided in predominantly-text format, but could be provided in formats using multimedia, including animation and sound. Since users have many choices about where to get their information, it is important to provide the information in a format that is helpful and that they prefer. Objective To pilot and evaluate multimedia strategies for future cancer-information program formats for lay users, the National Cancer Institute created new multimedia versions of existing text programs. We sought to evaluate user performance and preference on these 3 new formats and on the 2 existing text formats. Methods The National Cancer Institute's "What You Need to Know About Lung Cancer" program was the test vehicle. There were 5 testing sessions, 1 dedicated to each format. Each session lasted about 1 hour, with 9 participants per session and 45 users overall. Users were exposed to the assigned cancer program from beginning to end in 1 of 5 formats: text paperback booklet, paperback booklet formatted in HTML on the Web, spoken audio alone, spoken audio synchronized with a text Web page, and Flash multimedia (animation, spoken audio, and text). Immediately thereafter, the features and design of the 4 alternative formats were demonstrated in detail. A multiple-choice pre-test and post-test quiz on the cancer content was used to assess user learning (performance) before and after experiencing the assigned program. The quiz was administered using an Authorware software interface writing to an Access database. Users were asked to rank from 1 to 5 their preference for the 5 program formats, and provide structured and open-ended comments about usability of the 5 formats. Results Significant improvement in scores from pre-test to post-test was seen for the total study population. Average scores for users in each of the 5 format groups improved significantly. Increments in improvement, however, were not statistically different between any of the format groups. Significant improvements in quiz scores were seen irrespective of age group or education level. Of the users, 71.1% ranked the Flash program first among the 5 formats, and 84.4% rated Flash as their first or second choice. Audio was the least-preferred format, ranking fifth among 46.7% of users and first among none. Flash was ranked first among users regardless of education level, age group, or format group to which the user was assigned. Conclusions Under the pilot study conditions, users overwhelmingly preferred the Flash format to the other 4 formats. Learning occurred equally in all formats. Use of multimedia should be considered as communication strategies are developed for updating cancer content and attracting new users. PMID:14517107

Assessing Children's Multiplicative Thinking

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This paper reports on a current study that utilises an interview tool and a written quiz to gather data about children's multiplicative thinking. The development of the tools and some of the…

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

Effect of informational internet web pages on patients' decision-making: randomised controlled trial regarding choice of spinal or general anaesthesia for orthopaedic surgery.

PubMed

Groves, N D; Humphreys, H W; Williams, A J; Jones, A

2010-03-01

This study explored whether patients' preference for particular types of anaesthesia could be influenced pre-operatively by giving them the addresses of various relevant websites. Patients at an orthopaedic pre-assessment education clinic completed a questionnaire, which included a short multiple-choice general knowledge quiz about anaesthesia, and also questioned them as to their choice of anaesthesia (general or neuraxial). Patients were randomly assigned to intervention or control groups. Intervention group members were given the addresses of three relevant anaesthesia and health related websites to access at home. All patients were asked to complete the questionnaires on a second occasion, before surgery. Initially, most patients stated a preference for general anaesthesia. Subsequently, the intervention group altered their preference towards neuraxial anaesthesia compared to the control group (p < or = 0.0001). The increase in median (IQR [range]) anaesthesia knowledge test score was greater in the intervention group (from 10.0 (9.0-12.0 [5.0-14.0]) to 13.0 (11.0-14.0 [6.0-14.0])) than in the control group (from 10.0 (9.0-11.5 [3.0-13.0]) to 11.0 (9.0-12.0 [4.0-14.0]); p = 0.0068).

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

Investigating Children's Multiplicative Thinking: Implications for Teaching

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children's multiplicative thinking. Our research has so far revealed that many primary…

Credit Card Quiz.

ERIC Educational Resources Information Center

Marks, Jeff

2000-01-01

Describes an activity in which students design credit cards and discover for themselves the mathematical realities of buying on credit. Employs multiple-intelligence theory to increase the chance that all students will be reached. (YDS)

A randomized trial of a brief multimedia intervention to improve comprehension of food labels.

PubMed

Jay, Melanie; Adams, Jennifer; Herring, Sharon J; Gillespie, Colleen; Ark, Tavinder; Feldman, Henry; Jones, Vicky; Zabar, Sondra; Stevens, David; Kalet, Adina

2009-01-01

Food label use is associated with better food choices, an essential part of the management of many chronic diseases. Previous studies suggest lack of comprehension of food labels. We studied a multimedia intervention to improve food label comprehension in a sample of low income patients in New York City. This randomized study took place at Gouverneur Healthcare Services from 2005 until 2007. The intervention group (n=29) received a Nutrition Facts Label pocket card and viewed a video explaining card use. The control group (n=27) received written materials. Participants completed a 12-item pre- and post-intervention nutrition food label quiz. Quiz scores were analyzed using repeated measures analysis of variance. The intervention group had greater improvement on the quiz than the control group (p<0.001). There was a three way interaction by time with health literacy and treatment group where the greatest improvement occurred in patients with adequate health literacy in the intervention group (p<0.05). There was no improvement in patients with limited health literacy. A multimedia intervention is an effective way to improve short-term food label comprehension in patients with adequate health literacy. Further research is necessary to improve understanding of food labels in patients with limited health literacy.

The Monte Carlo Quiz: Encouraging Punctual Completion and Deep Processing of Assigned Readings

ERIC Educational Resources Information Center

Fernald, Peter S.

2004-01-01

The Monte Carlo Quiz (MCQ), a single-item quiz, is so named because chance, with the roll of a die, determines (a) whether the quiz is administered; (b) the specific article, chapter, or section of the assigned reading that the quiz covers; and (c) the particular question that makes up the quiz. The MCQ encourages both punctual completion and deep…

Use of Internet viral marketing to promote smoke-free lifestyles among Chinese adolescents.

PubMed

Ip, Patrick; Lam, Tai-Hing; Chan, Sophia Siu-Chee; Ho, Frederick Ka-Wing; Lo, Lewis A; Chiu, Ivy Wing-Sze; Wong, Wilfred Hing-Sang; Chow, Chun-Bong

2014-01-01

Youth smoking is a global public health concern. Health educators are increasingly using Internet-based technologies, but the effectiveness of Internet viral marketing in promoting health remains uncertain. This prospective pilot study assessed the efficacy of an online game-based viral marketing campaign in promoting a smoke-free attitude among Chinese adolescents. One hundred and twenty-one Hong Kong Chinese adolescents aged 10 to 24 were invited to participate in an online multiple-choice quiz game competition designed to deliver tobacco-related health information. Participants were encouraged to refer others to join. A zero-inflated negative binomial model was used to explore the factors contributing to the referral process. Latent transition analysis utilising a pre- and post-game survey was used to detect attitudinal changes toward smoking. The number of participants increased almost eightfold from 121 to 928 (34.6% current or ex-smokers) during the 22-day campaign. Participants exhibited significant attitudinal change, with 73% holding negative attitudes toward smoking after the campaign compared to 57% before it. The transition probabilities from positive to negative and neutral to negative attitudes were 0.52 and 0.48, respectively. It was also found that attempting every 20 quiz questions was associated with lower perceived smoking decision in future (OR = 0.95, p-value <0.01). Our online game-based viral marketing programme was effective in reaching a large number of smoking and non-smoking participants and changing their attitudes toward smoking. It constitutes a promising practical and cost-effective model for engaging young smokers and promulgating smoking-related health information among Chinese adolescents.

Immune System Quiz

MedlinePlus

... Videos for Educators Search English Español Quiz: Immune System KidsHealth / For Kids / Quiz: Immune System Print How much do you know about your immune system? Find out by taking this quiz! About Us ...

Audience response techniques for 21st century radiology education.

PubMed

Richardson, Michael L

2014-07-01

Audience response system (ARS) provides an excellent tool for improving interactive learning in radiology residents. However, it is not the technology but the pedagogy that matters the most. It is long past time to upgrade our ARS teaching techniques to match our ARS technology. In this article, several problems with current usage of ARS are discussed and several prescriptions for improving this are presented. Simplifying the ease of use of ARS will get this useful technology into more hands. Using ARS in a bidirectional manner will give us an even better idea of how and what our students are learning. Asking questions on the fly will obviate the usual tedium of multiple-choice questions and allow us to quiz our students in a much more natural manner. It is time to move on to more innovative ARS techniques that are well adapted to radiology and its different styles of learning. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.

Quiz: Water and Your Health

MedlinePlus

... your health Quiz: Water and your health Quiz: Water and your health Clean water is an important part of being healthy. Do you know all of these fun facts about water? Take this quiz to find out! Then, test ...

Quiz: Alzheimer's Disease Quiz | Alzheimer's disease | NIH MedlinePlus the Magazine

MedlinePlus

... of this page please turn Javascript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Quiz Past Issues / Fall 2010 Table of ... How many people in the United States have Alzheimer's disease? as many as 5.1 million as ...

Use of Internet Viral Marketing to Promote Smoke-Free Lifestyles among Chinese Adolescents

PubMed Central

Ip, Patrick; Lam, Tai-Hing; Chan, Sophia Siu-Chee; Ho, Frederick Ka-Wing; Lo, Lewis A.; Chiu, Ivy Wing-Sze; Wong, Wilfred Hing-Sang; Chow, Chun-Bong

2014-01-01

Purpose Youth smoking is a global public health concern. Health educators are increasingly using Internet-based technologies, but the effectiveness of Internet viral marketing in promoting health remains uncertain. This prospective pilot study assessed the efficacy of an online game-based viral marketing campaign in promoting a smoke-free attitude among Chinese adolescents. Methods One hundred and twenty-one Hong Kong Chinese adolescents aged 10 to 24 were invited to participate in an online multiple-choice quiz game competition designed to deliver tobacco-related health information. Participants were encouraged to refer others to join. A zero-inflated negative binomial model was used to explore the factors contributing to the referral process. Latent transition analysis utilising a pre- and post-game survey was used to detect attitudinal changes toward smoking. Results The number of participants increased almost eightfold from 121 to 928 (34.6% current or ex-smokers) during the 22-day campaign. Participants exhibited significant attitudinal change, with 73% holding negative attitudes toward smoking after the campaign compared to 57% before it. The transition probabilities from positive to negative and neutral to negative attitudes were 0.52 and 0.48, respectively. It was also found that attempting every 20 quiz questions was associated with lower perceived smoking decision in future (OR  = 0.95, p-value <0.01). Conclusions Our online game-based viral marketing programme was effective in reaching a large number of smoking and non-smoking participants and changing their attitudes toward smoking. It constitutes a promising practical and cost-effective model for engaging young smokers and promulgating smoking-related health information among Chinese adolescents. PMID:24911010

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

PubMed

Dirks-Naylor, Amie J

2016-06-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. Copyright © 2016 The American Physiological Society.

Measuring and Reducing College Students' Procrastination

ERIC Educational Resources Information Center

Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

2011-01-01

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…

Exercise-Induced Bronchoconstriction Quiz

MedlinePlus

... navigation Home ▸ Conditions & Treatments ▸ Asthma ▸ EIB Quiz Share | Exercise-Induced Bronchoconstriction or Exercise-Induced Asthma Quiz Exercise-Induced Bronchoconstriction (also called ...

Cholesterol IQ Quiz

MedlinePlus

... Peripheral Artery Disease Venous Thromboembolism Aortic Aneurysm More Cholesterol IQ Quiz Updated:Jul 5,2017 Begin the quiz Cholesterol • Home • About Cholesterol Introduction Atherosclerosis What Your Cholesterol ...

Projectile Motion Gets the Hose

ERIC Educational Resources Information Center

Goff, John Eric; Liyanage, Chinthaka

2011-01-01

Students take a weekly quiz in our introductory physics course. During the week in which material focused on projectile motion, we not-so-subtly suggested what problem the students would see on the quiz. The quiz problem was an almost exact replica of a homework problem we worked through in the class preceding the quiz. The goal of the problem is…

Modifying the Monte Carlo Quiz to Increase Student Motivation, Participation, and Content Retention

ERIC Educational Resources Information Center

Simonson, Shawn R.

2017-01-01

Fernald developed the Monte Carlo Quiz format to enhance retention, encourage students to prepare for class, read with intention, and organize information in psychology classes. This author modified the Monte Carlo Quiz, combined it with the Minute Paper, and applied it to various courses. Students write quiz questions as part of the Minute Paper…

Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores

ERIC Educational Resources Information Center

Maurer, Trent W.; Longfield, Judith

2015-01-01

This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…

The educational value of online mastery quizzes in a human anatomy course for first-year dental students.

PubMed

Lee, Lisa M J; Nagel, Rollin W; Gould, Douglas J

2012-09-01

The purpose of this study was to evaluate the effectiveness of online mastery quizzes in enhancing dental students' learning and preparedness for anatomy examinations. First-year dental students taking an integrated anatomy course at The Ohio State University were administered online mastery quizzes, made available for five days before each examination. The mastery quizzes were comprised of ten multiple-choice questions representative of the upcoming examination in content and difficulty. The students were allowed to access this resource as many times as they desired during the five-day window before each examination; the highest score for each student was added to his or her final course grade. The results indicate that almost all the students took advantage of this resource to reinforce content, clarify concepts, and prepare for the examinations. Statistical analyses of the students' exam performance showed that the mastery quizzes neither improved nor reduced their exam scores, but multiple regression analyses showed that the initial mastery quiz scores had a predictive value for their examination performance, suggesting a potential for mastery quizzes as an intervention tool for such a course. Online mastery quizzes, when used effectively, may be an effective resource to further engage dental and other students in educational endeavors and examination preparation and as a predictor of success.

Sleep Quiz

MedlinePlus

Skip Navigation Bar Home Current Issue Past Issues Sleep Quiz Past Issues / Summer 2007 Table of Contents ... on. Photo: iStock Take the National Center on Sleep Disorders Research Sleep Quiz TRUE OR FALSE ? _____1. ...

Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system.

PubMed

Taveira-Gomes, Tiago; Prado-Costa, Rui; Severo, Milton; Ferreira, Maria Amélia

2015-01-24

Spaced-repetition and test-enhanced learning are two methodologies that boost knowledge retention. ALERT STUDENT is a platform that allows creation and distribution of Learning Objects named flashcards, and provides insight into student judgments-of-learning through a metric called 'recall accuracy'. This study aims to understand how the spaced-repetition and test-enhanced learning features provided by the platform affect recall accuracy, and to characterize the effect that students, flashcards and repetitions exert on this measurement. Three spaced laboratory sessions (s0, s1 and s2), were conducted with n=96 medical students. The intervention employed a study task, and a quiz task that consisted in mentally answering open-ended questions about each flashcard and grading recall accuracy. Students were randomized into study-quiz and quiz groups. On s0 both groups performed the quiz task. On s1 and s2, the study-quiz group performed the study task followed by the quiz task, whereas the quiz group only performed the quiz task. We measured differences in recall accuracy between groups/sessions, its variance components, and the G-coefficients for the flashcard component. At s0 there were no differences in recall accuracy between groups. The experiment group achieved a significant increase in recall accuracy that was superior to the quiz group in s1 and s2. In the study-quiz group, increases in recall accuracy were mainly due to the session, followed by flashcard factors and student factors. In the quiz group, increases in recall accuracy were mainly accounted by flashcard factors, followed by student and session factors. The flashcard G-coefficient indicated an agreement on recall accuracy of 91% in the quiz group, and of 47% in the study-quiz group. Recall accuracy is an easily collectible measurement that increases the educational value of Learning Objects and open-ended questions. This metric seems to vary in a way consistent with knowledge retention, but further investigation is necessary to ascertain the nature of such relationship. Recall accuracy has educational implications to students and educators, and may contribute to deliver tailored learning experiences, assess the effectiveness of instruction, and facilitate research comparing blended-learning interventions.

Headaches and Migraines: Migraine 101 Quiz

MedlinePlus

... Bar Home Current Issue Past Issues Headaches and Migraines Migraine 101 Quiz Past Issues / Spring 2009 Table of ... the facts when it comes to headaches and migraines? Test your knowledge with this quick quiz. True/ ...

Nicotine Withdrawal; Measure Your Symptoms (Quiz)

MedlinePlus

... Free Resources Medications Can Help You Quit Using Nicotine Replacement Therapy Busting NRT Myths Smokefree Phone Apps ... Withdrawal Understanding Withdrawal Quiz: How Strong is Your Nicotine Addiction? Quiz: What Are Your Withdrawal Symptoms? Dealing ...

One Quiz File, Several Modes of Delivery

ERIC Educational Resources Information Center

Herbert, John C.

2012-01-01

This report offers online course designers, particularly those keen on using Moodle CMSs, a means of diversifying accessibility to their educational materials via multiple modes of delivery that do not require the creation of numerous files and formats for just one activity. The author has made contributions to the development of an open source…

MISR Where on Earth...? MISR Mystery Image Quiz #28

NASA Image and Video Library

2016-11-16

Are you ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA's MISR (Multi-angle Imaging SpectroRadiometer) instrument onboard the Terra satellite. Prize submissions for perfect scores accepted until Wednesday, November 23, at 4:00 p.m. PST. Happy sleuthing! Take the quiz here http://climate.nasa.gov/quizzes/misr_quiz_28. http://photojournal.jpl.nasa.gov/catalog/PIA15375

MISR Where on Earth ...? MISR Mystery Image Quiz #29

NASA Image and Video Library

2017-06-21

Are you ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA's MISR Multi-angle Imaging SpectroRadiometer (MISR) instrument onboard the Terra satellite. Prize submissions for perfect scores accepted until Wednesday, June 28, at 4:00 p.m. PDT. Happy sleuthing! Take the quiz here http://climate.nasa.gov/quizzes/misr_quiz_29. https://photojournal.jpl.nasa.gov/catalog/PIA21762

A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory

NASA Astrophysics Data System (ADS)

Stroud, Mary W.

This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory. A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations. For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated. Archived quiz responses for non-intervention students were also analyzed for comparison. Students uniquely constructed individual concept maps containing incorrect, conceptually correct and "scientifically thin" calorimetry characterizations. Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.

Assessing informed consent in an opioid relapse prevention study with adults under current or recent criminal justice supervision.

PubMed

Allen, Ashleigh A; Chen, Donna T; Bonnie, Richard J; Ko, Tomohiro M; Suratt, Colleen E; Lee, Joshua D; Friedmann, Peter D; Gordon, Michael; McDonald, Ryan; Murphy, Sean M; Boney, Tamara Y; Nunes, Edward V; O'Brien, Charles P

2017-10-01

Concerns persist that individuals with substance use disorders who are under community criminal justice supervision experience circumstances that might compromise their provision of valid, informed consent for research participation. These concerns include the possibilities that desire to obtain access to treatment might lead individuals to ignore important information about research participation, including information about risks, or that cognitive impairment associated with substance use might interfere with attending to important information. We report results from a consent quiz (CQ) administered in a multisite randomized clinical trial of long-acting naltrexone to prevent relapse to opioid use disorder among adults under community criminal justice supervision-a treatment option difficult to access by this population of individuals. Participants were required to answer all 11 items correctly before randomization. On average, participants answered 9.8 items correctly (89%) at baseline first attempt (n=306). At week 21 (n=212), participants scored 87% (9.5 items correct) without review. Performance was equivalent to, or better than, published results from other populations on a basic consent quiz instrument across multiple content domains. The consent quiz is an efficient method to screen for adequate knowledge of consent information as part of the informed consent process. Clinical researchers who are concerned about these issues should consider using a consent quiz with corrected feedback to enhance the informed consent process. Overall, while primarily useful as an educational tool, employing a CQ as part of the gateway to participation in research may be particularly important as the field continues to advance and tests novel experimental treatments with significant risks and uncertain potential for benefit. Copyright © 2017. Published by Elsevier Inc.

Leveraging Quiz-Based Multiple-Prize Web Tournaments for Reinforcing Routine Mathematical Skills

ERIC Educational Resources Information Center

Gonzalez-Tablas, Ana I.; de Fuentes, Jose M.; Hernandez-Ardieta, Jorge L.; Ramos, Benjamin

2013-01-01

In Higher Education Engineering studies, there exists the need of engaging students in performing drill and practice activities with the goal of reinforcing routine mathematical skills. The usual optionality of these tasks entails the risk of students not fulfilling them in an effective way. Although competitive approaches are not a trend in…

MISR Where on Earth…? Mystery Image Quiz #29

Atmospheric Science Data Center

2017-09-07

... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ...

Phase transition to a two-peak phase in an information-cascade voting experiment

NASA Astrophysics Data System (ADS)

Mori, Shintaro; Hisakado, Masato; Takahashi, Taiki

2012-08-01

Observational learning is an important information aggregation mechanism. However, it occasionally leads to a state in which an entire population chooses a suboptimal option. When this occurs and whether it is a phase transition remain unanswered. To address these questions we perform a voting experiment in which subjects answer a two-choice quiz sequentially with and without information about the prior subjects’ choices. The subjects who could copy others are called herders. We obtain a microscopic rule regarding how herders copy others. Varying the ratio of herders leads to qualitative changes in the macroscopic behavior of about 50 subjects in the experiment. If the ratio is small, the sequence of choices rapidly converges to the correct one. As the ratio approaches 100%, convergence becomes extremely slow and information aggregation almost terminates. A simulation study of a stochastic model for 106 subjects based on the herder’s microscopic rule shows a phase transition to the two-peak phase, where the convergence completely terminates as the ratio exceeds some critical value.

Quiz Today: Should I Skip Class?

ERIC Educational Resources Information Center

Zizler, Peter

2013-01-01

How does selective assessment, wherein one counts only the best "k" out of "n" quizzes set, impact grade inflation? Based on our analysis, a specific quantitative answer can be given to a student who plans to skip a quiz, depending, of course, on the student's quiz writing consistency or inconsistency.

Integrating an Information Literacy Quiz into the Learning Management System

ERIC Educational Resources Information Center

Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

2014-01-01

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

Effects Of The Contingency For Homework Submission On Homework Submission And Quiz Performance In A College Course

PubMed Central

2005-01-01

Effects of the contingency for submission of homework assignments on the probability of assignment submission and on quiz grades were assessed in an undergraduate psychology course. Under an alternating treatments design, each student was assigned to a points condition for 5 of 10 quiz-related homework assignments corresponding to textbook chapters. Points were available for homework submission under this condition; points were not available under the no-points condition. The group-mean percentage of homework assignments submitted and quiz grades were higher for all chapters under the points condition than in the no-points condition. These findings, which were replicated in Experiment 2, demonstrate that homework submission was not maintained when the only consequences were instructor-provided feedback and expectation of improved quiz performance. PMID:15898476

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice…

Designing Online Quiz Questions To Assess a Range of Cognitive Skills.

ERIC Educational Resources Information Center

Reid, Nick; McLoughlin, Catherine

This paper discusses the design and pedagogy underpinning the use of online quiz items in which students are presented with a range of questions designed to enhance understanding of complex linguistic constructions. It explores the design of different types of quiz questions from the perspective of pedagogy and cognitive demand. The particular…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study.

PubMed

Raupach, Tobias; Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-09-28

Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs. 2.2%) and retention test (19.1% vs. 4.0%). When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures.

The Facts on Aging Quiz: A Review of Findings and a Revision of Palmore's Facts on Aging Quiz.

ERIC Educational Resources Information Center

Palmore, Erdman; And Others

1980-01-01

In a review of studies using the Facts on Aging Quiz (FAQ), group reliability was high, but item reliability was low. Less educated groups were more biased against the elderly. In some ways the revised FAQ supports the Palmore scale, while compensating for its weaknesses. (JAC)

Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

ERIC Educational Resources Information Center

Ozarslan, Yasin; Ozan, Ozlem

2016-01-01

Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

Evaluation of a visual risk communication tool: effects on knowledge and perception of blood transfusion risk.

PubMed

Lee, D H; Mehta, M D

2003-06-01

Effective risk communication in transfusion medicine is important for health-care consumers, but understanding the numerical magnitude of risks can be difficult. The objective of this study was to determine the effect of a visual risk communication tool on the knowledge and perception of transfusion risk. Laypeople were randomly assigned to receive transfusion risk information with either a written or a visual presentation format for communicating and comparing the probabilities of transfusion risks relative to other hazards. Knowledge of transfusion risk was ascertained with a multiple-choice quiz and risk perception was ascertained by psychometric scaling and principal components analysis. Two-hundred subjects were recruited and randomly assigned. Risk communication with both written and visual presentation formats increased knowledge of transfusion risk and decreased the perceived dread and severity of transfusion risk. Neither format changed the perceived knowledge and control of transfusion risk, nor the perceived benefit of transfusion. No differences in knowledge or risk perception outcomes were detected between the groups randomly assigned to written or visual presentation formats. Risk communication that incorporates risk comparisons in either written or visual presentation formats can improve knowledge and reduce the perception of transfusion risk in laypeople.

Examination of the Psychometric Properties of the Knowledge of Aging for Social Work Quiz

ERIC Educational Resources Information Center

Nakao, Kayoko C.; Damron-Rodriguez, JoAnn; Lawrance, Frances P.; Volland, Patricia J.

2013-01-01

Using graduate social work students' data ("n" = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work.…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

PubMed Central

Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-01-01

Background Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Objective Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Methods Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Results Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%). Conclusions When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures. PMID:26416467

Learning Curve for Teaching Constellations in a Planetarium

NASA Astrophysics Data System (ADS)

Hintz, Eric G.; Smith, N.; Moody, J. W.; Stephens, D. C.; Joner, M. D.; Hintz, M.; Lawler, J.; Jones, M.; Bench, N.

2014-01-01

As part of a larger project we have examined how students learn constellations in a planetarium environment. Students in our introductory descriptive astronomy class were given a 50 object quiz before any instruction. This quiz includes 30 constellations, 17 bright stars, two star clusters, and the Orion Nebula. In addition we gathered a small set of demographic information. After the initial quiz we tracked student scores through the semester to see how long it took for them to learn all 50 objects. We also plan to give a follow-up constellation quiz to students who have previously taken the quiz to test for retention. This will cover a time line for 6 months up to 4 years. We will present our early results from this study. This data will also be used as a baseline for a study of Head Mounted Displays to teach a deaf audience in a planetarium. This work is partially supported by funding from the National Science Foundation grant IIS-1124548 and the Sorenson Foundation.

Folic Acid Quiz

MedlinePlus

... Surveillance References Birth Defects COUNT Data & Statistics Research Articles & Key Findings About Us Partners Links to Other Websites Information For… Media Policy Makers Folic Acid Quiz Language: English (US) ...

Pressure Safety: Advanced Self-Study 30120

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

Glass, George

2016-02-29

Pressure Safety Advance Self-Study (Course 30120) consists of an introduction, five modules, and a quiz. To receive credit in UTrain for completing this course, you must score 80% or better on the 15-question quiz (check UTrain). Directions for initiating the quiz are appended to the end of this training manual. This course contains several links to LANL websites. UTrain might not support active links, so please copy links into the address line in your browser.

Social effects of an anthropomorphic help agent: humans versus computers.

PubMed

David, Prabu; Lu, Tingting; Kline, Susan; Cai, Li

2007-06-01

The purpose of this study was to examine perceptions of fairness of a computer-administered quiz as a function of the anthropomorphic features of the help agent offered within the quiz environment. The addition of simple anthropomorphic cues to a computer help agent reduced the perceived friendliness of the agent, perceived intelligence of the agent, and the perceived fairness of the quiz. These differences were observed only for male anthropomorphic cues, but not for female anthropomorphic cues. The results were not explained by the social attraction of the anthropomorphic agents used in the quiz or by gender identification with the agents. Priming of visual cues provides the best account of the data. Practical implications of the study are discussed.

Using an online quiz-based reinforcement system to teach healthcare quality and patient safety and care transitions at the University of California.

PubMed

Shaikh, Ulfat; Afsar-Manesh, Nasim; Amin, Alpesh N; Clay, Brian; Ranji, Sumant R

2017-10-01

Implementing quality improvement (QI) education during clinical training is challenging due to time constraints and inadequate faculty development in these areas. Quiz-based reinforcement systems show promise in fostering active engagement, collaboration, healthy competition and real-time formative feedback, although further research on their effectiveness is required. An online quiz-based reinforcement system to increase resident and faculty knowledge in QI, patient safety and care transitions. Experts in QI and educational assessment at the 5 University of California medical campuses developed a course comprised of 3 quizzes on Introduction to QI, Patient Safety and Care Transitions. Each quiz contained 20 questions and utilized an online educational quiz-based reinforcement system that leveraged spaced learning. Approximately 500 learners completed the course (completion rate 66-86%). Knowledge acquisition scores for all quizzes increased after completion: Introduction to QI (35-73%), Patient Safety (58-95%), and Care Transitions (66-90%). Learners reported that the quiz-based system was an effective teaching modality and preferred this type of education to classroom-based lectures. Suggestions for improvement included reducing frequency of presentation of questions and utilizing more questions that test learners on application of knowledge instead of knowledge acquisition. A multi-campus online quiz-based reinforcement system to train residents in QI, patient safety and care transitions was feasible, acceptable, and increased knowledge. The course may be best utilized to supplement classroom-based and experiential curricula, along with increased attention to optimizing frequency of presentation of questions and enhancing application skills. © The Author 2017. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Debate preparation/participation: an active, effective learning tool.

PubMed

Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

2008-01-01

Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

Building capacity in laboratory medicine in Africa by increasing physician involvement: a laboratory medicine course for clinicians.

PubMed

Guarner, Jeannette; Amukele, Timothy; Mehari, Meheretu; Gemechu, Tufa; Woldeamanuel, Yimtubezinash; Winkler, Anne M; Asrat, Daniel; Wilson, Michael L; del Rio, Carlos

2015-03-01

To describe a 4-day laboratory medicine course for clinicians given at Addis Ababa University, Ethiopia, designed to improve the use of laboratory-based diagnoses. Each day was dedicated to one of the following topics: hematology, blood bank/transfusion medicine and coagulation, chemistry, and microbiology. The course included lectures, case-based learning, laboratory tours, and interactive computer case-based homework. The same 12-question knowledge quiz was given before and after the course. Twenty-eight participants took the quiz before and 21 after completing the course. The average score was 5.28 (range, 2-10) for the initial quiz and 8.09 (range, 4-11) for the second quiz (P = .0001). Two of 12 and 8 of 12 questions were answered correctly by more than 60% of trainees on the initial and second quiz, respectively. Knowledge and awareness of the role of the laboratory increased after participation in the course. Understanding of laboratory medicine principles by clinicians will likely improve use of laboratory services and build capacity in Africa. Copyright© by the American Society for Clinical Pathology.

Blood Pressure Quiz | NIH MedlinePlus the Magazine

MedlinePlus

... this page please turn Javascript on. Feature: High Blood Pressure Blood Pressure Quiz Past Issues / Fall 2011 Table of Contents Blood pressure changes throughout the day. It… is highest while ...

Family Health History and Diabetes

MedlinePlus

... Risk Test Family Health History Quiz Family Health History Quiz Family health history is an important risk ... Should Ask Your Family About Diabetes & Family Health History Knowing your family health history is important. Here ...

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

PubMed

El Tantawi, Maha M A

2009-05-01

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

Measuring and reducing college students' procrastination.

PubMed

Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

2011-01-01

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.

Orthopedic Health: Osteoarthritis— What You Should Know (quiz)

MedlinePlus

... Bar Home Current Issue Past Issues Orthopedic Health Osteoarthritis— What You Should Know Past Issues / Spring 2009 ... Javascript on. How much do you know about osteoarthritis, its causes, and its therapies? Take this quiz ...

A Quiz on Recent Court Decisions Concerning Student Conduct.

ERIC Educational Resources Information Center

Zirkel, Perry A.

1980-01-01

Presents a 10-question quiz based on court decisions reported from 1977 through 1979. Three areas are covered--student discipline, student searches, and student expression. Answers and explanations are given for each question. (IRT)

Women know FP better.

PubMed

1989-03-01

A widely-publicized, well-received educational quiz show in Jakarta, Indonesia, proved most effective in familiarizing people with family planning and good contraceptive methods. The show's success demonstrated the ability of non-governmental organizations (NGO) to organize and carry out projects with the technical and administrative assistance of the National Family Planning Coordinating Board (NFPCB). This was the main component of the Self-reliant Family Planning Festival broadly aimed at encouraging people to accept and practice family planning, especially condoms, at their own expense, while emphasizing the role of men in assuming responsibility for family planning. Information and motivational messages on family planning were conveyed through the festival's exhibitions, consultations, bazaar, and song and dance routines. 30 men and 35 women were randomly selected from an audience of 1,850 to participate in the quiz show component. Participants responded to questions on family planning, many of which addressed condoms, with 14 women and 4 men finally winning home electric goods for their correct answers. Women respondents were more knowledgeable of the issues than men. Regardless of whether they provided correct responses, men were, however, more confident in their choices than women. The festival's success has attracted the interest and expected funding of commercial companies for future festivals. Governmental and non-governmental parties have also expressed their interest in contracting with the NFPCB for the sale of condoms in foreign markets.

Stay Teen: Games

MedlinePlus

... by You are here Home » Games and Quizzes Games and Quizzes Facebook Twitter Tumblr Shares · 0 quiz ... Year’s Relationship Resolution Be? Shares · 0 Comments · 0 game Block Party Shares · 0 Comments · 0 quiz Should ...

Where on Earth...? MISR Mystery Image Quiz #24: Shandong Province, China

NASA Image and Video Library

2010-11-03

This image of the Shandong Province, China was acquired by the Multi-angle Imaging SpectroRadiometer instrument aboard NASA Terra spacecraft. This image is from the MISR Where on Earth...? Mystery Quiz #24.

Mystery #28

Atmospheric Science Data Center

2017-06-14

... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ...

Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

Special Section: Complementary and Alternative Medicine (CAM):Quiz on Complementary and Alternative Medicine

MedlinePlus

... Special Section CAM Quiz on Complementary and Alternative Medicine Past Issues / Winter 2009 Table of Contents For ... low back pain. True False Complementary and alternative medicine (CAM) includes: Meditation Chiropractic Use of natural products, ...

Quiz: Nails

MedlinePlus

... you know about your nails? Find out by taking this quiz! About Us Contact Us Partners Editorial Policy Permissions Guidelines Privacy Policy & Terms of Use Notice of Nondiscrimination Visit the Nemours Web site. Note: All information on KidsHealth® is for educational purposes ...

Where on Earth...? MISR Mystery Image Quiz #3:Lofoten Islands, Norway

NASA Image and Video Library

2001-09-26

Lofoten Islands, Norway. Norway is deeply indented by fjords, rises precipitously to high plateaus, and is united with the ocean by numerous islands. This image from NASA Terra satellite is MISR Mystery Image Quiz #2.

Where on Earth...? MISR Mystery Image Quiz #13: Western Uzbekistan and Northeastern Turkmenistan

NASA Image and Video Library

2003-03-19

Acquired by the Multi-angle Imaging SpectroRadiometer instrument aboard NASA Terra spacecraft, this image is from the MISR Where on Earth...? Mystery Quiz #13. The location is Western Uzbekistan and Northeastern Turkmenistan.

Meet your Aircraft Quiz

DOT National Transportation Integrated Search

1995-01-01

This quiz is designed to help a pilot meet his or her aircraft. Although no attempt is made to cover in depth all of the information contained in the typical Pilot's Operating Handbook (POH), Owner's Manual (OM), or Aircraft Flight Manual (AFM), the ...

Quiz: Does Your Blood Pressure Pass the Test? | NIH MedlinePlus the Magazine

MedlinePlus

... page please turn Javascript on. Special Section: Healthy Blood Pressure Quiz: Does Your Blood Pressure Pass the Test? Past Issues / Winter 2010 Table of Contents Blood pressure changes throughout the day. It is highest while ...

Quiz: What's the buzz about salt? | NIH MedlinePlus the Magazine

MedlinePlus

... page please turn Javascript on. Feature: Too Much Salt Quiz: What's the buzz about salt? Past Issues / Spring - Summer 2010 Table of Contents The body needs how much salt per day: ¼ teaspoon ½ teaspoon 1 teaspoon ...

Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

NASA Astrophysics Data System (ADS)

Wood, Charles L.

Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

What's Your Fire Safety IQ?

ERIC Educational Resources Information Center

PTA Today, 1992

1992-01-01

The National Fire Protection Association offers a quiz on fire safety designed to help people learn about the major fire dangers and change the way they respond to them. Recommends that families sit down and take the quiz together, focusing on the correct answers provided. (SM)

A point contingency for homework submission in the graduate school classroom.

PubMed

Rehfeldt, Ruth Anne; Walker, Brooke; Garcia, Yors; Lovett, Sadie; Filipiak, Stephen

2010-01-01

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.

How to Escape a Home Fire (Take This Safety Quiz).

ERIC Educational Resources Information Center

PTA Today, 1994

1994-01-01

A checklist/safety quiz from the National Fire Protection Association examines individual knowledge of how to escape if a home fire breaks out. The organization recommends that every household develop a fire escape plan and practice it at least twice a year. (SM)

The use of quizStar application for online examination in basic physics course

NASA Astrophysics Data System (ADS)

Kustijono, R.; Budiningarti, H.

2018-03-01

The purpose of the study is to produce an online Basic Physics exam system using the QuizStar application. This is a research and development with ADDIE model. The steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. System feasibility is reviewed for its validity, practicality, and effectiveness. The subjects of research are 60 Physics Department students of Universitas Negeri Surabaya. The data analysis used is a descriptive statistic. The validity, practicality, and effectiveness scores are measured using a Likert scale. Criteria feasible if the total score of all aspects obtained is ≥ 61%. The results obtained from the online test system by using QuizStar developed are 1) conceptually feasible to use; 2) the system can be implemented in the Basic Physics assessment process, and the existing constraints can be overcome; 3) student's response to system usage is in a good category. The results conclude that QuizStar application is eligible to be used for online Basic Physics exam system.

Repeated Assessments of Informed Consent Comprehension among HIV-Infected Participants of a Three-Year Clinical Trial in Botswana

PubMed Central

Chaisson, Lelia H.; Kass, Nancy E.; Chengeta, Bafanana; Mathebula, Unami; Samandari, Taraz

2011-01-01

Background Informed consent (IC) has been an international standard for decades for the ethical conduct of clinical trials. Yet frequently study participants have incomplete understanding of key issues, a problem exacerbated by language barriers or lack of familiarity with research concepts. Few investigators measure participant comprehension of IC, while even fewer conduct interim assessments once a trial is underway. Methods and Findings We assessed comprehension of IC using a 20-question true/false quiz administered in 6-month intervals in the context of a placebo-controlled, randomized trial for the prevention of tuberculosis among HIV-infected adults in Botswana (2004–2009). Quizzes were offered in both Setswana and English. To enroll in the TB trial, participants were required to have ≥16/20 correct responses. We examined concepts understood and the degree to which understanding changed over three-years. We analyzed 5,555 quizzes from 1,835 participants. The participants' highest education levels were: 28% primary, 59% secondary, 9% tertiary and 7% no formal education. Eighty percent of participants passed the enrollment quiz (Quiz1) on their first attempt and the remainder passed on their second attempt. Those having higher than primary education and those who took the quiz in English were more likely to receive a passing score on their first attempt (adjusted odds ratios and 95% confidence intervals, 3.1 (2.4–4.0) and 1.5 (1.2, 1.9), respectively). The trial's purpose or procedures were understood by 90–100% of participants, while 44–77% understood randomization, placebos, or risks. Participants who failed Quiz1 on their initial attempt were more likely to fail quizzes later in the trial. Pass rates improved with quiz re-administration in subsequent years. Conclusions Administration of a comprehension quiz at enrollment and during follow-up was feasible in a large, international collaboration and efficiently determined IC comprehension by trial participants. Strategies to improve understanding of concepts like placebos and randomization are needed. Comprehension assessments throughout a study may reinforce key concepts. PMID:22046230

Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.

PubMed

McNulty, John A; Espiritu, Baltazar R; Hoyt, Amy E; Ensminger, David C; Chandrasekhar, Arcot J

2015-01-01

Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. © 2014 American Association of Anatomists.

Where on Earth...? MISR Mystery Image Quiz #8:Yarlung Tsangpo River, China

NASA Image and Video Library

2002-05-15

The mighty river featured in this image is called the Yarlung Tsangpo in China, and is then known as the Dikrong during its passage through India state of Arunachal Pradesh. This image from NASA Terra satellite is MISR Mystery Image Quiz #8.

Where on Earth...? MISR Mystery Image Quiz #10:Pulau Kimaam, West Papua

NASA Image and Video Library

2002-09-04

Pulau Kimaam, Pulau Dolok, Pulau Yos Sudarso, and Frederik Hendrik Island are all names used to refer to this island, which is part of the Indonesian province of West Papua. This image from NASA Terra satellite is MISR Mystery Image Quiz #10.

American Society of Nephrology Quiz and Questionnaire 2015: Electrolytes and Acid-Base Disorders.

PubMed

Rosner, Mitchell H; Perazella, Mark A; Choi, Michael J

2016-04-07

The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the annual Kidney Week meeting of the American Society of Nephrology. During the 2015 meeting the conference hall was once again overflowing with eager quiz participants. Topics covered by the experts included electrolyte and acid-base disorders, glomerular disease, end-stage renal disease and dialysis, and kidney transplantation. Complex cases representing each of these categories together with single-best-answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of nephrology fellowship programs and nephrology fellows in the United States answered the questions through an internet-based questionnaire. During the live session members of the audience tested their knowledge and judgment on the same series of case-oriented questions in a quiz. The audience compared their answers in real time using a cell-phone app containing the answers of the nephrology fellows and training program directors. The results of the online questionnaire were displayed, and then the quiz answers were discussed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces selected content of educational value for theClinical Journal of the American Society of Nephrologyreaders. Enjoy the clinical cases and expert discussions. Copyright © 2016 by the American Society of Nephrology.

Reliability and validity of the Incontinence Quiz-Turkish version.

PubMed

Kara, Kerime C; Çıtak Karakaya, İlkim; Tunalı, Nur; Karakaya, Mehmet G

2018-01-01

The aim of this study was to investigate the reliability and validity of the Turkish version of the Incontinence Quiz, which was developed by Branch et al. (1994), to assess women's knowledge of and attitudes toward urinary incontinence. Comprehensibility of the Turkish version of the 14-item Incontinence Quiz, which was prepared following translation-back translation procedures, was tested on a pilot group of eight women, and its internal reliability, test-retest reliability and construct validity were assessed in 150 women who attended the gynecology clinics of three hospitals in İçel, Turkey. Physical and sociodemographic characteristics and presence of incontinence complaints were also recorded. Data were analyzed at the 0.05 alpha level, using SPSS version 22. The scale had good reliability and validity. The internal reliability coefficient (Cronbach α) was 0.80, test-retest correlation coefficients were 0.83-0.94; and with regard to construct validity, Kaiser-Meyer-Olkin coefficient was 0.76 and Barlett sphericity test was 562.777 (P = 0.000). Turkish version of the Incontinence Quiz had a four-factor structure, with Eigenvalues ranging from 1.17 to 4.08. The Incontinence Quiz-Turkish version is a highly comprehensible, reliable and valid scale, which may be used to assess Turkish-speaking women's knowledge of and attitudes toward urinary incontinence. © 2017 Japan Society of Obstetrics and Gynecology.

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)

Mediated Education: Cue the Quizeratii: 'Blockbusters'.

ERIC Educational Resources Information Center

Kerrigan, Frank; Tilley, Adrian

This study was conducted to record and evaluate, through a questionnaire and discussion, a young audience's perception of a quiz type television program with school age children as participants. The question under investigation was how the fundamental principle of a quiz show--in which knowledge is bartered for material gain--could be measured…

Does Computer-Aided Formative Assessment Improve Learning Outcomes?

ERIC Educational Resources Information Center

Hannah, John; James, Alex; Williams, Phillipa

2014-01-01

Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final…

What Teachers and Parents Should Know about Ritalin.

ERIC Educational Resources Information Center

Prater, Mary Anne; Pancheri, Christina

1999-01-01

Presents basic information on Ritalin, a frequently prescribed stimulant medication for students with attention deficit hyperactivity disorder. A quiz evaluates the reader's knowledge level and is followed by an explanation of the correct answers. Also considered are pros and cons of Ritalin use, teachers' and parents' responses to the quiz, and…

A Comparison of Escalating versus Fixed Reinforcement Schedules on Undergraduate Quiz Taking

ERIC Educational Resources Information Center

Mahoney, Amanda

2017-01-01

Drug abstinence studies indicate that escalating reinforcement schedules maintain abstinence for longer periods than fixed reinforcement schedules. The current study evaluated whether escalating reinforcement schedules would maintain more quiz taking than fixed reinforcement schedules. During baseline and for the control group, bonus points were…

The effect of case-based discussion of topics with experts on learners' opinions: implications for spinal education and training.

PubMed

Berjano, Pedro; Villafañe, Jorge Hugo; Vanacker, Gerard; Cecchinato, Riccardo; Ismael, Maryem; Gunzburg, Robert; Marruzzo, Daniele; Lamartina, Claudio

2018-02-01

This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons. We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance. Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment. On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.

The effect of case-based discussion of topics with experts on learners' opinions: implications for spinal education and training.

PubMed

Berjano, Pedro; Villafañe, Jorge Hugo; Vanacker, Gerard; Cecchinato, Riccardo; Ismael, Maryem; Gunzburg, Robert; Marruzzo, Daniele; Lamartina, Claudio

2017-10-01

This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons. We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance. Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment. On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.

Errors in radiographic interpretation made by veterinary students.

PubMed

Lamb, C R; Pfeiffer, D U; Mantis, P

2007-01-01

As a means of identifying student weaknesses in radiographic interpretation that could be used as foci for teaching, a cohort of 96 students joining the final-year radiology rotation were randomly allocated to one of three radiographic interpretation quizzes, each based on radiographs of small-animal patients together with the signalment and a brief, relevant history. Students' quiz scores were analyzed by multiple logistic regression, using an outcome variable with the score for each item as numerator and maximum possible mark as denominator. Students' median quiz score was 49% of the maximum (range 23-80%). Students were more likely to gain a mark for items based on abnormal radiographs than for those based on normal radiographs (odds ratio 3.4, p < 0.001). Skeletal radiographs were associated with lower scores (OR 0.75, p = 0.03). The fewest marks were awarded for interpretation of a radiograph of a normal canine stifle and interpretation of a radiograph of a normal canine pelvis; these items were misinterpreted as abnormal by 86% and 80% of the students, respectively. Students' tendency to over-interpret normal radiographs may reflect a lack of knowledge of radiographic anatomy or an unrealistically high expectation that the radiographs are abnormal.

Brain-to-Brain Synchrony and Learning Outcomes Vary by Student-Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study.

PubMed

Bevilacqua, Dana; Davidesco, Ido; Wan, Lu; Oostrik, Matthias; Chaloner, Kim; Rowland, Jess; Ding, Mingzhou; Poeppel, David; Dikker, Suzanne

2018-04-30

How does the human brain support real-world learning? We used wireless electroencephalography to collect neurophysiological data from a group of 12 senior high school students and their teacher during regular biology lessons. Six scheduled classes over the course of the semester were organized such that class materials were presented using different teaching styles (videos and lectures), and students completed a multiple-choice quiz after each class to measure their retention of that lesson's content. Both students' brain-to-brain synchrony and their content retention were higher for videos than lectures across the six classes. Brain-to-brain synchrony between the teacher and students varied as a function of student engagement as well as teacher likeability: Students who reported greater social closeness to the teacher showed higher brain-to-brain synchrony with the teacher, but this was only the case for lectures, that is, when the teacher is an integral part of the content presentation. Furthermore, students' retention of the class content correlated with student-teacher closeness, but not with brain-to-brain synchrony. These findings expand on existing social neuroscience research by showing that social factors such as perceived closeness are reflected in brain-to-brain synchrony in real-world group settings and can predict cognitive outcomes such as students' academic performance.

Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

PubMed

Root Kustritz, Margaret V

2014-01-01

A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.

Increasing motivation changes subjective reports of listening effort and choice of coping strategy.

PubMed

Picou, Erin M; Ricketts, Todd A

2014-06-01

The purpose of this project was to examine the effect of changing motivation on subjective ratings of listening effort and on the likelihood that a listener chooses either a controlling or an avoidance coping strategy. Two experiments were conducted, one with auditory-only (AO) and one with auditory-visual (AV) stimuli, both using the same speech recognition in noise materials. Four signal-to-noise ratios (SNRs) were used, two in each experiment. The two SNRs targeted 80% and 50% correct performance. Motivation was manipulated by either having participants listen carefully to the speech (low motivation), or listen carefully to the speech and then answer quiz questions about the speech (high motivation). Sixteen participants with normal hearing participated in each experiment. Eight randomly selected participants participated in both. Using AO and AV stimuli, motivation generally increased subjective ratings of listening effort and tiredness. In addition, using auditory-visual stimuli, motivation generally increased listeners' willingness to do something to improve the situation, and decreased their willingness to avoid the situation. These results suggest a listener's mental state may influence listening effort and choice of coping strategy.

Improving EFL Learners' Pronunciation of English through Quiz-Demonstration-Practice-Revision (QDPR)

ERIC Educational Resources Information Center

Moedjito

2018-01-01

This study investigates the effectiveness of Quiz-Demonstration-Practice-Revision (QDPR) in improving EFL learners' pronunciation of English. To achieve the goal, the present researcher conducted a one-group pretest-posttest design. The experimental group was selected using a random sampling technique with consideration of the inclusion criteria.…

Biochemistry Games: "AZ-Quiz" and "Jeopardy!"

ERIC Educational Resources Information Center

Rostejnska, Milada; Klimova, Helena

2011-01-01

"AZ-Quiz" and "Jeopardy!" are popular television shows and serve as the basis for in-class games designed to support and diversify chemistry instruction at the high school level. Both games were created in Microsoft PowerPoint, which is an easily accessible and controllable instrument that enables the creation of engaging animation. The use of…

The Use of a Daily Quiz "TOPday" as Supportive Learning Method for Medical Students

ERIC Educational Resources Information Center

Maessen, Martijn F. H.; Fluit, Cornelia R. M. G.; Holla, Micha; Drost, Gea; Vorstenbosch, Marc A. T. M.; de Waal Malefijt, Maarten C.; Kooloos, Jan G. M.; Tanck, Esther

2016-01-01

Medical students consider anatomy, neurology, and traumatology as difficult study topics. A recent study showed that the daily quiz "Two Opportunities to Practice per day (TOPday)" positively supported biomedical students in analyzing and solving biomechanical problems. The main purpose of this study was to investigate the effect of…

Introducing The Captain Power and The Power Quiz. Energy Education Programs.

ERIC Educational Resources Information Center

Niedermeyer, F.; Roberson, E.

Two energy education programs are described in this informational brochure. Both "Captain Power" for second graders and "Power Quiz" for fifth graders are designed to teach energy concepts and to help students develop and use conservation skills. Program outcomes focus on energy concepts, types of energy, energy costs, energy…

Sauerbraten, Rotkappchen und Goethe: The Quiz Show as an Introduction to German Studies.

ERIC Educational Resources Information Center

White, Diane

1980-01-01

Proposes an adaptation of the quiz-show format for classroom use, discussing a set of rules and sample questions designed for beginning and intermediate German students. Presents questions based on German life and culture which are especially selected to encourage participation from students majoring in subjects other than German. (MES)

An Electrifying Quiz! Constructing a Printed-Circuit Board Quiz Game

ERIC Educational Resources Information Center

Calhoun, Michael J.

2005-01-01

Laptop computers, cell phones and the Apple iPod all contain transistors, IC chips, capacitors, and other electronic components. To the general public--and especially students in upper elementary and middle school grades--these components are most often very mysterious items. Yet, it is at elementary and middle school levels that scientists and…

Studying as Fun and Games: Effects on College Students' Quiz Performance

ERIC Educational Resources Information Center

Neef, Nancy A.; Perrin, Christopher J.; Haberlin, Alayna T.; Rodrigues, Lilian C.

2011-01-01

We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than…

Effectiveness of a Radiographic Anatomy Software Application for Enhancing Learning of Veterinary Radiographic Anatomy.

PubMed

Reiter, Rachel; Viehdorfer, Matt; Hescock, Kimmy; Clark, Terri; Nemanic, Sarah

The goal of this study was to determine the effectiveness of an interactive radiology software application that we developed to enhance learning of normal canine radiographic anatomy. All first-year veterinary medical students were eligible to participate in this subject pre-test-post-test experimental design. When presented with the software application, all students had completed two terms of gross anatomy in which the complete anatomy of the dog had been taught using a combination of lectures and laboratory dissections, including radiographic examples. The software application was divided into four body regions: front limb, hind limb, skull/spine, and thorax/abdomen, each with a learning mode and a quiz mode. Quizzes were composed of 15 questions drawn pseudo-randomly without repeat from all structures within a region (median 206 structures). Students were initially given the software application with only the quiz mode activated. After completing four quizzes, one for each body region, students were given access to the software application with both learning mode and quiz mode activated. Students were instructed to spend 30 minutes using the learning mode to study the radiographic anatomy of each region and to retake each quiz. Quiz scores after using the learning mode were significantly higher for each body region (p<.001), with a large effect size for all four regions (Cohen's d=0.83-1.56). These results suggest that this radiographic anatomy software application is an effective tool for students to use to learn normal radiographic anatomy.

Rural Organization of Australian Stroke Teams: Emergency Department project.

PubMed

Wright, A; McGrail, M; Disler, P

2008-08-01

Many junior doctors have poor stroke assessment skills. Although major efforts have gone in to changing the attitudes of clinicians to stroke through the development of guidelines and implementation strategies, the most important step may be to make sure that medical schools include appropriate teaching of this important topic in their curricula. The Rural Organization of Australian Stroke Teams Emergency Department (ROASTED) project sought to determine the effectiveness of a practical intervention to improve the assessment and education of stroke knowledge among our junior emergency department doctors. We used a prospective before and after study of two separate cohorts (intervention vs no intervention) to assess the stroke knowledge of our junior emergency department doctors and to test the effectiveness of an educational intervention. The project took place at five sites in rural Victoria in November 2006. Both cohorts undertook the same two validated quizzes 1 month apart. At the intervention sites two 1-h tutorials were conducted between the quizzes and participants were encouraged to use a web-based educational tool. Pre-project stroke knowledge was shown to be poor at all of the participating sites. At the sites where no intervention took place no improvement in knowledge was shown (z = 0.83, P = 0.41, two-sided Mann-Whitney U-test). The median score for quiz 1 was 8.1 (41%, interquartile range (IQR) 6.5-9.4) and for quiz 2, 7.2 (36%, IQR 5.1-9.3). At the intervention sites, participants significantly improved their stroke knowledge between quiz 1 and quiz 2 (z = 4.75, P < 0.001). The median score for quiz 1 in this cohort was 8.3 (42%, IQR 6.5-10.0) and for quiz 2, 12.8 (64%, IQR 12.0-14.8). This project showed that junior doctors have an inadequate knowledge of stroke and that among our junior emergency department doctors there is a need for the ROASTED intervention and other innovative educational measures.

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2013-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies for future investigation.

Key steps in developing a cognitive vaccine against traumatic flashbacks: visuospatial Tetris versus verbal Pub Quiz.

PubMed

Holmes, Emily A; James, Ella L; Kilford, Emma J; Deeprose, Catherine

2010-11-10

Flashbacks (intrusive memories of a traumatic event) are the hallmark feature of Post Traumatic Stress Disorder, however preventative interventions are lacking. Tetris may offer a 'cognitive vaccine' [1] against flashback development after trauma exposure. We previously reported that playing the computer game Tetris soon after viewing traumatic material reduced flashbacks compared to no-task [1]. However, two criticisms need to be addressed for clinical translation: (1) Would all games have this effect via distraction/enjoyment, or might some games even be harmful? (2) Would effects be found if administered several hours post-trauma? Accordingly, we tested Tetris versus an alternative computer game--Pub Quiz--which we hypothesized not to be helpful (Experiments 1 and 2), and extended the intervention interval to 4 hours (Experiment 2). The trauma film paradigm was used as an experimental analog for flashback development in healthy volunteers. In both experiments, participants viewed traumatic film footage of death and injury before completing one of the following: (1) no-task control condition (2) Tetris or (3) Pub Quiz. Flashbacks were monitored for 1 week. Experiment 1: 30 min after the traumatic film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz led to a significant increase in flashbacks. Experiment 2: 4 hours post-film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz did not. First, computer games can have differential effects post-trauma, as predicted by a cognitive science formulation of trauma memory. In both Experiments, playing Tetris post-trauma film reduced flashbacks. Pub Quiz did not have this effect, even increasing flashbacks in Experiment 1. Thus not all computer games are beneficial or merely distracting post-trauma - some may be harmful. Second, the beneficial effects of Tetris are retained at 4 hours post-trauma. Clinically, this delivers a feasible time-window to administer a post-trauma "cognitive vaccine".

Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students

PubMed Central

Gubbiyappa, Kumar Shiva; Barua, Ankur; Das, Biswadeep; Vasudeva Murthy, C. R.; Baloch, Hasnain Zafar

2016-01-01

Objectives: Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. Materials and Methods: In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Results: Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of “Agree” or “Disagree” and “Agree” or “Strongly Agree” was statistically significant. Conclusion: This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method. PMID:28031607

Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students.

PubMed

Gubbiyappa, Kumar Shiva; Barua, Ankur; Das, Biswadeep; Vasudeva Murthy, C R; Baloch, Hasnain Zafar

2016-10-01

Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1-8.9) at the risk of providing neutral or negative feedback than high achievers ( P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at the risk of becoming low or middle achievers during the end of semester examination ( P = 0.013). The multivariate analysis of "Agree" or "Disagree" and "Agree" or "Strongly Agree" was statistically significant. This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.

Temporal Patterns of Behavior from the Scheduling of Psychology Quizzes

ERIC Educational Resources Information Center

Jarmolowicz, David P.; Hayashi, Yusuke; St. Peter Pipkin, Claire

2010-01-01

Temporal patterns of behavior have been observed in real-life performances such as bill passing in the U.S. Congress, in-class studying, and quiz taking. However, the practical utility of understanding these patterns has not been evaluated. The current study demonstrated the presence of temporal patterns of quiz taking in a university-level…

Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

ERIC Educational Resources Information Center

Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

2012-01-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

Stimulating Student Interest in Physiology: The Intermedical School Physiology Quiz

ERIC Educational Resources Information Center

Cheng, Hwee-Ming

2010-01-01

The Intermedical School Physiology Quiz (IMSPQ) was initiated in 2003 during the author's last sabbatical from the University of Malaya. At this inaugural event, there were just seven competing teams from Malaysian medical schools. The challenge trophy for the IMSPQ is named in honor of Prof. A. Raman, who was the first Malaysian Professor of…

The Quick Quiz: An Unplugged Assessment for the Math Educator's Toolbox

ERIC Educational Resources Information Center

Jones, Julie P.; Bradley, Gary; Love, Sarah

2018-01-01

When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how they can use the QuickQuiz (QQ) to drive…

The Effectiveness Evaluation among Different Player-Matching Mechanisms in a Multi-Player Quiz Game

ERIC Educational Resources Information Center

Tsai, Fu-Hsing

2016-01-01

This study aims to investigate whether different player-matching mechanisms in educational multi-player online games (MOGs) can affect students' learning performance, enjoyment perception and gaming behaviors. Based on the multi-player quiz game, TRIS-Q, developed by Tsai, Tsai and Lin (2015) using a free player-matching (FPM) mechanism, the same…

Linking Multimodal Communication and Feedback Loops to Reinforce Plagiarism Awareness

ERIC Educational Resources Information Center

O'Donnell, Kerri

2011-01-01

In this article, the author describes the use of an electronic quiz on a trial basis as a means of improving students' awareness of academic misconduct issues and their understanding of how to avoid those issues. The quiz integrated several new factors into information-sharing processes, increasing feedback to both students and staff. It was by no…

"UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

ERIC Educational Resources Information Center

von Franqué, Alexander; Tellioglu, Hilda

2014-01-01

Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

Studying as fun and games: effects on college students' quiz performance.

PubMed

Neef, Nancy A; Perrin, Christopher J; Haberlin, Alayna T; Rodrigues, Lilian C

2011-01-01

We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than in the no-game condition.

What Happened Next? Making and Using an Interactive DVD Quiz Game

ERIC Educational Resources Information Center

Sluman, Jonny

2013-01-01

In this article Jonny Sluman describes how he adapted an interactive DVD quiz game at a Christmas family get-together into an exciting, creative science activity to teach his students. The rounds included: a "quick fire" question round, a "what happened next" round, a music round, and a "spot the difference" round.…

A quiz becomes a multidirectional dialogue with Web-based instructional tools for an anatomical pathology rotation.

PubMed

Fales-Williams, Amanda; Kramer, Travis; Heer, Rex; Danielson, Jared

2005-01-01

Senior veterinary students in the Iowa State University College of Veterinary Medicine (ISU CVM) participate in clinical rotations, among them a two-week necropsy rotation. The students have access to the rotation syllabus on the ISU CVM intranet site. To promote rapid comprehension of necropsy protocol, students completed a pre-exam on the syllabus. This exercise evolved from a paper quiz to an online pre-exam, using course management software to improve use of class time, increase feedback, and shift the focus to acquisition of knowledge. The students were encouraged to work collaboratively on the pre-exam and could make repeated attempts. We predicted that professional students would make multiple attempts at the pre-exam until the desired score was attained. This exercise achieves multiple goals. First, the exam encourages early review of necropsy protocol. Second, use of WebCT allows for instant, automatic, and consistent feedback from the instructor, reducing redundancy while improving the quality of communication between student and instructor and thus using faculty time more efficiently. The instructor can quickly identify and rectify common misunderstandings through this interface. Third, by allowing discussion and repeated attempts, we can ensure that there is less pressure associated with the exam. Statistical analysis of the students' performance supports the prediction that students would repeat the exam until the desired score was achieved. Subjectively, as a result of implementation of an online pre-exam, the instructor has observed students to be more engaged with the material at an earlier point in the rotation.

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.

Embedding patient simulation in a pediatric cardiology rotation: a unique opportunity for improving resident education.

PubMed

Mohan, Shaun; Follansbee, Christopher; Nwankwo, Ugonna; Hofkosh, Dena; Sherman, Frederick S; Hamilton, Melinda F

2015-01-01

High-fidelity patient simulation (HFPS) has been used in medical education to bridge gaps in medical knowledge and clinical skills. Few studies have analyzed the impact of HFPS in subspecialty rotations for pediatric residents. We hypothesized that pediatric residents exposed to HFPS with a structured content curriculum would perform better on a case quiz than residents without exposure to HFPS. Prospective randomized controlled Tertiary-care free standing children's hospital During a cardiology rotation, senior pediatric residents completed an online pediatric cardiology curriculum and a cardiology quiz. After randomization into two groups, the study group participated in a fully debriefed HFPS session. The control group had no HFPS. Both groups completed a case quiz. Confidence surveys pre- and postsimulation were completed. From October 2010 through March 2013, 55 residents who rotated through the pediatric cardiology rotation were used in the final analysis (30 control, 25 in the study group). There was no significant difference between groups on the initial cardiology quiz. The study group scored higher on the case quiz compared with the control group (P = .024). Based on pre- and postsimulation questionnaires, residents' confidence in approaching a pediatric cardiology patient improved from an average Likert score of 5.1 to 7.5 (on scale of 0-10) (P < .001). Incorporation of HFPS into a preexisting pediatric cardiology rotation was feasible and well received. Our study suggests that simulation promotes increased confidence and may modestly improve clinical reasoning compared to traditional educational techniques. Targeted simulation sessions may readily be incorporated into pediatric subspecialty rotations. © 2014 Wiley Periodicals, Inc.

Financial Literacy Skills of Students in Urban and Rural High Schools

ERIC Educational Resources Information Center

Valentine, Gregory P.; Khayum, Mohammed

2005-01-01

The purpose of this study was to determine the affect of various demographic and economic socialization factors on the results of a personal finance literacy quiz administered to rural and urban high school students in Indiana. Urban students had an average score of 50% on the quiz and rural students had a an average score of 51%. Planning to…

Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

ERIC Educational Resources Information Center

Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

2012-01-01

The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

The Effects of Certain and Uncertain Reinforcement Procedures on the Quiz Submission and Performance of College Students

ERIC Educational Resources Information Center

Berkovits, Shira Melody

2011-01-01

College instructors often provide homework so that their students can review class material; however some students do not take advantage of these review opportunities. This study compared the effects of a certain reward and a lottery reward on the quiz submission rates and accuracy of 112 college students. In Baseline, quizzes were for practice…

Student Performance in Online Quizzes as a Function of Time in Undergraduate Financial Management Courses

ERIC Educational Resources Information Center

Schnusenberg, Oliver

2009-01-01

An interesting research question in light of recent technological developments is an investigation of the relationship between the time remaining to complete online quizzes and quiz scores. The data consist of over 4,000 individual quiz scores for six sections of Financial Management at The University of North Florida taught between the Summer of…

Psychometric Properties of the Revised Facts on Suicide Quiz in Austrian Medical and Psychology Undergraduates

ERIC Educational Resources Information Center

Voracek, Martin; Tran, Ulrich S.; Sonneck, Gernot

2008-01-01

Psychometric properties and demographic correlates of a German form of R. W. Hubbard and J. L. McIntosh's (1992) Revised Facts on Suicide Quiz (RFOS), an inventory for assessing overall knowledge about suicide, were investigated in a sample of 1,093 Austrian medical and psychology students. Internal consistency of the RFOS was weak, as were many…

Time pressure in scenario-based online construction safety quizzes and its effect on students' performance

NASA Astrophysics Data System (ADS)

Jaeger, Martin; Adair, Desmond

2017-05-01

Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students' performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that 'intrinsic stress' does not seem to impair students' performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to 'learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning.

Assessment of distraction from erotic stimuli by nonerotic interference.

PubMed

Anderson, Alex B; Hamilton, Lisa Dawn

2015-01-01

Distraction from erotic cues during sexual encounters is a major contributor to sexual difficulties in men and women. Being able to assess distraction in studies of sexual arousal will help clarify underlying contributions to sexual problems. The current study aimed to identify the most accurate assessment of distraction from erotic cues in healthy men (n = 29) and women (n = 38). Participants were assigned to a no distraction, low distraction, or high distraction condition. Distraction was induced using an auditory distraction task presented during the viewing of an erotic video. Attention to erotic cues was assessed using three methods: a written quiz, a visual quiz, and a self-reported distraction measure. Genital and psychological sexual responses were also measured. Self-reported distraction and written quiz scores most accurately represented the level of distraction present, while self-reported distraction also corresponded with a decrease in genital arousal. Findings support the usefulness of self-report measures in conjunction with a brief quiz on the erotic material as the most accurate and sensitive ways to simply measure experimentally-induced distraction. Insight into distraction assessment techniques will enable evaluation of naturally occurring distraction in patients suffering from sexual problems.

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions

NASA Astrophysics Data System (ADS)

Fry, Elizabeth Brondos

Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.

Augmenting College Students' Study of Speech-Language Pathology Using Computer-Based Mini Quiz Games.

PubMed

Vinney, Lisa A; Howles, Les; Leverson, Glen; Connor, Nadine P

2016-08-01

This study examined whether undergraduate college students' immediate recall and longer-term retention of introductory voice disorder concepts improved by using mini quiz games (MQGs; interactive knowledge tests in game format) compared with (a) traditional study alone, (b) MQGs and traditional study together, or (c) a no-study control condition. Ninety-three college students participated in proctored sessions in which they were given a pretest, viewed an online lecture on introductory voice disorder concepts, and then engaged in either no intervention or interventions including traditional study, MQG play, or both MQG play and traditional study, followed by an immediate recall posttest and longer-term retention follow-up test. Analyses suggested that the effects of all interventions (traditional study, MQG play, and the combination of the 2) were equivalent and resulted in significantly greater improvements from pretest to immediate recall posttest performance than the control condition. In contrast, MQGs and MQGs with traditional study, but not traditional study alone, showed better results for long-term retention than no study. Results provide preliminary support for the idea that there may be multiple effective learning modes, beyond traditional study, that enhance recall and retention of knowledge foundational to speech-language pathology clinical training and practice.

Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

ERIC Educational Resources Information Center

Malanga, Paul R.; Sweeney, William J.

2008-01-01

The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle

ERIC Educational Resources Information Center

Muzyka, Jennifer L.

2015-01-01

In the Just-in-Time Teaching approach, a faculty member assigns readings to students before every class. After the students have done the daily reading, they access a short reading quiz using a course management system (e.g., Moodle). The faculty member uses student responses to the quiz in the preparation of the day's class material and is able…

Key Steps in Developing a Cognitive Vaccine against Traumatic Flashbacks: Visuospatial Tetris versus Verbal Pub Quiz

PubMed Central

Holmes, Emily A.; James, Ella L.; Kilford, Emma J.; Deeprose, Catherine

2010-01-01

Background Flashbacks (intrusive memories of a traumatic event) are the hallmark feature of Post Traumatic Stress Disorder, however preventative interventions are lacking. Tetris may offer a ‘cognitive vaccine’ [1] against flashback development after trauma exposure. We previously reported that playing the computer game Tetris soon after viewing traumatic material reduced flashbacks compared to no-task [1]. However, two criticisms need to be addressed for clinical translation: (1) Would all games have this effect via distraction/enjoyment, or might some games even be harmful? (2) Would effects be found if administered several hours post-trauma? Accordingly, we tested Tetris versus an alternative computer game – Pub Quiz – which we hypothesized not to be helpful (Experiments 1 and 2), and extended the intervention interval to 4 hours (Experiment 2). Methodology/Principal Findings The trauma film paradigm was used as an experimental analog for flashback development in healthy volunteers. In both experiments, participants viewed traumatic film footage of death and injury before completing one of the following: (1) no-task control condition (2) Tetris or (3) Pub Quiz. Flashbacks were monitored for 1 week. Experiment 1: 30 min after the traumatic film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz led to a significant increase in flashbacks. Experiment 2: 4 hours post-film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz did not. Conclusions/Significance First, computer games can have differential effects post-trauma, as predicted by a cognitive science formulation of trauma memory. In both Experiments, playing Tetris post-trauma film reduced flashbacks. Pub Quiz did not have this effect, even increasing flashbacks in Experiment 1. Thus not all computer games are beneficial or merely distracting post-trauma - some may be harmful. Second, the beneficial effects of Tetris are retained at 4 hours post-trauma. Clinically, this delivers a feasible time-window to administer a post-trauma “cognitive vaccine”. PMID:21085661

Enhancing learning through optimal sequencing of web-based and manikin simulators to teach shock physiology in the medical curriculum.

PubMed

Cendan, Juan C; Johnson, Teresa R

2011-12-01

The Association of American Medical Colleges has encouraged educators to investigate proper linkage of simulation experiences with medical curricula. The authors aimed to determine if student knowledge and satisfaction differ between participation in web-based and manikin simulations for learning shock physiology and treatment and to determine if a specific training sequencing had a differential effect on learning. All 40 second-year medical students participated in a randomized, counterbalanced study with two interventions: group 1 (n = 20) participated in a web-based simulation followed by a manikin simulation and group 2 (n = 20) participated in reverse order. Knowledge and attitudes were documented. Mixed-model ANOVA indicated a significant main effect of time (F(1,38) = 18.6, P < 0.001, η(p)(2) = 0.33). Group 1 scored significantly higher on quiz 2 (81.5%) than on quiz 1 (74.3%, t(19) = 3.9, P = 0.001), for an observed difference of 7.2% (95% confidence interval: 3.3, 11.0). Mean quiz scores of group 2 did not differ significantly (quiz 1: 77.0% and quiz 2: 79.7%). There was no significant main effect of group or a group by time interaction effect. Students rated the simulations as equally effective in teaching shock physiology (P = 0.88); however, the manikin simulation was regarded as more effective in teaching shock treatment (P < 0.001). Most students (73.7%) preferred the manikin simulation. The two simulations may be of similar efficacy for educating students on the physiology of shock; however, the data suggest improved learning when web-based simulation precedes manikin use. This finding warrants further study.

Evaluation of an online three-dimensional interactive resource for undergraduate neuroanatomy education.

PubMed

Allen, Lauren K; Eagleson, Roy; de Ribaupierre, Sandrine

2016-10-01

Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's cross-over design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W = 47, P < 0.01; W = 30, P < 0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W = 397.5, P < 0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W = 94, P < 0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r = 0.22, P = 0.04; r = 0.25, P = 0.02; r = 0.26, P = 0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Diet Quality Scores of Australian Adults Who Have Completed the Healthy Eating Quiz.

PubMed

Williams, Rebecca L; Rollo, Megan E; Schumacher, Tracy; Collins, Clare E

2017-08-15

Higher scores obtained using diet quality and variety indices are indicators of more optimal food and nutrient intakes and lower chronic disease risk. The aim of this paper is to describe the overall diet quality and variety in a sample of Australian adults who completed an online diet quality self-assessment tool, the Healthy Eating Quiz. The Healthy Eating Quiz takes approximately five minutes to complete online and computes user responses into a total diet quality score (out of a maximum of 73 points) and then categorizes them into the following groups: 'needs work' (<33), 'getting there' (33-38), 'excellent' (39-46), or 'outstanding' (47+). There was a total of 93,252 first-time respondents, of which 76% were female. Over 80% of respondents were between 16-44 years of age. The mean total score was 34.1 ± 9.7 points. Females had a higher total score than males ( p < 0.001) and vegetarians had higher total scores than non-vegetarians ( p < 0.001). Healthy eating quiz scores were higher in those aged 45-75 years compared to 16-44 years ( p < 0.001). When comparing Socioeconomic Indices for Areas deciles, those most disadvantaged had a lower total score than those least disadvantaged ( p < 0.001). Repeat measures showed that those who scored lowest (needs work) in their first completion increased their total score by 3.2 ± 7.4 at their second completion ( p < 0.001). While the Healthy Eating Quiz data indicates that individuals receiving feedback on how to improve their score can improve their diet quality, there is a need for further nutrition promotion interventions in Australian adults.

Dimensions of stereotypical attitudes among older adults: Analysis of two countries.

PubMed

Helmes, Edward; Pachana, Nancy A

2016-11-01

Much research on attitudes towards older adults has used younger adults as participants and identified a range of negative attitudes towards older persons. Comparatively little literature has explored the attitudes of older adults themselves towards their own age cohort. The present study explicitly compared attitudes towards other older adults from samples of 195 older adults in Australia and 172 older Canadians. Attitudinal measures included the Aging Attitudes Questionnaire (assesses older adults' attitudes toward other older adults), Fraboni Scale of Ageism (assesses younger adults' attitudes toward older adults) and the Reactions to Aging Questionnaire (assesses attitudes toward one's own aging), as well as a scale measuring knowledge of aging, the Facts on Aging Quiz, adapted for Australia and Canada. Responses on the three attitudinal measures were subjected to principal components analysis. Two components emerged in both samples, one defined by the Reactions to Aging Questionnaire and Aging Attitudes Questionnaire scales and the second by the Fraboni Scale of Ageism scales. Regression analyses to ascertain prediction of scores on the Facts on Aging Quiz, adapted for Australia and Facts on Aging Quiz, adapted for Canada showed that only the Aging Attitudes Questionnaire scale for Physical Changes predicted scores on the Facts on Aging Quiz, adapted for Australia and no attitudes predicted Facts on Aging Quiz, adapted for Canada scores. It appears that older adults distinguish between their own aging and aging in others. Knowledge of aging appears to be predicted only by attitudes toward physical changes. Given increasing proportions of older adults in the population, as well as increasing access to aging information available to older cohorts, continued research on how older adults view themselves and the aging process is important, and will almost certainly continue to evolve over time. Geriatr Gerontol Int 2016; 16: 1226-1230. © 2015 Japan Geriatrics Society.

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.

Developing a tool for observing group critical thinking skills in first-year medical students: a pilot study using physiology-based, high-fidelity patient simulations.

PubMed

Nguyen, Khoa; Ben Khallouq, Bertha; Schuster, Amanda; Beevers, Christopher; Dil, Nyla; Kay, Denise; Kibble, Jonathan D; Harris, David M

2017-12-01

Most assessments of physiology in medical school use multiple choice tests that may not provide information about a student's critical thinking (CT) process. There are limited performance assessments, but high-fidelity patient simulations (HFPS) may be a feasible platform. The purpose of this pilot study was to determine whether a group's CT process could be observed over a series of HFPS. An instrument [Critical Thinking Skills Rating Instrument CTSRI)] was designed with the IDEAS framework. Fifteen groups of students participated in three HFPS that consisted of a basic knowledge quiz and introduction, HFPS session, and debriefing. HFPS were video recorded, and two raters reviewed and scored all HFPS encounters with the CTSRI independently. Interrater analysis suggested good reliability. There was a correlation between basic knowledge scores and three of the six observations on the CTSRI providing support for construct validity. The median CT ratings significantly increased for all observations between the groups' first and last simulation. However, there were still large percentages of video ratings that indicated students needed substantial prompting during the HFPS. The data from this pilot study suggest that it is feasible to observe CT skills in HFPS using the CTSRI. Based on the findings from this study, we strongly recommend that first-year medical students be competent in basic knowledge of the relevant physiology of the HFPS before participating, to minimize the risk of a poor learning experience. Copyright © 2017 the American Physiological Society.

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

PubMed

Tune, Johnathan D; Sturek, Michael; Basile, David P

2013-12-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

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.

Revisiting COIN Theory and Instruction

DTIC Science & Technology

2009-03-13

Light ning II PE (12-24 Dec) B-10* Analy st Note book/ ARC GIS/ OP Dese rt Light ning II PE B-9...3 Mod B Final Test OP Deser t Light ning II PE (BUB 4) Mod B AAR B-16* Quiz 3 OP Deser t Light ning...Dec) (BUB 3 PMB) Quiz 3 Study Focus B-13* OP Desert Light ning II PE (BUB 2 Bn MB) B-11*

Meeting the Demands of Professional Education: A Study of Mind Mapping in a Professional Doctoral Physical Therapy Education Program

ERIC Educational Resources Information Center

Pollard, Elicia L.

2010-01-01

The purposes of this study are to investigate whether the quiz scores of physical therapy students who integrated mind mapping in their learning strategies are significantly different than the quiz scores of students who did not use mind mapping to learn in a lecture-based research course and examine the students' perceptions of mind mapping as a…

An interdisciplinary, team-based design for an oral and maxillofacial radiology course for postdoctoral dental students.

PubMed

Ramesh, Aruna; Ganguly, Rumpa; Qualters, Donna M

2014-09-01

This article describes the transition of an oral and maxillofacial radiology course from a traditional lecture format to an interactive case-based, team-based, interdisciplinary, and intraprofessional learning model in advanced dental education. Forty-four postdoctoral dental students were enrolled in the course over a twelve-week period in the fall semester 2012. The class consisted of U.S.- and foreign-trained dentists enrolled in advanced education programs in various dental disciplines. The course faculty preassigned interdisciplinary teams with four or five students in each. The class met once a week for an hour. Ten of the twelve sessions consisted of a team presentation, individual quiz, team quiz, and case discussion. Each member of a team completed peer evaluation of other team members during weeks six and twelve of the course. The final course grade was a composite of individual and team quiz grades, team presentation, and peer evaluation grades. The overall class average was 90.43. Ninety-five percent of the class (42/44) had total team grades equal to or greater than total individual quiz grades. The objective of creating a new case-based, team-based, interdisciplinary, intraprofessional learning model in advanced dental education was achieved, and the initial student perception of the new format was positive.

Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention.

PubMed

Beskow, Laura M; Lin, Li; Dombeck, Carrie B; Gao, Emily; Weinfurt, Kevin P

2017-05-01

To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension. We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic. Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate. Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them.Genet Med advance online publication 13 October 2016.

Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion?

PubMed

Hoover, Carrie Ann; Dinndorf-Hogenson, Georgia Ann; Peterson, Jennifer Lee; Tollefson, Bethany Renae; Berndt, Jodi Lisbeth; Laudenbach, Nikki

2018-03-01

Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies. This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities. Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence. Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material. [J Nurs Educ. 2018;57(3):163-165.]. Copyright 2018, SLACK Incorporated.

Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings

ERIC Educational Resources Information Center

Balch, William R.

2007-01-01

Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice (n = 132) or short-answer (n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those…

Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention

PubMed Central

Beskow, Laura M.; Lin, Li; Dombeck, Carrie B.; Gao, Emily; Weinfurt, Kevin P.

2017-01-01

Purpose: To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension. Methods: We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic. Results: Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate. Conclusion: Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them. Genet Med advance online publication 13 October 2016 PMID:27735922

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)…

Development and implementation of a novel immune thrombocytopenia bleeding score for dogs.

PubMed

Makielski, Kelly M; Brooks, Marjory B; Wang, Chong; Cullen, Jonah N; O'Connor, Annette M; LeVine, Dana N

2018-04-21

A method of quantifying clinical bleeding in dogs with immune thrombocytopenia (ITP) is needed because ITP patients have variable bleeding tendencies that inconsistently correlate with platelet count. A scoring system will facilitate patient comparisons and allow stratification based on bleeding severity in clinical trials. To develop and evaluate a bleeding assessment tool for dogs, and a training course for improving its consistent implementation. Client-owned dogs (n = 61) with platelet counts <50,000/μL; 34 classified as primary ITP, 17 as secondary ITP, and 10 as non-ITP. A novel bleeding assessment tool, DOGiBAT, comprising bleeding grades from 0 (none) to 2 (severe) at 9 anatomic sites, was developed. Clinicians and technicians completed a training course and quiz before scoring thrombocytopenic patients. The training course was assessed by randomizing student volunteers to take the quiz with or without prior training. A logistic regression model assessed the association between training and quiz performance. The correlation of DOGiBAT score with platelet count and outcome measures was assessed in the thrombocytopenic dogs. Clinicians and technicians consistently applied the DOGiBAT, correctly scoring all quiz cases. The odds of trained students answering correctly were higher than those of untrained students (P < .0001). In clinical cases, DOGiBAT score and platelet count were inversely correlated (r s  = -0.527, P < .0001), and DOGiBAT directly correlated with transfusion requirements (r s  = 0.512, P < .0001) and hospitalization duration (r s  = 0.35, P = .006). The DOGiBAT and assessment quiz are simple tools to standardize evaluation of bleeding severity. With further validation, the DOGiBAT may provide a clinically relevant metric to characterize ITP severity and monitor response in treatment trials. Copyright © 2018 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

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.

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Prototype of a Questionnaire and Quiz System for Supporting Increase of Health Awareness During Wait Time in Dispensing Pharmacy

NASA Astrophysics Data System (ADS)

Toda, Takeshi; Chen, Poa-Min; Ozaki, Shinya; Ideguchi, Naoko; Miyaki, Tomoko; Nanbu, Keiko; Ikeda, Keiko

For quit-smoking clinic and its campaign, there was a need for pharmacists to investigate pediatric patient's parent consciousness to tobacco harm utilizing wait time in a pediatric dispensing pharmacy. In this research, we developed the questionnaire and quiz total system using the tablet for user interface, in which people can easily answer the questionnaire/quiz and quickly see the total results on the spot in order to enhance their consciousness to the tobacco harm. The system also provides their tobacco dependence level based on the questionnaire results and some advice for their health and dietary habits due to the tobacco dependence level. From a field trial with one hundred four examinees in the pediatric dispensing pharmacy, the user interface was useful compared to conventional questionnaire form. The system could enhance their consciousness to tobacco harm and make their beneficial use of waiting time in dispensing pharmacy. Some interesting suggestions for improvement and new services were also obtained.

Comics as an educational tool for children with juvenile idiopathic arthritis.

PubMed

Mendelson, Amir; Rabinowicz, Noa; Reis, Yonit; Amarilyo, Gil; Harel, Liora; Hashkes, Philip J; Uziel, Yosef

2017-09-02

This study examined whether the comic book Neta and the Medikidz Explain JIA would improve disease-related knowledge and treatment adherence among patients with juvenile idiopathic arthritis (JIA). In this prospective cohort study, JIA patients answered 20 multiple-choice knowledge questions about their disease, before and after reading the comic book. Demographic, clinical, health-related quality of life and adherence data were recorded and correlated to the responses. We studied 61 patients with a mean age of 14 ± 3.3 (range 8-18) years, 67% female, 83% Jewish and 17% non-Jewish. Thirty-nine percent had oligoarthritis, 13% systemic, 32% polyarthritis 11% psoriatic and 5% enthesitis-related type JIA. The disease was active in 46%, 40% were treated with biologics/disease modifying anti-rheumatic drugs, and 34% were in remission on medication. Among the 53 patients who completed before and after quizzes, average score increased from 63 to 80% (P < 0.001). Non-Jewish patients initially scored lower than Jewish patients (48%), but their score increased to 79% after reading the comic book. Twenty-seven patients who also completed the quiz 1 year after the first reading retained their knowledge (79%). We did not find a statistically significant correlation between knowledge and age, sex, disease subtype, or Child Health Questionnaire quality of life scores. Adherence to medication use, physical therapy and rheumatology clinic visits were high at baseline; thus, these did not change after reading the comic. The comic booklet Neta and the Medikidz Explain JIA is a good educational tool for increasing disease-related knowledge in children with JIA.

FreshAiR and Field Studies—Augmenting Geological Reality with Mobile Devices

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Crompton, H.; Dunleavy, M.

2014-12-01

During the last decade, mobile devices have fomented a revolution in geological mapping. Present Clinton set the stage for this revolution in the year 2000 when he ordered a cessation to Selective Availability, making reliable GPS available for civilian use. Geologists began using personal digital assistants and ruggedized tablet PCs for geolocation and data recording and the pace of change accelerated with the development of mobile apps such as Google Maps, digital notebooks, and digital compass-clinometers. Despite these changes in map-making technologies, most students continue to learn geology in the field the old-fashioned way, by following a field trip leader as a group and trying to hear and understand lecturettes at the outcrop. In this presentation, we demonstrate the potential of a new Augment Reality (AR) mobile app called "FreshAiR" to change fundamentally the way content-knowledge and learning objectives are delivered to students in the field. FreshAiR, which was developed by co-author and ODU alumnus M.D., triggers content delivery to mobile devices based on proximity. Students holding their mobile devices to the horizon see trigger points superimposed on the field of view of the device's built-in camera. When they walk towards the trigger, information about the location pops up. This can include text, images, movies, and quiz questions (multiple choice and fill-in-the-blank). Students can use the app to reinforce the field trip leader's presentations or they can visit outcrops individuals at different times. This creates the possibility for asynchronous field class, a concept that has profound implications for distance education in the geosciences.

The effect of audio tours on learning and social interaction: An evaluation at Carlsbad Caverns National Park

NASA Astrophysics Data System (ADS)

Novey, Levi T.; Hall, Troy E.

2007-03-01

Auditory forms of nonpersonal communication have rarely been evaluated in informal settings like parks and museums. This study evaluated the effect of an interpretive audio tour on visitor knowledge and social behavior at Carlsbad Caverns National Park. A cross-sectional pretest/posttest quasi-experimental design compared the responses of audio tour users (n = 123) and nonusers (n = 131) on several knowledge questions. Observations (n = 700) conducted at seven sites within the caverns documented sign reading, time spent listening to the audio, within group conversation, and other social behaviors for a different sample of visitors. Pretested tour users and nonusers did not differ in visitor characteristics, knowledge, or attitude variables, suggesting the two populations were similar. On a 12-item knowledge quiz, tour users' scores increased from 5.7 to 10.3, and nonusers' scores increased from 6.2 to 8.4. Most visitors were able to identify some of the park's major messages when presented with a multiple-choice question, but more audio users than nonusers identified resource preservation as a primary message in an open-ended question. Based on observations, audio tour users and nonusers did not differ substantially in their interactions with other members of their group or in their reading of interpretive signs in the cave. Audio tour users had positive reactions to the tour, and these reactions, coupled with the positive learning outcomes and negligible effects on social interaction, suggest that audio tours can be an effective communication medium in informal educational settings.

The use and evaluation of study guides with middle school students.

PubMed

Farnum, M; Brigham, T A

1978-01-01

Two experiments were conducted with 24 fifth-grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between "self-scored" and "teacher-scored" groups on the weekly quizzes.

An instrument to measure nurses' knowledge in palliative care: Validation of the Spanish version of Palliative Care Quiz for Nurses

PubMed Central

2017-01-01

Background Palliative care is nowadays essential in nursing care, due to the increasing number of patients who require attention in final stages of their life. Nurses need to acquire specific knowledge and abilities to provide quality palliative care. Palliative Care Quiz for Nurses is a questionnaire that evaluates their basic knowledge about palliative care. The Palliative Care Quiz for Nurses (PCQN) is useful to evaluate basic knowledge about palliative care, but its adaptation into the Spanish language and the analysis of its effectiveness and utility for Spanish culture is lacking. Purpose To report the adaptation into the Spanish language and the psychometric analysis of the Palliative Care Quiz for Nurses. Method The Palliative Care Quiz for Nurses-Spanish Version (PCQN-SV) was obtained from a process including translation, back-translation, comparison with versions in other languages, revision by experts, and pilot study. Content validity and reliability of questionnaire were analyzed. Difficulty and discrimination indexes of each item were also calculated according to Item Response Theory (IRT). Findings Adequate internal consistency was found (S-CVI = 0.83); Cronbach's alpha coefficient of 0.67 and KR-20 test result of 0,72 reflected the reliability of PCQN-SV. The questionnaire had a global difficulty index of 0,55, with six items which could be considered as difficult or very difficult, and five items with could be considered easy or very easy. The discrimination indexes of the 20 items, show us that eight items are good or very good while six items are bad to discriminate between good and bad respondents. Discussion Although in shows internal consistency, reliability and difficulty indexes similar to those obtained by versions of PCQN in other languages, a reformulation of the items with lowest content validity or discrimination indexes and those showing difficulties with their comprehension is an aspect to take into account in order to improve the PCQN-SV. Conclusion The PCQN-SV is a useful Spanish language instrument for measuring Spanish nurses’ knowledge in palliative care and it is adequate to establish international comparisons. PMID:28545037

An instrument to measure nurses' knowledge in palliative care: Validation of the Spanish version of Palliative Care Quiz for Nurses.

PubMed

Chover-Sierra, Elena; Martínez-Sabater, Antonio; Lapeña-Moñux, Yolanda Raquel

2017-01-01

Palliative care is nowadays essential in nursing care, due to the increasing number of patients who require attention in final stages of their life. Nurses need to acquire specific knowledge and abilities to provide quality palliative care. Palliative Care Quiz for Nurses is a questionnaire that evaluates their basic knowledge about palliative care. The Palliative Care Quiz for Nurses (PCQN) is useful to evaluate basic knowledge about palliative care, but its adaptation into the Spanish language and the analysis of its effectiveness and utility for Spanish culture is lacking. To report the adaptation into the Spanish language and the psychometric analysis of the Palliative Care Quiz for Nurses. The Palliative Care Quiz for Nurses-Spanish Version (PCQN-SV) was obtained from a process including translation, back-translation, comparison with versions in other languages, revision by experts, and pilot study. Content validity and reliability of questionnaire were analyzed. Difficulty and discrimination indexes of each item were also calculated according to Item Response Theory (IRT). Adequate internal consistency was found (S-CVI = 0.83); Cronbach's alpha coefficient of 0.67 and KR-20 test result of 0,72 reflected the reliability of PCQN-SV. The questionnaire had a global difficulty index of 0,55, with six items which could be considered as difficult or very difficult, and five items with could be considered easy or very easy. The discrimination indexes of the 20 items, show us that eight items are good or very good while six items are bad to discriminate between good and bad respondents. Although in shows internal consistency, reliability and difficulty indexes similar to those obtained by versions of PCQN in other languages, a reformulation of the items with lowest content validity or discrimination indexes and those showing difficulties with their comprehension is an aspect to take into account in order to improve the PCQN-SV. The PCQN-SV is a useful Spanish language instrument for measuring Spanish nurses' knowledge in palliative care and it is adequate to establish international comparisons.

Surgeon-authored Virtual Laparoscopic Adrenalectomy Module is Judged Effective and Preferred over Traditional Teaching Tools

PubMed Central

Kurenov, Sergei; Cendan, Juan; Dindar, Sahel; Attwood, Kristopher; Hassett, James; Nawotniak, Ruth; Cherr, Gregory; Cance, William G.; Peters, Jörg

2018-01-01

Objective The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality training module authored by surgeons using the Toolkit for Illustration Procedures in Surgery (TIPS). Methods Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons with 15 to 24 years of experience peer-reviewed and tested the module. Fourteen residents and nine fellows trained with the module and answered the quiz, pre-use and post-use. Participants received an overview during Surgical Grand Rounds session and a 20-minute one- on-one tutorial followed by a 30 minute of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results Correct quiz response rates on procedural steps improved significantly post-use over pre-use. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All subjects indicated that they preferred the module compare to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring virtual reality training. PMID:27758896

Student Mastery of the Sun-Earth-Moon System in a Flipped Classroom of Pre-service Elementary Education Students

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-01-01

One of the current trends in pedagogy at all levels(K-college) is the so-called ‘flipped classroom’, in which students prepare for a class meeting through self-study of the material. It is based on a rejection of the classic model of the faculty member as the ‘sage on the stage’ instead, responsibility for learning shifts to the individual student. The faculty member takes on the role of learning facilitator or mentor, and focuses the students’ learning by crafting and administering timely formative assessments (in multiple formats and applied multiple times) that aid both students and the faculty member in tracking the students’ mastery of the learning outcomes. In a flipped, freshman-only, section of SCI 111 Elementary Earth-Physical Sciences (a required introductory science course for pre-service elementary school teachers) the students learned through a combination of individual and group hands-on in-class activities, technology (including PowerPoint presentations and short videos viewed prior to attending class), in-class worksheets, and in-class discussions. Students self-differentiated in how they interacted with the available teaching materials, deciding which activities to spend the most time on based on their individual needs (based on an online quiz taken the night before the class period, and their personal self-confidence with the material). Available in-class activities and worksheets were developed by the faculty member based on student scores on the online quiz as well as personal messages submitted through the course management system the night before the class meeting. While this placed a significant burden on the faculty member in terms of course preparation, it allowed for just-in-time teaching to take place. This poster describes the results of student mastery of content centered on the sun-earth-moon system (specifically seasons, moon phases, and eclipses) as compared to traditional classroom sections.

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…

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

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…

Multiple Choice Items: How to Gain the Most out of Them.

ERIC Educational Resources Information Center

Talmir, Pinchas

1991-01-01

Describes how multiple-choice items can be designed and used as an effective diagnostic tool by avoiding their pitfalls and by taking advantage of their potential benefits. The following issues are discussed: correct' versus best answers; construction of diagnostic multiple-choice items; the problem of guessing; the use of justifications of…

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.

The use and evaluation of study guides with middle school students1

PubMed Central

Farnum, Marlene; Brigham, Thomas A.

1978-01-01

Two experiments were conducted with 24 fifth-grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between “self-scored” and “teacher-scored” groups on the weekly quizzes. PMID:16795579

Calorie estimation accuracy and menu labeling perceptions among individuals with and without binge eating and/or purging disorders.

PubMed

Roberto, Christina A; Haynos, Ann F; Schwartz, Marlene B; Brownell, Kelly D; White, Marney A

2013-09-01

Menu labeling is a public health policy that requires chain restaurants in the USA to post kilocalorie information on their menus to help consumers make informed choices. However, there is concern that such a policy might promote disordered eating. This web-based study compared individuals with self-reported binge eating disorder (N = 52), bulimia nervosa (N = 25), and purging disorder (N = 17) and those without eating disorders (No ED) (N = 277) on restaurant calorie information knowledge and perceptions of menu labeling legislation. On average, people answered 1.46 ± 1.08 questions correctly (out of 6) (25%) on a calorie information quiz and 92% of the sample was in favor of menu labeling. The findings did not differ based on eating disorder, dieting, or weight status, or race/ethnicity. The results indicated that people have difficulty estimating the calories in restaurant meals and individuals with and without eating disorders are largely in favor of menu labeling laws.

"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…

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

ERIC Educational Resources Information Center

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

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…

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…

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…

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

ERIC Educational Resources Information Center

Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

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…

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…

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…

Hypertension and Diabetes Mellitus: A Preliminary South African Health Promotion Activity Using Service-Learning Principles.

PubMed

Srinivas, Sunitha C; Paphitis, Sharli Anne

2016-06-01

A marked increase in the chronic non-communicable diseases such as hypertension and diabetes mellitus in the South African population is in concert with global trends. A health promotion activity carried out by pharmacy students for school learners during the Sasol National Festival of Science and Technology (SciFest) in South Africa was used as a service-learning opportunity. Pilot tested quizzes on hypertension and diabetes were used to determine the level of knowledge of attendees before and after taking the computer based quiz. Posters, information leaflets and interactive models on these two conditions were also used to reach out to the larger population. Of the 203 participants for the hypertension quiz, 169 completed both the pre- and post-intervention quizzes. Similarly, 86 of the 104 participants for the diabetes quiz, completed both the pre- and post-intervention quizzes. The results show that the post-intervention quiz resulted in a significant increase in the scores from 78.2 to 85.6 % in the case of Hypertension while a marginal increase from 94.2 to 95.5 % was obtained in the case of diabetes. The knowledge of the SciFest attendees with regard to both conditions is above average and improved further after the educational intervention. Health promotion activities which include interactive educational methods and culturally appropriate materials carried out by pharmacy students during service-learning courses are important for improving the awareness on the prevention of these chronic health conditions. Heath promotion service-learning courses can assist in addressing the health care gaps which arise because of a lack of co-ordinated efforts between NGO's and local Government to address the prevention and management of non-communicable diseases such as hypertension and diabetes mellitus.

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…

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…

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.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

mCME project V.2.0: randomised controlled trial of a revised SMS-based continuing medical education intervention among HIV clinicians in Vietnam.

PubMed

Gill, Christopher J; Le, Ngoc Bao; Halim, Nafisa; Chi, Cao Thi Hue; Nguyen, Viet Ha; Bonawitz, Rachael; Hoang, Pham Vu; Nguyen, Hoang Long; Huong, Phan Thi Thu; Larson Williams, Anna; Le, Ngoc Anh; Sabin, Lora

2018-01-01

Continuing medical education (CME) is indispensable, but costs are a barrier. We tested the effectiveness of a novel mHealth intervention (mCME V.2.0) promoting CME among Vietnamese HIV clinicians. We enrolled HIV clinicians from three provinces near Hanoi. The 6-month intervention consisted of (1) daily short message service multiple-choice quiz questions, (2) daily linked readings, (3) links to online CME courses and (4) feedback messages describing the performance of the participant relative to the group. Control participants had equal access to the online CME courses. Our primary endpoint was utilisation of the online CME courses; secondary endpoints were self-study behaviour, performance on a standardised medical exam and job satisfaction. From 121 total HIV clinicians in the three provinces, 106 (87.6%) enrolled, and 48/53 intervention (90%) and 47/53 control (89%) participants completed the endline evaluations. Compared with controls, intervention participants were more likely to use the CME courses (risk ratio (RR) 2.3, 95% CI 1.4 to 3.8, accounting for 83% of course use (P<0.001)). Intervention participants increased self-study behaviours over controls in terms of use of medical textbooks (P<0.01), consulting with colleagues (P<0.01), searching on the internet (P<0.001), using specialist websites (P=0.02), consulting the Vietnam HIV/AIDS treatment guidelines (P=0.02) and searching the scientific literature (P=0.09). Intervention participants outperformed controls on the exam (+23% vs +12% score gains, P=0.05) and had higher job satisfaction. The mCME V.2.0 intervention improved self-study behaviour, medical knowledge and job satisfaction. This approach has potential for expansion in Vietnam and similar settings. NCT02381743.

Retention of Information as a Function of Lesson Design for Middle School Studies of Wetlands in New Jersey

NASA Astrophysics Data System (ADS)

Parsekian, A.; Cimiluca, C.; Gates, A. E.; Calderon, I.

2010-12-01

Considering the breadth of innovative teaching strategies available, it is helpful to identify which will be best suited for a particular subject. With students that have a variety of interests, it is important to engage as many as possible in the lab activity, especially those who might not identify science as their preferred interest. Here we test the retention of information by middle school students after a problem-based learning (PBL) style lesson compared with an investigation where the students were given no role-playing problem. Both lessons were designed around wetlands in New Jersey: the first being a pond-edge ecosystem in a park near the middle school in Newark, NJ that the students are familiar with and the second being small, isolated peat bogs in the Pinelands of southern New Jersey that are the subject of ongoing scientific research. Days after both hands-on lessons, the students were given short, carefully designed multiple choice quizzes that tested the retention of knowledge about each of the learning objectives set forth. Results of the quizzes are nearly normally distributed, indicating a similar average performance. A higher number of students preformed better on the problem-based learning post-quiz suggesting the inclusion of a role playing scenario is useful for engaging the most students in hands-on wetlands laboratory experiments. Future work should test the retention of this type of information over time and explore other teaching strategies. We also present new ideas for an inexpensive hands-on lesson as implemented for the peat bog wetlands example that introduces basic soil science concepts to middle school and high school students.

Standardization of Clinical Assessment and Sample Collection Across All PERCH Study Sites

PubMed Central

Prosperi, Christine; Baggett, Henry C.; Brooks, W. Abdullah; Deloria Knoll, Maria; Hammitt, Laura L.; Howie, Stephen R. C.; Kotloff, Karen L.; Levine, Orin S.; Madhi, Shabir A.; Murdoch, David R.; O’Brien, Katherine L.; Thea, Donald M.; Awori, Juliet O.; Bunthi, Charatdao; DeLuca, Andrea N.; Driscoll, Amanda J.; Ebruke, Bernard E.; Goswami, Doli; Hidgon, Melissa M.; Karron, Ruth A.; Kazungu, Sidi; Kourouma, Nana; Mackenzie, Grant; Moore, David P.; Mudau, Azwifari; Mwale, Magdalene; Nahar, Kamrun; Park, Daniel E.; Piralam, Barameht; Seidenberg, Phil; Sylla, Mamadou; Feikin, Daniel R.; Scott, J. Anthony G.; O’Brien, Katherine L.; Levine, Orin S.; Knoll, Maria Deloria; Feikin, Daniel R.; DeLuca, Andrea N.; Driscoll, Amanda J.; Fancourt, Nicholas; Fu, Wei; Hammitt, Laura L.; Higdon, Melissa M.; Kagucia, E. Wangeci; Karron, Ruth A.; Li, Mengying; Park, Daniel E.; Prosperi, Christine; Wu, Zhenke; Zeger, Scott L.; Watson, Nora L.; Crawley, Jane; Murdoch, David R.; Brooks, W. Abdullah; Endtz, Hubert P.; Zaman, Khalequ; Goswami, Doli; Hossain, Lokman; Jahan, Yasmin; Ashraf, Hasan; Howie, Stephen R. C.; Ebruke, Bernard E.; Antonio, Martin; McLellan, Jessica; Machuka, Eunice; Shamsul, Arifin; Zaman, Syed M.A.; Mackenzie, Grant; Scott, J. Anthony G.; Awori, Juliet O.; Morpeth, Susan C.; Kamau, Alice; Kazungu, Sidi; Kotloff, Karen L.; Tapia, Milagritos D.; Sow, Samba O.; Sylla, Mamadou; Tamboura, Boubou; Onwuchekwa, Uma; Kourouma, Nana; Toure, Aliou; Madhi, Shabir A.; Moore, David P.; Adrian, Peter V.; Baillie, Vicky L.; Kuwanda, Locadiah; Mudau, Azwifarwi; Groome, Michelle J.; Baggett, Henry C.; Thamthitiwat, Somsak; Maloney, Susan A.; Bunthi, Charatdao; Rhodes, Julia; Sawatwong, Pongpun; Akarasewi, Pasakorn; Thea, Donald M.; Mwananyanda, Lawrence; Chipeta, James; Seidenberg, Phil; Mwansa, James; wa Somwe, Somwe; Kwenda, Geoffrey

2017-01-01

Abstract Background. Variable adherence to standardized case definitions, clinical procedures, specimen collection techniques, and laboratory methods has complicated the interpretation of previous multicenter pneumonia etiology studies. To circumvent these problems, a program of clinical standardization was embedded in the Pneumonia Etiology Research for Child Health (PERCH) study. Methods. Between March 2011 and August 2013, standardized training on the PERCH case definition, clinical procedures, and collection of laboratory specimens was delivered to 331 clinical staff at 9 study sites in 7 countries (The Gambia, Kenya, Mali, South Africa, Zambia, Thailand, and Bangladesh), through 32 on-site courses and a training website. Staff competency was assessed throughout 24 months of enrollment with multiple-choice question (MCQ) examinations, a video quiz, and checklist evaluations of practical skills. Results. MCQ evaluation was confined to 158 clinical staff members who enrolled PERCH cases and controls, with scores obtained for >86% of eligible staff at each time-point. Median scores after baseline training were ≥80%, and improved by 10 percentage points with refresher training, with no significant intersite differences. Percentage agreement with the clinical trainer on the presence or absence of clinical signs on video clips was high (≥89%), with interobserver concordance being substantial to high (AC1 statistic, 0.62–0.82) for 5 of 6 signs assessed. Staff attained median scores of >90% in checklist evaluations of practical skills. Conclusions. Satisfactory clinical standardization was achieved within and across all PERCH sites, providing reassurance that any etiological or clinical differences observed across the study sites are true differences, and not attributable to differences in application of the clinical case definition, interpretation of clinical signs, or in techniques used for clinical measurements or specimen collection. PMID:28575355

Optimizing multiple-choice tests as tools for learning.

PubMed

Little, Jeri L; Bjork, Elizabeth Ligon

2015-01-01

Answering multiple-choice questions with competitive alternatives can enhance performance on a later test, not only on questions about the information previously tested, but also on questions about related information not previously tested-in particular, on questions about information pertaining to the previously incorrect alternatives. In the present research, we assessed a possible explanation for this pattern: When multiple-choice questions contain competitive incorrect alternatives, test-takers are led to retrieve previously studied information pertaining to all of the alternatives in order to discriminate among them and select an answer, with such processing strengthening later access to information associated with both the correct and incorrect alternatives. Supporting this hypothesis, we found enhanced performance on a later cued-recall test for previously nontested questions when their answers had previously appeared as competitive incorrect alternatives in the initial multiple-choice test, but not when they had previously appeared as noncompetitive alternatives. Importantly, however, competitive alternatives were not more likely than noncompetitive alternatives to be intruded as incorrect responses, indicating that a general increased accessibility for previously presented incorrect alternatives could not be the explanation for these results. The present findings, replicated across two experiments (one in which corrective feedback was provided during the initial multiple-choice testing, and one in which it was not), thus strongly suggest that competitive multiple-choice questions can trigger beneficial retrieval processes for both tested and related information, and the results have implications for the effective use of multiple-choice tests as tools for learning.

Designing a flashcard with knowledge pills for learning to solve chemistry exercises

NASA Astrophysics Data System (ADS)

Cancela, Angeles; Sanchez, Angel; Maceiras, Rocio

2012-08-01

Nowadays, universities tend to promote more learner-centred learning, creating a more interactive and motivational environment for students and teachers. This paper describes an expanded framework to help chemical educators to construct a quiz for solution of chemical exercises in their courses. The novelty of this contribution is that the proposed tool combines a flashcards-based method with knowledge pills. The framework has three levels: definition of problem for a teacher; the quiz; use of the quiz for the student. The tool could provide predefined or automatically generated exercises of chemicals. Students could practise where and whenever they like via the Internet. Theirs answers would be registered automatically by the tool and if the students have doubts about any of the questions, they can see a knowledge pill with a teacher explanation about the solution of the exercise. Moreover, they would be able to check their scores from the tests. Once the flashcards were designed and produced, the opinions of other lecturers and students about them were considered. Both groups considered that the tool could be useful to improve the students' learning process. For future work, this design will be used with the students and its effectiveness will be analysed.

Knowledge and attitudes about urinary incontinence among community-dwelling Korean American women.

PubMed

Kang, Youngmi

2009-01-01

The purpose of this study was to explore knowledge and attitudes about urinary incontinence (UI) among Korean American women with incontinence and provide initial information needed to design education programs and culture-specific interventions. One hundred eighty-two community-dwelling Korean American women who were 30 years and older and self-identified as having UI were invited to participate in the study. Data collection was conducted in 12 Korean religious organizations. This study uses a cross-sectional descriptive design by means of interviews. The Incontinence Quiz was used to measure knowledge and attitudes about UI. Higher scores indicate greater knowledge and more positive attitudes. The mean Incontinence Quiz was 4.85 (SD = 2.75) out of 14, which was much lower than the midpoint of 7.0, indicating that respondents tended to have limited knowledge and negative attitudes toward UI. The number of correct responses to the items on the Incontinence Quiz in this sample was lower than that reported in other studies that sampled the general population. Interventions to improve Korean women's knowledge of, and attitudes toward, UI are needed. WOC and continence nurses should take an active role in educating women about the prevention and treatment of UI.

Hypnotic clever hands: Agency and automatic responding.

PubMed

Polito, Vince; Barnier, Amanda J; Connors, Michael H

2018-06-01

The Clever Hands task (Wegner, Fuller, & Sparrow, 2003) is a behavioral illusion in which participants make responses to a trivia quiz for which they have no sense of agency. Sixty high hypnotizable participants completed two versions of the Clever Hands task. Quiz One was a replication of the original study. Quiz Two was a hypnotic adaptation using three suggestions that were based on clinical disruptions to the sense of agency. The suggestions were for: random responding, thought insertion, and alien control. These suggestions led to differences in accuracy (action production) and estimates of accuracy (action projection). Specifically, whereas the random responding suggestion had little effect, the two clinically based suggestions had opposite impacts on action production: the thought insertion suggestion led to an increase in the rate of correct responses (although participants still believed they were responding randomly); while the alien control suggestion led to a reduction in the rate of correct answers and a pattern of results that more closely approximated randomness. Contrary to theoretical accounts that claim that hypnosis affects executive monitoring rather than executive control, this result indicates that specific hypnotic suggestions can also influence the implicit processes involved in action production. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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…

Chinese and Australian Year 3 Children's Conceptual Understanding of Science: A multiple comparative case study

NASA Astrophysics Data System (ADS)

Tao, Ying; Colette Oliver, Mary; Venville, Grady Jane

2012-04-01

Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high, medium and low socio-economic status in Hunan Province, central south China (n = 135) and three schools of similar socio-economic status in Western Australia (n = 120). The students' understanding was assessed by a science quiz, developed from past Trends in Mathematics and Science Study science released items for primary children. In-depth interviews were carried out to further explore children's conceptual understanding of living things, the Earth and floating and sinking. The results revealed that Year 3 children from schools of similar socio-economic status in the two countries had similar conceptual understandings of life science, earth science and physical science. Further, in both countries, the higher the socio-economic status of the school, the better the students performed on the science quiz and in interviews. Some idiosyncratic strengths and weaknesses were observed, for example, Chinese Year 3 children showed relative strength in classification of living things, and Australian Year 3 children demonstrated better understanding of floating and sinking, but children in both countries were weak in applying and reasoning with complex concepts in the domain of earth science. The results raise questions about the value of providing a science curriculum in early childhood if it does not make any difference to students' conceptual understanding of science.

Comparison of paragraph comprehension test scores with reading versus listening-reading and multiple-choice versus nominal recall administration techniques: justification for the bypass approach.

PubMed

Weinberg, W A; McLean, A; Snider, R L; Rintelmann, J W; Brumback, R A

1989-12-01

Eight groups of learning disabled children (N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads each paragraph aloud and reads each of the five questions to the child to answer [listen/recall method]; and (4) the examiner reads each paragraph aloud and then for each question reads three multiple-choice answers from which the child selects the correct answer [listen/choice method]. The major difference in scores was between the groups tested by the recall versus the orally read multiple-choice methods. This study indicated that poor readers who listened to the material and were tested by orally read multiple-choice format could perform as well as good readers. The performance of good readers was not affected by listening or by the method of testing. The multiple-choice testing improved the performance of poor readers independent of the input method. This supports the arguments made previously that a "bypass approach" to education of poor readers in which testing is accomplished using an orally read multiple-choice format can enhance the child's school performance on reading-related tasks. Using a listening while reading input method may further enhance performance.

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.

Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

PubMed

Sinha, Neha; Glass, Arnold Lewis

2015-01-01

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

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.

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.

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…

Pet Allergy Quiz

MedlinePlus

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Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

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.

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.

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.

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

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...

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.

Smartphone app uses loyalty point incentives and push notifications to encourage influenza vaccine uptake.

PubMed

Dale, Leila Pfaeffli; White, Lauren; Mitchell, Marc; Faulkner, Guy

2018-04-23

Carrot Rewards is a free, incentive-based, smartphone health app available in participating provinces in Canada. One feature of Carrot was designed to incentivize influenza vaccine education messages and encourage vaccine uptake for users in the province of British Columbia. This study aimed to evaluate the uptake of the Carrot Flu Campaign educational quiz and to determine if mobile "push" notifications, plus loyalty point incentives, resulted in users visiting a sponsored pharmacy to discuss and receive the influenza vaccine. The Carrot Flu Campaign delivered an in-app quiz, educating users on the importance of the influenza vaccine. Push notifications were then sent to users when they came within 200 m of a sponsored pharmacy. Those who visited the pharmacy collected bonus points and completed a follow up quiz tracking influenza vaccine behaviour. A sub-sample of users completed the Flu Campaign between their baseline and follow up Health Risk Assessment (HRA), a survey which asked about influenza vaccine uptake behaviour. Descriptive statistics were summarized. A total of 38.1% (30,538/80,228) registered Carrot users completed the Flu Campaign quiz. Of those in participating cities (n = 21,469), 41% clicked on the map to show the nearest sponsored pharmacy and 78% enabled their smartphone's "locations" feature, allowing them to receive the push notifications. A small number of users spoke to a pharmacist (n = 96) and less than half reported receiving the influenza vaccine (38/96; 39.6%). From the HRA sub-sample (n = 3693), approximately 5% more users reported receiving the influenza vaccine during the 2017 influenza season compared to the previous year. Carrot Rewards used a novel delivery method to educate the general population and showed geolocation could be used to facilitate influenza vaccine uptake. Future iterations could tailor content to target those most at risk and should consider more robust evaluation methods to determine the app's effectiveness. Copyright © 2018 Elsevier Ltd. All rights reserved.

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…

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…

Asthma Quiz

MedlinePlus

... Asthma is a chronic disease that requires ongoing management. Personalized plans for treatment may include medications, an asthma action plan, and environmental control measures to avoid your child's asthma triggers. ...

How Effective are Your Mentoring Relationships? Mentoring Quiz for Residents.

PubMed

Wadhwa, Vibhor; Nagy, Paul; Chhabra, Avneesh; Lee, Cindy S

Mentoring is an essential part of a resident's career development. It plays an important role in nurturing, and sustaining success along the career path of a young physician. Mentoring is a long-term goal that is development-driven rather than performance-driven. Although specific learning goals may be used as a basis, the focus of mentoring may also include self-confidence, self-perception, and work-life balance. A number of residency programs have implemented mentoring programs in their institutions. This article discusses the importance of mentoring, illustrates "do's and don'ts" for mentees and demonstrates how to choose the ideal mentor. Finally, a "mentoring quiz" is designed to evaluate your mentoring relationship. Copyright © 2016 Elsevier Inc. All rights reserved.

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)

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

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

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

Nicotine Withdrawal; Measure Your Symptoms (Quiz)

MedlinePlus

... Challenges When Quitting Nicotine Withdrawal Cravings & Triggers Handling Stress Manage Your Mood Weight Gain & Appetite Stay Smokefree for Good Stick with It Weight Management Eat Healthy Get ...

Wrong Answers on Multiple-Choice Achievement Tests: Blind Guesses or Systematic Choices?.

ERIC Educational Resources Information Center

Powell, J. C.

A multi-faceted model for the selection of answers for multiple-choice tests was developed from the findings of a series of exploratory studies. This model implies that answer selection should be curvilinear. A series of models were tested for fit using the chi square procedure. Data were collected from 359 elementary school students ages 9-12.…

Analyzing Student Confidence in Classroom Voting with Multiple Choice Questions

ERIC Educational Resources Information Center

Stewart, Ann; Storm, Christopher; VonEpps, Lahna

2013-01-01

The purpose of this paper is to present results of a recent study in which students voted on multiple choice questions in mathematics courses of varying levels. Students used clickers to select the best answer among the choices given; in addition, they were also asked whether they were confident in their answer. In this paper we analyze data…

Developing multiple-choices test items as tools for measuring the scientific-generic skills on solar system

NASA Astrophysics Data System (ADS)

Bhakti, Satria Seto; Samsudin, Achmad; Chandra, Didi Teguh; Siahaan, Parsaoran

2017-05-01

The aim of research is developing multiple-choices test items as tools for measuring the scientific of generic skills on solar system. To achieve the aim that the researchers used the ADDIE model consisting Of: Analyzing, Design, Development, Implementation, dan Evaluation, all of this as a method research. While The scientific of generic skills limited research to five indicator including: (1) indirect observation, (2) awareness of the scale, (3) inference logic, (4) a causal relation, and (5) mathematical modeling. The participants are 32 students at one of junior high schools in Bandung. The result shown that multiple-choices that are constructed test items have been declared valid by the expert validator, and after the tests show that the matter of developing multiple-choices test items be able to measuring the scientific of generic skills on solar system.

Do medical students require education on issues related to plagiarism?

PubMed

Varghese, Joe; Jacob, Molly

2015-01-01

In the course of our professional experience, we have seen that many medical students plagiarise. We hypothesised that they do so out of ignorance and that they require formal education on the subject. With this objective in mind, we conducted a teaching session on issues related to plagiarism. As a part of this, we administered a quiz to assess their baseline knowledge on plagiarism and a questionnaire to determine their attitudes towards it. We followed this up with an interactive teaching session, in which we discussed various aspects of plagiarism. We subjected the data obtained from the quiz and questionnaire to bivariate and multivariate analysis. A total of 423 medical students participated in the study. Their average score for the quiz was 4.96±1.67 (out of 10). Age, gender and years in medical school were not significantly associated with knowledge regarding plagiarism. The knowledge scores were negatively correlated with permissive attitudes towards plagiarism and positively correlated with attitudes critical of the practice. Men had significantly higher scores on permissive attitudes compared to women . In conclusion, we found that the medical students' knowledge regarding plagiarism was limited. Those with low knowledge scores tended to have permissive attitudes towards plagiarism and were less critical of the practice. We recommend the inclusion of formal instruction on this subject in the medical curriculum, so that this form of academic misconduct can be tackled.

Fetal Alcohol Spectrum Disorders (FASDs): Alcohol Use Quiz

MedlinePlus

... Data & Statistics State-Level Estimates 2016 Research & Tracking Monitoring Alcohol Use International Research Training & Education Online Training Past Activities Articles & Key Findings Materials & Multimedia Fact Sheets & Brochures ...

Hiccups

MedlinePlus

... Mentioned In This Article Medical Dictionary Also of Interest (Quiz) Anal Fissure (News) Don't Fret Delays ... to switch to the Professional version Also of Interest Test your knowledge Which of the following is ...

Are You Ready for TQM?

ERIC Educational Resources Information Center

Bradley, Leo H.

1993-01-01

A 20-item quiz to help school boards understand Total Quality Management (TQM) and whether they agree philosophically with TQM's tenets such as quality, continuous improvement, and employee empowerment. (MLF)

Set of Criteria for Efficiency of the Process Forming the Answers to Multiple-Choice Test Items

ERIC Educational Resources Information Center

Rybanov, Alexander Aleksandrovich

2013-01-01

Is offered the set of criteria for assessing efficiency of the process forming the answers to multiple-choice test items. To increase accuracy of computer-assisted testing results, it is suggested to assess dynamics of the process of forming the final answer using the following factors: loss of time factor and correct choice factor. The model…

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,…

Undergraduate Students' Preferences for Constructed versus Multiple-Choice Assessment of Learning

ERIC Educational Resources Information Center

Mingo, Maya A.; Chang, Hsin-Hui; Williams, Robert L.

2018-01-01

Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term…

Eosinophilic Fasciitis

MedlinePlus

... Mentioned In This Article Medical Dictionary Also of Interest (Quiz) Joint Pain: Single Joint (News) Arthritis No ... to switch to the Professional version Also of Interest Test your knowledge Blood tests are done to ...

Recording Technologies: Sights & Sounds. Resources in Technology.

ERIC Educational Resources Information Center

Deal, Walter F., III

1994-01-01

Provides information on recording technologies such as laser disks, audio and videotape, and video cameras. Presents a design brief that includes objectives, student outcomes, and a student quiz. (JOW)

Kidney Quiz

MedlinePlus

... NKF Online Communities Featured Story Want to save money on your prescriptions? Introducing a new discount card ... Events and Galas Spring Clinical Meetings KEEP Healthy - Free Kidney Health checks Your Kidneys and You Meetings ...

What Vaccines Do You Need?

MedlinePlus

... Recommendations Why Immunize? Vaccines: The Basics The Adult Vaccine Quiz Language: English Español (Spanish) Recommend on Facebook Tweet Share Compartir Vaccines are recommended for adults based on age, health ...

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

[Rochus, patron saint of physicians and hospitals--a teledermatologic quiz].

PubMed

Aberer, Werner

2006-07-01

The painting "St. Rochus with an angel" by Quinten Massys in the Alte Pinakothek in Munich was utilized for a teledermatological quiz. First, only a detail of the plague bubo on the thigh was sent electronically to all physicians in our department. The answers were correct descriptions, but the interpretations quite heterogeneous. In a second set, the full painting together with the hint- Pinakothek - was given. Now the number of descriptively correct diagnoses was high; one resident knew the name of the featured individual and his diagnosis. This example demonstrates one problem with teledermatology - when viewing a clinical picture, relevant additional information is frequently essential in order to make a correct diagnosis. In addition, this presentation of saint physicians and hospitals, the holy Rochus, better known to those who are under his protection.

To Show or Not to Show: The Effects of Item Stems and Answer Options on Performance on a Multiple-Choice Listening Comprehension Test

ERIC Educational Resources Information Center

Yanagawa, Kozo; Green, Anthony

2008-01-01

The purpose of this study is to examine whether the choice between three multiple-choice listening comprehension test formats results in any difference in listening comprehension test performance. The three formats entail (a) allowing test takers to preview both the question stem and answer options prior to listening; (b) allowing test takers to…

American Osteopathic Association

MedlinePlus

... personality and desires. TAKE THE QUIZ Focus on Leadership Jan. 25-26 in Austin: Gather with leaders ... Medicine The Journal of the American Osteopathic Association Leadership and Policy 2017-18 AOA Leadership Search AOA ...

Facts about Anencephaly

MedlinePlus

... for Prevention Birth Defects are Common, Costly, and Critical Videos & Podcasts Buttons Prevent to Protect PACT Quiz ... front part of the brain (forebrain) and the thinking and coordinating part of the brain (cerebrum). The ...

Secondhand Smoke Quiz

MedlinePlus

... laws were passed banning smoking in bars and restaurants there was a large decline within a couple ... c) Heart attacks d) Colds and flu in restaurant workers Together we are strong enough to quit ...

Allergic Rhinitis Quiz

MedlinePlus

... hay fever. Symptoms can be seasonal or year-round and make you miserable. These annoying symptoms interfere ... typically spring and fall). When symptoms are year-round, the medical term for hay fever is perennial ...

Accenting Fashion: Cosmetics, Toiletries and Fragrances. Resources in Technology.

ERIC Educational Resources Information Center

Threlfall, K. Denise; Ritz, John M.

1994-01-01

Presents information on the manufacture of cosmetics, toiletries, and fragrances. Includes a design brief, giving context, challenge, objectives, material and equipment needs, evaluation, student outcomes, and quiz. (SK)

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…

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

PubMed

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

More Than the Verbal Stimulus Matters: Visual Attention in Language Assessment for People With Aphasia Using Multiple-Choice Image Displays

PubMed Central

Ivanova, Maria V.; Hallowell, Brooke

2017-01-01

Purpose Language comprehension in people with aphasia (PWA) is frequently evaluated using multiple-choice displays: PWA are asked to choose the image that best corresponds to the verbal stimulus in a display. When a nontarget image is selected, comprehension failure is assumed. However, stimulus-driven factors unrelated to linguistic comprehension may influence performance. In this study we explore the influence of physical image characteristics of multiple-choice image displays on visual attention allocation by PWA. Method Eye fixations of 41 PWA were recorded while they viewed 40 multiple-choice image sets presented with and without verbal stimuli. Within each display, 3 images (majority images) were the same and 1 (singleton image) differed in terms of 1 image characteristic. The mean proportion of fixation duration (PFD) allocated across majority images was compared against the PFD allocated to singleton images. Results PWA allocated significantly greater PFD to the singleton than to the majority images in both nonverbal and verbal conditions. Those with greater severity of comprehension deficits allocated greater PFD to nontarget singleton images in the verbal condition. Conclusion When using tasks that rely on multiple-choice displays and verbal stimuli, one cannot assume that verbal stimuli will override the effect of visual-stimulus characteristics. PMID:28520866

Application of a Utility Analysis to Evaluate a Novel Assessment Tool for Clinically Oriented Physiology and Pharmacology

ERIC Educational Resources Information Center

Cramer, Nicholas; Asmar, Abdo; Gorman, Laurel; Gros, Bernard; Harris, David; Howard, Thomas; Hussain, Mujtaba; Salazar, Sergio; Kibble, Jonathan D.

2016-01-01

Multiple-choice questions are a gold-standard tool in medical school for assessment of knowledge and are the mainstay of licensing examinations. However, multiple-choice questions items can be criticized for lacking the ability to test higher-order learning or integrative thinking across multiple disciplines. Our objective was to develop a novel…

Our Material World. Resource in Technology.

ERIC Educational Resources Information Center

Jacobs, Martha B.

1992-01-01

Describes families of materials and their properties and provides a student quiz, possible outcomes, sources of information, and a design brief in which students build something using a variety of materials. (SK)

Mystery #19 Answer

Atmospheric Science Data Center

2013-04-22

... article title:  MISR Mystery Image Quiz #19: Black Sea     View Larger Image This natural-color image of the Black Sea from the Multi-angle Imaging SpectroRadiometer (MISR) represents an area of ...

Materials Degradation & Failure: Assessment of Structure and Properties. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

This module provides information on materials destruction (through corrosion, oxidation, and degradation) and failure. A design brief includes objective, student challenge, resources, student outcomes, and quiz. (SK)

Asthma Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... bacterial infections, exercise, exposure to allergens such as pollen, dust mites or pet dander, acid reflux, some ...

Rate Your Risk Quiz

MedlinePlus

... NKF Online Communities Featured Story Want to save money on your prescriptions? Introducing a new discount card ... Events and Galas Spring Clinical Meetings KEEP Healthy - Free Kidney Health checks Your Kidneys and You Meetings ...

Pet Allergy Quiz

MedlinePlus

... of U.S. households include a member of the dog or cat family. Yet, millions of people suffer ... of the following breeds is considered a hypoallergenic dog? Poodle Beagle Terrier All of the above None ...

Female Genital Mutilation/Cutting: Innovative Training Approach for Nurse-Midwives in High Prevalent Settings.

PubMed

Kimani, Samuel; Esho, Tammary; Kimani, Violet; Muniu, Samuel; Kamau, Jane; Kigondu, Christine; Karanja, Joseph; Guyo, Jaldesa

2018-01-01

Female genital mutilation/cutting (FGM/C) has no medical benefits and is associated with serious health complications. FGM/C including medicalization is illegal in Kenya. Capacity building for nurse-midwives to manage and prevent FGM/C is therefore critical. Determine the current FGM/C knowledge and effect of training among nurse-midwives using an electronic tool derived from a paper-based quiz on FGM/C among nurse-midwives. Nurse-midwives ( n =26) were assessed pre- and post-FGM/C training using a quiz comprising 12 questions. The quiz assessed the following factors: definition, classification, determining factors, epidemiology, medicalization, prevention, health consequences, and nurse-midwives' roles in FGM/C prevention themes. The scores for individuals and all the questions were computed and compared using SPSS V22. The mean scores for the quiz were 64.8%, improving to 96.2% p < 0.05 after training. Before the training, the following proportions of participants correctly answered questions demonstrating their knowledge of types of cutting (84.6%), link with health problems (96.2%), FGM/C-related complications (96.2%), communities that practice FGM/C (61.5%), medicalization (43.6%), reinfibulation (46.2%), dissociation from religion (46.2%), and the law as it relates to FGM/C (46.2%). The participants demonstrated knowledge of FGM/C-related complications with the proportion of nurse-midwives correctly answering questions relating to physical impact (69.2%), psychological impact (69.2%), sexual impact (57.7%), and social impact (38.5%). Additionally, participant awareness of NM roles in managing FGM/C included the following: knowledge of the nurse-midwife as counselor (69.2%), advocate (80.8%), leader (26.9%), role model (42.3%), and caregiver (34.6%). These scores improved significantly after training. Substantial FGM/C-related knowledge was demonstrated by nurse-midwives. They, however, showed challenges in preventing/rejecting medicalization of FGM/C, and there were knowledge gaps concerning sexual and social complications, as well as the specific roles of NM. This underscores the need to implement innovative FGM/C training interventions to empower health professionals to better respond to its management and prevention.

Female Genital Mutilation/Cutting: Innovative Training Approach for Nurse-Midwives in High Prevalent Settings

PubMed Central

Esho, Tammary; Kimani, Violet; Kamau, Jane; Kigondu, Christine; Karanja, Joseph; Guyo, Jaldesa

2018-01-01

Background Female genital mutilation/cutting (FGM/C) has no medical benefits and is associated with serious health complications. FGM/C including medicalization is illegal in Kenya. Capacity building for nurse-midwives to manage and prevent FGM/C is therefore critical. Objective Determine the current FGM/C knowledge and effect of training among nurse-midwives using an electronic tool derived from a paper-based quiz on FGM/C among nurse-midwives. Methods Nurse-midwives (n=26) were assessed pre- and post-FGM/C training using a quiz comprising 12 questions. The quiz assessed the following factors: definition, classification, determining factors, epidemiology, medicalization, prevention, health consequences, and nurse-midwives' roles in FGM/C prevention themes. The scores for individuals and all the questions were computed and compared using SPSS V22. Results The mean scores for the quiz were 64.8%, improving to 96.2% p < 0.05 after training. Before the training, the following proportions of participants correctly answered questions demonstrating their knowledge of types of cutting (84.6%), link with health problems (96.2%), FGM/C-related complications (96.2%), communities that practice FGM/C (61.5%), medicalization (43.6%), reinfibulation (46.2%), dissociation from religion (46.2%), and the law as it relates to FGM/C (46.2%). The participants demonstrated knowledge of FGM/C-related complications with the proportion of nurse-midwives correctly answering questions relating to physical impact (69.2%), psychological impact (69.2%), sexual impact (57.7%), and social impact (38.5%). Additionally, participant awareness of NM roles in managing FGM/C included the following: knowledge of the nurse-midwife as counselor (69.2%), advocate (80.8%), leader (26.9%), role model (42.3%), and caregiver (34.6%). These scores improved significantly after training. Conclusion Substantial FGM/C-related knowledge was demonstrated by nurse-midwives. They, however, showed challenges in preventing/rejecting medicalization of FGM/C, and there were knowledge gaps concerning sexual and social complications, as well as the specific roles of NM. This underscores the need to implement innovative FGM/C training interventions to empower health professionals to better respond to its management and prevention. PMID:29736171

Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks.

ERIC Educational Resources Information Center

Hansen, James D.; Dexter, Lee

1997-01-01

Analysis of test item banks in 10 auditing textbooks found that 75% of questions violated one or more guidelines for multiple-choice items. In comparison, 70% of a certified public accounting exam bank had no violations. (SK)

Ethnic differences in attitudes and bias toward older people comparing White and Asian nursing students.

PubMed

Lee, Young-Shin

2015-03-01

To identify attitudes and bias toward aging between Asian and White students and identify factors affecting attitudes toward aging. A cross-sectional sample of 308 students in a nursing program completed the measure of Attitudes Toward Older People and Aging Quiz electronically. There were no differences in positive attitudes and pro-aged bias between Asian and White groups, but Asian students had significantly more negative attitudes and anti-aged bias toward older people than White students. Multiple regression analysis showed ethnicity/race was the strongest variable to explain negative attitudes toward older people. Feeling uneasy about talking to older adults was the most significant factor to explain all attitudinal concepts. Asian students were uneasy about talking with older people and had negative attitudes toward older adults. To become competent in cross-cultural care and communication in nursing, educational strategies to reduce negative attitudes on aging are necessary. © The Author(s) 2014.

Teach Astronomy: An Educational Resource for Formal and Informal Learners

NASA Astrophysics Data System (ADS)

Impey, Chris David

2018-01-01

Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

Skin Allergy Quiz

MedlinePlus

... long time. True False False: This is called contact dermatitis, which is often due to nickel. Question 9 ... dermatitis. True False True: This is called Irritant contact dermatitis which is more common than allergic contact dermatitis. ...

Teen Diabetes Quiz Answers

MedlinePlus

... rainbow. Choose carbs like white bread and white rice, sweetened fruit drinks, and sugary desserts less often. ... getting type 2 diabetes—American Indians, Alaska Natives, African Americans, Hispanics/Latinos, Asian Americans, and Pacific Islanders. Genes ...

Allergic Rhinitis Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... not a trigger for hay fever symptoms: Tree pollen Ragweed Hay Certain types of grass They all ...

Mystery #6 Answer

Atmospheric Science Data Center

2013-04-22

... title:  MISR Mystery Image Quiz #6: Brazil's Duck Lagoon     View Larger Image ... Imaging SpectroRadiometer (MISR) image of Brazil's Duck Lagoon covers an area of about 298 kilometers x 358 kilometers, and was ...

The Particle Adventure | What is fundamental? | Fundamental

Science.gov Websites

Quiz - What particles are made of The four interactions How does matter interact? The unseen effect Half life Missing mass Particle decay mediators Virtual particles Different interactions Annihilations

A multiple indicator solution approach to endogeneity in discrete-choice models for environmental valuation.

PubMed

Mariel, Petr; Hoyos, David; Artabe, Alaitz; Guevara, C Angelo

2018-08-15

Endogeneity is an often neglected issue in empirical applications of discrete choice modelling despite its severe consequences in terms of inconsistent parameter estimation and biased welfare measures. This article analyses the performance of the multiple indicator solution method to deal with endogeneity arising from omitted explanatory variables in discrete choice models for environmental valuation. We also propose and illustrate a factor analysis procedure for the selection of the indicators in practice. Additionally, the performance of this method is compared with the recently proposed hybrid choice modelling framework. In an empirical application we find that the multiple indicator solution method and the hybrid model approach provide similar results in terms of welfare estimates, although the multiple indicator solution method is more parsimonious and notably easier to implement. The empirical results open a path to explore the performance of this method when endogeneity is thought to have a different cause or under a different set of indicators. Copyright © 2018 Elsevier B.V. All rights reserved.

Measuring more than we know? An examination of the motivational and situational influences in science achievement

NASA Astrophysics Data System (ADS)

Haydel, Angela Michelle

The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on average, who differed in terms of their teachers' ratings of their science ability, achievement goals, capability beliefs and experiences with science achievement tasks perceived, engaged in, and performed on multiple-choice items and performance assessments. Person-centered analyses provided information about the perceptions, engagement and performance of subgroups of individuals who had different motivational characteristics. Generally, students' personal goals and capability beliefs related more strongly to test perceptions, but not performance, while teacher ratings of ability and test-specific beliefs related to performance.

Skin Cancer: NIH Research to Results

MedlinePlus

... Javascript on. Feature: Skin Cancer NIH Research to Results Past Issues / Summer 2013 Table of Contents Scientists ... Healthcare Checkup Catches Melanoma Early / NIH Research to Results / Skin and Sun – Safety First / Quiz: Test Your ...

Population Issues. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

Presents information about the problems caused by increasing population. Discusses the environmental impact and the ways that technology can be used to solve problems of overpopulation. Includes possible student outcomes and a student quiz. (JOW)

Exercise-Induced Bronchoconstriction Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... have a viral infection, temperatures are low, or pollen and air pollution levels are high. Learn more ...

Microvascular Angina

MedlinePlus

... to the Terms and Conditions and Privacy Policy Heart Attack Tools & Resources My Cardiac Coach What Is a ... Heart Attack Warning Signs: Patient sheet | Infographic | Quiz Heart Attack • Home • About Heart Attacks Acute Coronary Syndrome (ACS) ...

How's Your Self-Esteem? (Quiz)

MedlinePlus

... Things That Help Feelings Expert Answers Q&A Movies & More for Teens ... Print We hear a lot about the importance of self-esteem. Self-esteem can influence our happiness and success. But for some people, ...

Mystery #11

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #11     View Larger Image Here's another chance to play geographical detective! These images ... MISR Team. Text acknowledgment: Clare Averill, David J. Diner, Graham Bothwell (Jet Propulsion Laboratory). Other formats ...

Lunar Exploration. Resources in Technology.

ERIC Educational Resources Information Center

Ritz, John M.

1995-01-01

Offers information about lunar exploration, the telescope, and space travel. Suggests that landing on the moon and returning to Earth is one of the most significant technological accomplishments. Includes a student quiz, outcomes, and references. (JOW)

Immunization Schedules for Infants and Children

MedlinePlus

... a Catch-Up or Accelerated Schedule Birth through 18 Years In three easy steps, you can use ... See Vaccines Your Child May Need Birth through 18 Years Take the Childhood Vaccine Quiz to create ...

What Is Asthma?

MedlinePlus

... AirNow.gov is a website that monitors outdoor air quality and informs the public of health risks from ... provide feedback, or report a problem. Asthma Indoor Air Quality Home Page Asthma Home Take the Asthma Quiz ...

Brazilian transcultural adaptation of an instrument on physicians' knowledge and attitudes towards dementia

PubMed Central

Jacinto, Alessandro Ferrari; de Oliveira, Erika Correa; Citero, Vanessa de Albuquerque

2015-01-01

Objective The aim of this study was to obtain a Brazilian transcultural adaptation of an instrument developed in the United Kingdom for assessing the knowledge and attitudes towards dementia by physicians. Methods The "Knowledge Quiz" (KQ) contains 14 items on epidemiology, diagnosis and management of dementia, while the "Attitude Quiz" contains 10 sentences about physicians' thoughts on the management of demented patients. The Quizzes were translated, back-translated and the resultant version applied to five physicians. Results The transcultural equivalence process was performed and four items of the KQ needed adapting to the Brazilian context. After changes suggested by a panel of specialists, the final version was applied to another five physicians and the transcultural equivalence considered adequate. Conclusion The Brazilian version of the instrument was successfully transculturally adapted for future validation and application in Brazil. PMID:29213968

An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

NASA Astrophysics Data System (ADS)

Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

Testing to enhance retention in human anatomy

PubMed Central

Logan, Jessica M.; Thompson, Andrew J.; Marshak, David W.

2011-01-01

Recent work in cognitive psychology has shown that repeatedly testing one’s knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. PMID:21805688

A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

PubMed

Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

2015-01-01

To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The safe use of surgical energy devices by surgeons may be overestimated.

PubMed

Ha, Ally; Richards, Carly; Criman, Erik; Piaggione, Jillian; Yheulon, Christopher; Lim, Robert

2018-03-01

Surgical energy injuries are an underappreciated phenomenon. Improper use of surgical energy or poor attention to patient safety can result in operating room fires, tissue injuries, and interferences with other electronic devices, while rare complications can be devastatingly severe. Despite this, there is no current standard requirement for educating surgeons on the safe use of energy-based devices or evaluation of electrosurgery (ES) education in residency training, credentialing, or practice. The study aimed to assess the current baseline knowledge of surgeons and surgical trainees with regards to ES across varying experiences at a tertiary level care center. Surgeons and surgical trainees from seven surgical specialties (General Surgery, Cardiothoracic Surgery, Vascular Surgery, Obstetrics/Gynecology, Orthopedic Surgery, Urology, and Otorhinolaryngology) at a tertiary level care hospital were tested. Testing included an evaluation regarding their background training and experiences with ES-related adverse events and a 15 multiple-choice-question exam testing critical knowledge of ES. A total of 134 surveys were sent out with 72 responses (53.7%). The mean quiz score was 51.5 ± 15.5% (passing score was 80%). Of staff surgeons, 33/65 (50.8%) completed the survey with mean and median scores of 54.9 and 53.3%, respectively (range 33.3-86.7%). Of surgical trainees, 39/69 (56.5%) completed the survey with mean and median scores of 48.6 and 46.7%, respectively (range 13.3-80.0%). There were no statistically significant differences based on training status (p = 0.08), previous training (p = 0.24), number of cases (p = 0.06), or specialty (p = 0.689). Surgeons and surgical trainees both have a significant knowledge gap in the safe and effective use of surgical energy devices, regardless of surgical specialty and despite what they feel was adequate training. The knowledge gap is not improved with experience. A formal surgical energy education program should be a requirement for residency training or credentialing.

Developing Multiple Choice Tests: Tips & Techniques

ERIC Educational Resources Information Center

McCowan, Richard J.

1999-01-01

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

No Computer Left Behind

ERIC Educational Resources Information Center

Cohen, Daniel J.; Rosenzweig, Roy

2006-01-01

The combination of the Web and the cell phone forecasts the end of the inexpensive technologies of multiple-choice tests and grading machines. These technological developments are likely to bring the multiple-choice test to the verge of obsolescence, mounting a substantial challenge to the presentation of history and other disciplines.

Evaluating choices by single neurons in the frontal lobe: outcome value encoded across multiple decision variables

PubMed Central

Kennerley, Steven W.; Wallis, Jonathan D.

2009-01-01

Damage to the frontal lobe can cause severe decision-making impairments. A mechanism that may underlie this is that neurons in the frontal cortex encode many variables that contribute to the valuation of a choice, such as its costs, benefits and probability of success. However, optimal decision-making requires that one considers these variables, not only when faced with the choice, but also when evaluating the outcome of the choice, in order to adapt future behaviour appropriately. To examine the role of the frontal cortex in encoding the value of different choice outcomes, we simultaneously recorded the activity of multiple single neurons in the anterior cingulate cortex (ACC), orbitofrontal cortex (OFC) and lateral prefrontal cortex (LPFC) while subjects evaluated the outcome of choices involving manipulations of probability, payoff and cost. Frontal neurons encoded many of the parameters that enabled the calculation of the value of these variables, including the onset and offset of reward and the amount of work performed, and often encoded the value of outcomes across multiple decision variables. In addition, many neurons encoded both the predicted outcome during the choice phase of the task as well as the experienced outcome in the outcome phase of the task. These patterns of selectivity were more prevalent in ACC relative to OFC and LPFC. These results support a role for the frontal cortex, principally ACC, in selecting between choice alternatives and evaluating the outcome of that selection thereby ensuring that choices are optimal and adaptive. PMID:19453638

A Comparison of Alternate-Choice and True-False Item Forms Used in Classroom Examinations.

ERIC Educational Resources Information Center

Maihoff, N. A.; Mehrens, Wm. A.

A comparison is presented of alternate-choice and true-false item forms used in an undergraduate natural science course. The alternate-choice item is a modified two-choice multiple-choice item in which the two responses are included within the question stem. This study (1) compared the difficulty level, discrimination level, reliability, and…

Modeling Incorrect Responses to Multiple-Choice Items with Multilinear Formula Score Theory.

ERIC Educational Resources Information Center

Drasgow, Fritz; And Others

This paper addresses the information revealed in incorrect option selection on multiple choice items. Multilinear Formula Scoring (MFS), a theory providing methods for solving psychological measurement problems of long standing, is first used to estimate option characteristic curves for the Armed Services Vocational Aptitude Battery Arithmetic…

Introducing Standardized EFL/ESL Exams

ERIC Educational Resources Information Center

Laborda, Jesus Garcia

2007-01-01

This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

Further Support for Changing Multiple-Choice Answers.

ERIC Educational Resources Information Center

Fabrey, Lawrence J.; Case, Susan M.

1985-01-01

The effect on test scores of changing answers to multiple-choice questions was studied and compared to earlier research. The current setting was a nationally administered, in-training, specialty examination for medical residents in obstetrics and gynecology. Both low and high scorers improved their scores when they changed answers. (SW)

Cognitive Diagnostic Models for Tests with Multiple-Choice and Constructed-Response Items

ERIC Educational Resources Information Center

Kuo, Bor-Chen; Chen, Chun-Hua; Yang, Chih-Wei; Mok, Magdalena Mo Ching

2016-01-01

Traditionally, teachers evaluate students' abilities via their total test scores. Recently, cognitive diagnostic models (CDMs) have begun to provide information about the presence or absence of students' skills or misconceptions. Nevertheless, CDMs are typically applied to tests with multiple-choice (MC) items, which provide less diagnostic…

Government. Maryland High School Assessment.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This document is a mostly multiple choice test for content given to Maryland high school students enrolled in a government course. The test is divided into 2 sessions, with 25 questions in session 1 and 56 questions in session 2. The multiple choice questions are designated as selected response questions. Other constructed response questions…

High School Students' Concepts of Acids and Bases.

ERIC Educational Resources Information Center

Ross, Bertram H. B.

An investigation of Ontario high school students' understanding of acids and bases with quantitative and qualitative methods revealed misconceptions. A concept map, based on the objectives of the Chemistry Curriculum Guideline, generated multiple-choice items and interview questions. The multiple-choice test was administered to 34 grade 12…

A Case Study on Multiple-Choice Testing in Anatomical Sciences

ERIC Educational Resources Information Center

Golda, Stephanie DuPont

2011-01-01

Objective testing techniques, such as multiple-choice examinations, are a widely accepted method of assessment in gross anatomy. In order to deter cheating on these types of examinations, instructors often design several versions of an examination to distribute. These versions usually involve the rearrangement of questions and their corresponding…

Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing

ERIC Educational Resources Information Center

Martin, Dona L.; Itter, Diane

2014-01-01

When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and…

Mining Diagnostic Assessment Data for Concept Similarity

ERIC Educational Resources Information Center

Madhyastha, Tara; Hunt, Earl

2009-01-01

This paper introduces a method for mining multiple-choice assessment data for similarity of the concepts represented by the multiple choice responses. The resulting similarity matrix can be used to visualize the distance between concepts in a lower-dimensional space. This gives an instructor a visualization of the relative difficulty of concepts…

Guide to Developing High-Quality, Reliable, and Valid Multiple-Choice Assessments

ERIC Educational Resources Information Center

Towns, Marcy H.

2014-01-01

Chemistry faculty members are highly skilled in obtaining, analyzing, and interpreting physical measurements, but often they are less skilled in measuring student learning. This work provides guidance for chemistry faculty from the research literature on multiple-choice item development in chemistry. Areas covered include content, stem, and…

Samejima Items in Multiple-Choice Tests: Identification and Implications

ERIC Educational Resources Information Center

Rahman, Nazia

2013-01-01

Samejima hypothesized that non-monotonically increasing item response functions (IRFs) of ability might occur for multiple-choice items (referred to here as "Samejima items") if low ability test takers with some, though incomplete, knowledge or skill are drawn to a particularly attractive distractor, while very low ability test takers…

How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

ERIC Educational Resources Information Center

Butler, Susan M.; McColskey, Wendy; O'Sullivan, Rita

2005-01-01

Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work…

Difficulty and Discriminability of Introductory Psychology Test Items.

ERIC Educational Resources Information Center

Scialfa, Charles; Legare, Connie; Wenger, Larry; Dingley, Louis

2001-01-01

Analyzes multiple-choice questions provided in test banks for introductory psychology textbooks. Study 1 offered a consistent picture of the objective difficulty of multiple-choice tests for introductory psychology students, while both studies 1 and 2 indicated that test items taken from commercial test banks have poor psychometric properties.…

Diagnosing Secondary Students' Misconceptions of Photosynthesis and Respiration in Plants Using a Two-Tier Multiple Choice Instrument.

ERIC Educational Resources Information Center

Haslam, Filocha; Treagust, David F.

1987-01-01

Describes a multiple-choice instrument that reliably and validly diagnoses secondary students' understanding of photosynthesis and respiration in plants. Highlights the consistency of students' misconceptions across secondary levels and indicates a high percentage of students have misconceptions regarding plant physiology. (CW)

Foreign Objects in the Rectum

MedlinePlus

... Resources In This Article Medical Dictionary Also of Interest (Quiz) Anal Fissure (News) Could a Common Blood Thinner Lower Cancer Risk? (News) Study Untangles Disparity in Colon Cancer Survival Rates (News) Poor Prognosis for Diabetic Foot Sores (News) ...

School Starts Soon - Is Your Child Fully Vaccinated?

MedlinePlus

... possible. Vaccines for Your Young Children (Newborns through 6 years old) During the early years of life, ... Quiz Watch videos: Childhood Vaccines are a Key Piece of Puzzle and Preteen and Teen Vaccine: Video ...

www.studentthink.molecularbiology.

ERIC Educational Resources Information Center

Morvillo, Nancy; Schmidt, Matthew; Carlson, Albert

2000-01-01

Describes a microbiology exercise that is designed to expose students to the world wide web. Introduces a molecular biology quiz site and National Center for Biotechnology Information (NCBI). Provides a list of molecular biology sites on the Internet. (YDS)

Introducing Laboratory Safety.

ERIC Educational Resources Information Center

DeLorenzo, Ronald

1985-01-01

Presents a simple, 10-item quiz designed to make students aware that they must learn laboratory safety. The items include questions on acid/base accidents, several types of fire extinguishers, and safety glassses. Answers and some explanations are included. (DH)

Label Review Training: Module 1: Label Basics, Page 29

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This page is a quiz on Module 1.

Reviews: Software.

ERIC Educational Resources Information Center

Mackenzie, Norma N.; And Others

1988-01-01

Reviews four computer software packages including: "The Physical Science Series: Sound" which demonstrates making waves, speed of sound, doppler effect, and human hearing; "Andromeda" depicting celestial motions in any direction; "Biology Quiz: Humans" covering chemistry, cells, viruses, and human biology; and…

The challenges of climate for energy markets

DOT National Transportation Integrated Search

2009-09-01

Among the many complex issues of technology, governance, and market design affecting the : electricity sector, climate policy has become dominant. From the perspective of a nonspecialist looking at this changing dominance, a quiz illuminates some of ...

Mystery #11 Answer

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #11: Queensland, Australia     View Larger Image These Multi-angle Imaging SpectroRadiometer (MISR) images of ... MISR Team. Text acknowledgment: Clare Averill, David J. Diner, Graham Bothwell (Jet Propulsion Laboratory). Other formats ...

COPD Quiz | NIH MedlinePlus the Magazine

MedlinePlus

... irritant that causes COPD is: allergies cigarette smoke air pollution Question 4. Common signs and symptoms of COPD ... secondhand smoke avoid other lung irritants, such as air pollution, chemical fumes, and dust follow your treatment plan ...

Delay and probability discounting of multiple commodities in smokers and never-smokers using multiple-choice tasks.

PubMed

Poltavski, Dmitri V; Weatherly, Jeffrey N

2013-12-01

The purpose of the present study was to investigate temporal and probabilistic discounting in smokers and never-smokers, across a number of commodities, using a multiple-choice method. One hundred and eighty-two undergraduate university students, of whom 90 had never smoked, 73 were self-reported light smokers (<10 cigarettes/day), and 17 were heavy smokers (10+cigarettes/day), completed computerized batteries of delay and probability discounting questions pertaining to a total of eight commodities and administered in a multiple-choice format. In addition to cigarettes, monetary rewards, and health outcomes, the tasks included novel commodities such as ideal dating partner and retirement income. The results showed that heavy smokers probability discounted commodities at a significantly shallower rate than never-smokers, suggesting greater risk-taking. No effect of smoking status was observed for delay discounting questions. The only commodity that was probability discounted significantly less than others was 'finding an ideal dating partner'. The results suggest that probability discounting tasks using the multiple-choice format can discriminate between non-abstaining smokers and never-smokers and could be further explored in the context of behavioral and drug addictions.

Managing Disease Risks from Trade: Strategic Behavior with Many Choices and Price Effects.

PubMed

Chitchumnong, Piyayut; Horan, Richard D

2018-03-16

An individual's infectious disease risks, and hence the individual's incentives for risk mitigation, may be influenced by others' risk management choices. If so, then there will be strategic interactions among individuals, whereby each makes his or her own risk management decisions based, at least in part, on the expected decisions of others. Prior work has shown that multiple equilibria could arise in this setting, with one equilibrium being a coordination failure in which individuals make too few investments in protection. However, these results are largely based on simplified models involving a single management choice and fixed prices that may influence risk management incentives. Relaxing these assumptions, we find strategic interactions influence, and are influenced by, choices involving multiple management options and market price effects. In particular, we find these features can reduce or eliminate concerns about multiple equilibria and coordination failure. This has important policy implications relative to simpler models.

The Primates.

ERIC Educational Resources Information Center

Naturescope, 1986

1986-01-01

Presents information about primates, including definitions and examples. Includes the activities "Thumbless Relay" and "Face It," which relate attributes of primates. Includes a story about chimpanzees along with discussion questions about the story. Reproducible worksheets and a quiz are also provided. (TW)

Quiz: Alzheimer's Disease | NIH MedlinePlus the Magazine

MedlinePlus

... with mild Alzheimer's disease may be helped in day-to-day living by a list of daily plans notes ... help some people with mild Alzheimer's disease with day-to-day living. A big calendar, a list ...

Skin Allergy Quiz

MedlinePlus

... You answered questions correctly. Learn more about skin allergy symptoms, diagnosis, treatment and management. Utility navigation Donate Annual ... allergist / immunologist Journals Login / My membership Search your symptoms Shop the AAAAI ... American Academy of Allergy Asthma & Immunology 555 East Wells Street Suite 1100, ...

Ischemic Strokes (Clots)

MedlinePlus

... Month Infographic Stroke Hero F.A.S.T. Quiz Ischemic Strokes (Clots) Updated:May 21,2018 Ischemic stroke accounts for about 87 percent of all cases. View a detailed animation of ischemic stroke . Ischemic strokes occur as a result of an ...

Label Review Training: Module 5: Course Final Quiz

EPA Pesticide Factsheets

Pesticide labels translate results of our extensive evaluations of pesticide products into conditions, directions and precautions that define parameters for use of a pesticide with the goal of ensuring protection of human health and the environment.

American College of Medical Toxicology

MedlinePlus

... Lake City Center Reservations 2012 Board Review Course test quiz ACMT at NACCT 2017 ACMT in Vancouver 2016 ACMT in Boston 2015 ACMT in San Francisco 2014 ACMT in New Orleans Pre-Meeting Symposium 2014 NACCT Scientific Symposium 2013 ACMT ...

Demand Characteristics of Multiple-Choice Items.

ERIC Educational Resources Information Center

Diamond, James J.; Williams, David V.

Thirteen graduate students were asked to indicate for each of 24 multiple-choice items whether the item tested "recall of specific information," a "higher order skill," or "don't know." The students were also asked to state their general basis for judging the items. The 24 items had been previously classified according to Bloom's cognitive-skills…

Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests

ERIC Educational Resources Information Center

Andreassen, Rune; Braten, Ivar

2010-01-01

In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order…

A Better Benchmark Assessment: Multiple-Choice versus Project-Based

ERIC Educational Resources Information Center

Peariso, Jamon F.

2006-01-01

The purpose of this literature review and Ex Post Facto descriptive study was to determine which type of benchmark assessment, multiple-choice or project-based, provides the best indication of general success on the history portion of the CST (California Standards Tests). The result of the study indicates that although the project-based benchmark…

Written Justifications to Multiple-Choice Concept Questions during Active Learning in Class

ERIC Educational Resources Information Center

Koretsky, Milo D.; Brooks, Bill J.; Higgins, Adam Z.

2016-01-01

Increasingly, instructors of large, introductory STEM courses are having students actively engage during class by answering multiple-choice concept questions individually and in groups. This study investigates the use of a technology-based tool that allows students to answer such questions during class. The tool also allows the instructor to…

Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes?

ERIC Educational Resources Information Center

Smith, Mark D.

2017-01-01

Cognitive validity examines the relationship between what an assessment aims to measure and what it actually elicits from test takers. The present study examined whether multiple-choice items from the National Assessment of Educational Progress (NAEP) grade 12 U.S. history exam elicited the historical thinking processes they were designed to…

Violating Conventional Wisdom in Multiple Choice Test Construction

ERIC Educational Resources Information Center

Taylor, Annette Kujawski

2005-01-01

This research examined 2 elements of multiple-choice test construction, balancing the key and optimal number of options. In Experiment 1 the 3 conditions included a balanced key, overrepresentation of a and b responses, and overrepresentation of c and d responses. The results showed that error-patterns were independent of the key, reflecting…

Multiple-Choice Tests with Correction Allowed in Autism: An Excel Applet

ERIC Educational Resources Information Center

Martinez, Elisabetta Monari

2010-01-01

The valuation of academic achievements in students with severe language impairment is problematic if they also have difficulties in sustaining attention and in praxic skills. In severe autism all of these difficulties may occur together. Multiple-choice tests offer the advantage that simple praxic skills are required, allowing the tasks to be…

Automatic Scoring of Paper-and-Pencil Figural Responses. Research Report.

ERIC Educational Resources Information Center

Martinez, Michael E.; And Others

Large-scale testing is dominated by the multiple-choice question format. Widespread use of the format is due, in part, to the ease with which multiple-choice items can be scored automatically. This paper examines automatic scoring procedures for an alternative item type: figural response. Figural response items call for the completion or…

FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

ERIC Educational Resources Information Center

Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

2016-01-01

The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous…

Using the Multiple Choice Procedure to Measure College Student Gambling

ERIC Educational Resources Information Center

Butler, Leon Harvey

2010-01-01

Research suggests that gambling is similar to addictive behaviors such as substance use. In the current study, gambling was investigated from a behavioral economics perspective. The Multiple Choice Procedure (MCP) with gambling as the target behavior was used to assess for relative reinforcing value, the effect of alternative reinforcers, and…

Application of a Multidimensional Nested Logit Model to Multiple-Choice Test Items

ERIC Educational Resources Information Center

Bolt, Daniel M.; Wollack, James A.; Suh, Youngsuk

2012-01-01

Nested logit models have been presented as an alternative to multinomial logistic models for multiple-choice test items (Suh and Bolt in "Psychometrika" 75:454-473, 2010) and possess a mathematical structure that naturally lends itself to evaluating the incremental information provided by attending to distractor selection in scoring. One potential…

Semantic Similarity Measures for the Generation of Science Tests in Basque

ERIC Educational Resources Information Center

Aldabe, Itziar; Maritxalar, Montse

2014-01-01

The work we present in this paper aims to help teachers create multiple-choice science tests. We focus on a scientific vocabulary-learning scenario taking place in a Basque-language educational environment. In this particular scenario, we explore the option of automatically generating Multiple-Choice Questions (MCQ) by means of Natural Language…

Negatively-Worded Multiple Choice Questions: An Avoidable Threat to Validity

ERIC Educational Resources Information Center

Chiavaroli, Neville

2017-01-01

Despite the majority of MCQ writing guides discouraging the use of negatively-worded multiple choice questions (NWQs), they continue to be regularly used both in locally produced examinations and commercially available questions. There are several reasons why the use of NWQs may prove resistant to sound pedagogical advice. Nevertheless, systematic…

Instrument Formatting with Computer Data Entry in Mind.

ERIC Educational Resources Information Center

Boser, Judith A.; And Others

Different formats for four types of research items were studied for ease of computer data entry. The types were: (1) numeric response items; (2) individual multiple choice items; (3) multiple choice items with the same response items; and (4) card column indicator placement. Each of the 13 experienced staff members of a major university's Data…

Validation and Structural Analysis of the Kinematics Concept Test

ERIC Educational Resources Information Center

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

2017-01-01

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…

A Practical Methodology for the Systematic Development of Multiple Choice Tests.

ERIC Educational Resources Information Center

Blumberg, Phyllis; Felner, Joel

Using Guttman's facet design analysis, four parallel forms of a multiple-choice test were developed. A mapping sentence, logically representing the universe of content of a basic cardiology course, specified the facets of the course and the semantic structural units linking them. The facets were: cognitive processes, disease priority, specific…

Delayed Instructional Feedback May Be More Effective, but Is This Contrary to Learners' Preferences?

ERIC Educational Resources Information Center

Lefevre, David; Cox, Benita

2017-01-01

This research investigates learners' preferences for the timing of feedback provided to multiple-choice questions within technology-based instruction, hitherto an area of little empirical attention. Digital materials are undergoing a period of renewed prominence within online learning and multiple-choice questions remain a common component. There…

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…

The Use of Management and Marketing Textbook Multiple-Choice Questions: A Case Study.

ERIC Educational Resources Information Center

Hampton, David R.; And Others

1993-01-01

Four management and four marketing professors classified multiple-choice questions in four widely adopted introductory textbooks according to the two levels of Bloom's taxonomy of educational objectives: knowledge and intellectual ability and skill. Inaccuracies may cause instructors to select questions that require less thinking than they intend.…

Visual Attention for Solving Multiple-Choice Science Problem: An Eye-Tracking Analysis

ERIC Educational Resources Information Center

Tsai, Meng-Jung; Hou, Huei-Tse; Lai, Meng-Lung; Liu, Wan-Yi; Yang, Fang-Ying

2012-01-01

This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention…

Assessing Multiple Choice Question (MCQ) Tests--A Mathematical Perspective

ERIC Educational Resources Information Center

Scharf, Eric M.; Baldwin, Lynne P.

2007-01-01

The reasoning behind popular methods for analysing the raw data generated by multiple choice question (MCQ) tests is not always appreciated, occasionally with disastrous results. This article discusses and analyses three options for processing the raw data produced by MCQ tests. The article shows that one extreme option is not to penalize a…

Piloting a Polychotomous Partial-Credit Scoring Procedure in a Multiple-Choice Test

ERIC Educational Resources Information Center

Tsopanoglou, Antonios; Ypsilandis, George S.; Mouti, Anna

2014-01-01

Multiple-choice (MC) tests are frequently used to measure language competence because they are quick, economical and straightforward to score. While degrees of correctness have been investigated for partially correct responses in combined-response MC tests, degrees of incorrectness in distractors and the role they play in determining the…

English 30, Part B: Reading. Questions Booklet. Grade 12 Diploma Examination, January 1997.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

Intended for students taking the Grade 12 Diploma Examinations in English 30, this "questions booklet" presents 70 multiple choice test items based on 8 reading selections in the accompanying readings booklet. After instructions for students, the booklet presents the multiple choice items which test students' comprehension of the poetry,…

Cheating on Multiple-Choice Exams: Monitoring, Assessment, and an Optional Assignment

ERIC Educational Resources Information Center

Nath, Leda; Lovaglia, Michael

2009-01-01

Academic dishonesty is unethical. Exam cheating is viewed as more serious than most other forms (Pincus and Schmelkin 2003). The authors review the general cheating problem, introduce a program to conservatively identify likely cheaters on multiple-choice exams, and offer a procedure for handling likely cheaters. Feedback from students who confess…

The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items.

ERIC Educational Resources Information Center

Bennett, Randy Elliot; And Others

1990-01-01

The relationship of an expert-system-scored constrained free-response item type to multiple-choice and free-response items was studied using data for 614 students on the College Board's Advanced Placement Computer Science (APCS) Examination. Implications for testing and the APCS test are discussed. (SLD)

Optimizing Multiple-Choice Tests as Learning Events

ERIC Educational Resources Information Center

Little, Jeri Lynn

2011-01-01

Although generally used for assessment, tests can also serve as tools for learning--but different test formats may not be equally beneficial. Specifically, research has shown multiple-choice tests to be less effective than cued-recall tests in improving the later retention of the tested information (e.g., see meta-analysis by Hamaker, 1986),…

Teaching Choice Making to Children with Visual Impairments and Multiple Disabilities in Preschool and Kindergarten Classrooms

ERIC Educational Resources Information Center

Clark, Christine; McDonnell, Andrea P.

2008-01-01

This study examined the effectiveness of an intervention package that included visual accommodations, daily preference assessments, and naturalistic instructional strategies on the accuracy of choice-making responses for three participants with visual impairments and multiple disabilities. It also examined the participants' ability to maintain and…

The First-Day Quiz as a Teaching Technique

NASA Astrophysics Data System (ADS)

Ochs, Raymond S.

1998-04-01

The problem with chemical education today is not merely that the students are inattentive, that our instructors are incompetent, or that the subject is intrinsically difficult. I believe the problem is that the fundamentals of the subject are not imparted. As students emerge from the basic courses in chemistry, despite exposure to a range of specific topics, they are commonly unclear on the basic ideas and how they might apply to more advanced topics. In this contribution, I describe a first-day quiz for students in an advanced chemistry class, presented to them ostensibly as a test of basic knowledge. While this approach is not unprecedented, it is apparently rare, as it comes as a surprise to those colleagues I have discussed it with. The important objective of the exercise is to allow students to realize what they don't know about fundamental chemistry, which I have found makes them more receptive to chemical education.

Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

PubMed Central

Bittorf, A.; Diepgen, T. L.

1996-01-01

The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. Images Figure 3 PMID:8947625

Computational Precision of Mental Inference as Critical Source of Human Choice Suboptimality.

PubMed

Drugowitsch, Jan; Wyart, Valentin; Devauchelle, Anne-Dominique; Koechlin, Etienne

2016-12-21

Making decisions in uncertain environments often requires combining multiple pieces of ambiguous information from external cues. In such conditions, human choices resemble optimal Bayesian inference, but typically show a large suboptimal variability whose origin remains poorly understood. In particular, this choice suboptimality might arise from imperfections in mental inference rather than in peripheral stages, such as sensory processing and response selection. Here, we dissociate these three sources of suboptimality in human choices based on combining multiple ambiguous cues. Using a novel quantitative approach for identifying the origin and structure of choice variability, we show that imperfections in inference alone cause a dominant fraction of suboptimal choices. Furthermore, two-thirds of this suboptimality appear to derive from the limited precision of neural computations implementing inference rather than from systematic deviations from Bayes-optimal inference. These findings set an upper bound on the accuracy and ultimate predictability of human choices in uncertain environments. Copyright © 2016 Elsevier Inc. All rights reserved.

Modeling Confidence Judgments, Response Times, and Multiple Choices in Decision Making: Recognition Memory and Motion Discrimination

PubMed Central

Ratcliff, Roger; Starns, Jeffrey J.

2014-01-01

Confidence in judgments is a fundamental aspect of decision making, and tasks that collect confidence judgments are an instantiation of multiple-choice decision making. We present a model for confidence judgments in recognition memory tasks that uses a multiple-choice diffusion decision process with separate accumulators of evidence for the different confidence choices. The accumulator that first reaches its decision boundary determines which choice is made. Five algorithms for accumulating evidence were compared, and one of them produced proportions of responses for each of the choices and full response time distributions for each choice that closely matched empirical data. With this algorithm, an increase in the evidence in one accumulator is accompanied by a decrease in the others so that the total amount of evidence in the system is constant. Application of the model to the data from an earlier experiment (Ratcliff, McKoon, & Tindall, 1994) uncovered a relationship between the shapes of z-transformed receiver operating characteristics and the behavior of response time distributions. Both are explained in the model by the behavior of the decision boundaries. For generality, we also applied the decision model to a 3-choice motion discrimination task and found it accounted for data better than a competing class of models. The confidence model presents a coherent account of confidence judgments and response time that cannot be explained with currently popular signal detection theory analyses or dual-process models of recognition. PMID:23915088

Increasing Choice Making in Students with Intellectual Disability

ERIC Educational Resources Information Center

Sparks, Shannon Lynn; Pierce, Tom; Higgins, Kyle; Miller, Susan; Tandy, Richard

2016-01-01

The purpose of this study was to examine the effectiveness of choice-making training with six high school students with intellectual disability. A multiple probe design with one replication was used to evaluate the efficacy of the choice-making training. The results suggest participants increased and maintained their choice-making abilities.…

Regulatory Fit and Systematic Exploration in a Dynamic Decision-Making Environment

ERIC Educational Resources Information Center

Otto, A. Ross; Markman, Arthur B.; Gureckis, Todd M.; Love, Bradley C.

2010-01-01

This work explores the influence of motivation on choice behavior in a dynamic decision-making environment, where the payoffs from each choice depend on one's recent choice history. Previous research reveals that participants in a regulatory fit exhibit increased levels of exploratory choice and flexible use of multiple strategies over the course…

Knowledge of carbohydrate counting and insulin dose calculations in paediatric patients with type 1 diabetes mellitus.

PubMed

Finner, Natalie; Quinn, Anne; Donovan, Anna; O'Leary, Orla; O'Gorman, Clodagh S

2015-12-01

Patients with type 1 diabetes mellitus (T1DM) who are able to adjust their insulin doses according to the carbohydrate content of a meal, as well as their blood glucose, are likely to have improved glycaemic control (Silverstein et al., 2005). With improved glycaemic control, patients have a lower risk of developing long-term microvascular complications associated with T1DM (Diabetes Control and Complications Trial Research Group, 1993). To assess the carbohydrate and insulin knowledge of patients attending our paediatric diabetes clinic at the University Hospital Limerick (UHL), the validated PedCarbQuiz (PCQ) was applied to our clinic population. This study was completed by applying a questionnaire called the PedCarbQuiz (PCQ) to children exclusively attending our paediatric diabetes clinic at UHL. Of the clinic's 220 patients, 81 participated in the study. The average total PCQ score (%) was higher in the continuous subcutaneous insulin infusion (CSII) group compared with the multiple daily insulin (MDI) injection user group (79.1 ± 12.1 versus 65.9 ± 6.6 p = 0.005). The CSII group also had a higher average carbohydrate score (%) compared with the MDI group (79.4 ± 12.4 versus 66.3 ± 16.2, p = 0.004). This study demonstrates that in a representative Irish regional paediatric T1DM clinic, knowledge of carbohydrates and insulin is better among patients treated with CSII compared with MDI. However, knowledge in both groups is poorer than in the original US sample. This study demonstrates that in a representative Irish regional paediatric T1DM clinic, knowledge of carbohydrates and insulin is poorer than in a US based sample, although this knowledge is better among patients treated with CSII compared with MDI. This highlights the need for improved resources for diabetes and carbohydrate counting education for patients with T1DM.

Assessing Freshman Engineering Students' Understanding of Ethical Behavior.

PubMed

Henslee, Amber M; Murray, Susan L; Olbricht, Gayla R; Ludlow, Douglas K; Hays, Malcolm E; Nelson, Hannah M

2017-02-01

Academic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a Time 1- and Time 2-test. An academic honesty quiz assessed participants' knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students.

Testing to enhance retention in human anatomy.

PubMed

Logan, Jessica M; Thompson, Andrew J; Marshak, David W

2011-01-01

Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. Copyright © 2011 American Association of Anatomists.

Student use of flipped classroom videos in a therapeutics course.

PubMed

Patanwala, Asad E; Erstad, Brian L; Murphy, John E

To evaluate the extent of student use of flipped classroom videos. This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes. Adequate video view time was defined as viewing ≥75% of total video duration. Video view time was compared with or without quizzes using the Wilcoxon signed-rank test. There were 100 students in the class and all were included in the study. Overall, 74 students had adequate video view time prior to session 1, which decreased to 53 students for session 2, 53 students for session 3, and 36 students for session 4. Median video view time was greater when a quiz was required [80 minutes (IQR: 38-114) versus 69 minutes (IQR: 3-105), p < 0.001]. The mean score on the exam was 84 ± 8 points (out of 100). There was a significant association between video view time (per 50% increment) and score on the exam (coefficient 2.52; 95% CI: 0.79-4.26; p = 0.005; model R 2 = 7.8%). Student preparation prior to the flipped classroom is low and decreases with time. Preparation is higher when there is a quiz required. Copyright © 2016 Elsevier Inc. All rights reserved.

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Quiz: How Much do You Know about Taking Good Care of Yourself?

MedlinePlus

... Illness & disability Drugs, alcohol & smoking Your feelings Relationships Bullying Safety Your future Environmental health Skip section navigation (navigation may have changed) Section navigation Illness & disability: Types of illnesses and disabilities Dealing with medical issues ...

A Cashless Society? The Plastic Revolution. Resources in Technology.

ERIC Educational Resources Information Center

Ritz, John M.

1993-01-01

Relates the history of credit cards, their evolution to current forms, and innovations (debit cards, token cards, smart cards). Considers their sociocultural impact. Provides a design brief, including objectives, resources, evaluation criteria, outcomes, and a quiz. (SK)

Quiz: Test Your Skin Cancer IQ

MedlinePlus

... three main types of skin cancer: basal cell carcinoma, squamous cell carcinoma, and melanoma. They can develop from the uncontrolled growth of three different types of skin cells: basal cells, squamous cells, and melanocytes, respectively. A is the correct answer. ...

Be Smart: Antibiotics Will Not Help a Cold or the Flu

MedlinePlus

... What Everyone Should Know What You Can Do Antibiotic Resistance Q&As Fast Facts Antibiotics Quiz Glossary For ... Pharmacists Continuing Education & Curriculum Opportunities Weighing in on Antibiotic Resistance Improving Prescribing Core Elements of Outpatient Antibiotic Stewardship ...

Take this Quick Quiz: Alcohol and Medications | NIH MedlinePlus the Magazine

MedlinePlus

... three alcoholic drinks each day, totaling 21 per week. True False 4) Drinking alcohol and/or mixing ... exceed a total of seven drinks in a week. Drinking more than these amounts puts people at ...

Ending Hubble's Troubles. A Product Service Job Succeeds 357 Miles in Space. Resources in Technology.

ERIC Educational Resources Information Center

Deal, Walter E., III; And Others

1995-01-01

Provides information on the problems with the Hubble Space Telescope and how the National Aeronautics and Space Administration is trying to fix it. Includes a student quiz and possible student outcomes. (JOW)

Cooperative Learning--Part 3. Electronic Cooperative Quizzes.

ERIC Educational Resources Information Center

Jensen, Murray; Moore, Randy; Hatch, Jay

2002-01-01

Introduces the Electronic Cooperative Quiz (ECQ) program which aims to investigate the implementation of cooperative quizzes to the World Wide Web. Describes the creation and design of the program and evaluates the two different methods used with students. (YDS)

Exploring the reach and program use of Hello World, an email-based health promotion program for pregnant women in the Netherlands.

PubMed

van Dongen, Johanna M; van Poppel, Mireille N M; Milder, Ivon E J; van Oers, Hans A M; Brug, Johannes

2012-09-22

In 2006, the Dutch government initiated Hello World, an email-based program promoting healthy lifestyles among pregnant women through quizzes with pregnancy-related questions. In 2008, an updated version was released.The present study aimed to (1) examine the reach of Hello World and the representativeness of its users for all pregnant women in the Netherlands, (2) explore the relationship between program engagement and lifestyle characteristics, and (3) explore the relationship between the program content participants accessed (content on smoking, physical activity, and nutrition) and their lifestyle characteristics. Data from 4,363 pregnant women were included. After registration, women received an online questionnaire with demographic and lifestyle questions. To evaluate their representativeness, their demographic characteristics were compared with existing data for Dutch (pregnant) women. Women were classified on the following lifestyle characteristics: smoking, nutrition, physical activity, and pre-pregnancy weight status. Program use was tracked and the relationships between lifestyle characteristics, program engagement, and the percentage of smoking, physical activity, and nutrition questions accessed after opening a quiz were explored using Mann-Whitney U tests and Kruskal-Wallis tests. Hello World reached ±4% of its target population. Ten percent of participants were low educated and 22% immigrants. On average, women received 6.1 (SD:2.8) quiz emails and opened 32% of the associated quizzes (2.0, SD:2.1). A significant positive association was found between the number of quizzes opened and the number of healthy lifestyle characteristics. After opening a quiz, women accessed most smoking, nutrition, and physical activity questions. Significant relationships were found between several lifestyle characteristics and the percentage of smoking, physical activity, and nutrition questions accessed. However, between-group differences were small, quiz topics were largely unrelated to their lifestyle characteristics, and inconsistencies were found regarding the directions of these associations. Hello World reached ±4% of its target population, which is lower than the reach of its previous version (±8%). Relatively few low educated and immigrant women registered for the program. Active participation in the program was positively associated with the number of healthy behaviours participants engaged in. The program content participants chose to access was largely unrelated to their lifestyle characteristics.

Investigating the potential influence of established multiple-choice test-taking cues on item response in a pharmacotherapy board certification examination preparatory manual: a pilot study.

PubMed

Gettig, Jacob P

2006-04-01

To determine the prevalence of established multiple-choice test-taking correct and incorrect answer cues in the American College of Clinical Pharmacy's Updates in Therapeutics: The Pharmacotherapy Preparatory Course, 2005 Edition, as an equal or lesser surrogate indication of the prevalence of such cues in the Pharmacotherapy board certification examination. All self-assessment and patient case question-and-answer sets were assessed individually to determine if they were subject to selected correct and incorrect answer cues commonly seen in multiple-choice question writing. If the question was considered evaluable, correct answer cues-longest answer, mid-range number, one of two similar choices, and one of two opposite choices-were tallied. In addition, incorrect answer cues- inclusionary language and grammatical mismatch-were also tallied. Each cue was counted if it did what was expected or did the opposite of what was expected. Multiple cues could be identified in each question. A total of 237 (47.7%) of 497 questions in the manual were deemed evaluable. A total of 325 correct answer cues and 35 incorrect answer cues were identified in the 237 evaluable questions. Most evaluable questions contained one to two correct and/or incorrect answer cue(s). Longest answer was the most frequently identified correct answer cue; however, it was the least likely to identify the correct answer. Inclusionary language was the most frequently identified incorrect answer cue. Incorrect answer cues were considerably more likely to identify incorrect answer choices than correct answer cues were able to identify correct answer choices. The use of established multiple-choice test-taking cues is unlikely to be of significant help when taking the Pharmacotherapy board certification examination, primarily because of the lack of questions subject to such cues and the inability of correct answer cues to accurately identify correct answers. Incorrect answer cues, especially the use of inclusionary language, almost always will accurately identify an incorrect answer choice. Assuming that questions in the preparatory course manual were equal or lesser surrogates of those in the board certification examination, it is unlikely that intuition alone can replace adequate preparation and studying as the sole determinant of examination success.

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…

A Study of the Homogeneity of Items Produced From Item Forms Across Different Taxonomic Levels.

ERIC Educational Resources Information Center

Weber, Margaret B.; Argo, Jana K.

This study determined whether item forms ( rules for constructing items related to a domain or set of tasks) would enable naive item writers to generate multiple-choice items at three taxonomic levels--knowledge, comprehension, and application. Students wrote 120 multiple-choice items from 20 item forms, corresponding to educational objectives…

Comparing Assessments of Students' Knowledge by Computerized Open-Ended and Multiple-Choice Tests.

ERIC Educational Resources Information Center

Anbar, Michael

1991-01-01

Interactive computerized tests accepting unrestricted natural-language input were used to assess knowledge of clinical biophysics at the State University of New York at Buffalo. Comparison of responses to open-ended sequential questions and multiple-choice questions on the same material found the two formats test different aspects of competence.…

Initial Correction versus Negative Marking in Multiple Choice Examinations

ERIC Educational Resources Information Center

Van Hecke, Tanja

2015-01-01

Optimal assessment tools should measure in a limited time the knowledge of students in a correct and unbiased way. A method for automating the scoring is multiple choice scoring. This article compares scoring methods from a probabilistic point of view by modelling the probability to pass: the number right scoring, the initial correction (IC) and…

Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

ERIC Educational Resources Information Center

Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

An Empirical Comparison of DDF Detection Methods for Understanding the Causes of DIF in Multiple-Choice Items

ERIC Educational Resources Information Center

Suh, Youngsuk; Talley, Anna E.

2015-01-01

This study compared and illustrated four differential distractor functioning (DDF) detection methods for analyzing multiple-choice items. The log-linear approach, two item response theory-model-based approaches with likelihood ratio tests, and the odds ratio approach were compared to examine the congruence among the four DDF detection methods.…

Format of Options in Multiple Choice Test vis-a-vis Test Performance

ERIC Educational Resources Information Center

Bendulo, Hermabeth O.; Tibus, Erlinda D.; Bande, Rhodora A.; Oyzon, Voltaire Q.; Milla, Norberto E.; Macalinao, Myrna L.

2017-01-01

Testing or evaluation in an educational context is primarily used to measure or evaluate and authenticate the academic readiness, learning advancement, acquisition of skills, or instructional needs of learners. This study tried to determine whether the varied combinations of arrangements of options and letter cases in a Multiple-Choice Test (MCT)…

Some Effects of Changes in Question Structure and Sequence on Performance in a Multiple Choice Chemistry Test.

ERIC Educational Resources Information Center

Hodson, D.

1984-01-01

Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)

Gender and Performance in Accounting Examinations: Exploring the Impact of Examination Format

ERIC Educational Resources Information Center

Arthur, Neal; Everaert, Patricia

2012-01-01

This paper addresses the question of whether the increasing use of multiple-choice questions will favour particular student groups, i.e. male or female students. Using data from Belgium, this paper empirically examines the existence of a gender effect by comparing the relative performance of male and female students in both multiple-choice and…

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

ERIC Educational Resources Information Center

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…

Multiple-Choice Question Tests: A Convenient, Flexible and Effective Learning Tool? A Case Study

ERIC Educational Resources Information Center

Douglas, Mercedes; Wilson, Juliette; Ennis, Sean

2012-01-01

The research presented in this paper is part of a project investigating assessment practices, funded by the Scottish Funding Council. Using established principles of good assessment and feedback, the use of online formative and summative multiple choice tests (MCT's) was piloted to support independent and self-directed learning and improve…

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

ERIC Educational Resources Information Center

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

2013-01-01

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…

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.…

Multiple Choice Test Bias Uncovered by Use of an "I Don't Know" Alternative.

ERIC Educational Resources Information Center

Sherman, Susan W.

The multiple-choice science exercises used by the National Assessment of Educational Progress include an "I Don't Know" (IDK) alternative to estimate more accurately knowledge of groups of respondents. Group percentages of IDK responses were examined and compared with correct responses to see if the IDK introduces bias. Variance common…

The Effect of Position and Format on the Difficulty of Assessment Exercises.

ERIC Educational Resources Information Center

Burton, Nancy W.; And Others

Assessment exercises (items) in three different formats--multiple-choice with an "I don't know" (IDK) option, multiple-choice without the IDK, and open-ended--were placed at the beginning, middle and end of 45-minute assessment packages (instruments). A balanced incomplete blocks analysis of variance was computed to determine the biasing…

Multiple-Choice versus Constructed-Response Tests in the Assessment of Mathematics Computation Skills.

ERIC Educational Resources Information Center

Gadalla, Tahany M.

The equivalence of multiple-choice (MC) and constructed response (discrete) (CR-D) response formats as applied to mathematics computation at grade levels two to six was tested. The difference between total scores from the two response formats was tested for statistical significance, and the factor structure of items in both response formats was…

Multiple Choice Questions Can Be Designed or Revised to Challenge Learners' Critical Thinking

ERIC Educational Resources Information Center

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

2013-01-01

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…

Sex Differences in the Tendency to Omit Items on Multiple-Choice Tests: 1980-2000

ERIC Educational Resources Information Center

von Schrader, Sarah; Ansley, Timothy

2006-01-01

Much has been written concerning the potential group differences in responding to multiple-choice achievement test items. This discussion has included references to possible disparities in tendency to omit such test items. When test scores are used for high-stakes decision making, even small differences in scores and rankings that arise from male…

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 Development and Validation of a Two-Tiered Multiple-Choice Instrument to Identify Alternative Conceptions in Earth Science

ERIC Educational Resources Information Center

Mangione, Katherine Anna

2010-01-01

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…

The Display of Multiple Choice Question Bank on Microfilm

ERIC Educational Resources Information Center

Stevens, J. M.; Harris, F. T. C.

1977-01-01

An automated question bank maintained by the Department of Research and Services in Education at the Middlesex Hospital Medical School provides a printed copy of each of 25,000 multiple choice questions (95 percent relating to the whole spectrum of the medical curriculum). Problems with this procedure led to experimental work storing the data on…

Equal Opportunity in the Classroom: Test Construction in a Diversity-Sensitive Environment.

ERIC Educational Resources Information Center

Ghorpade, Jai; Lackritz, James R.

1998-01-01

Two multiple-choice tests and one essay test were taken by 231 students (50/50 male/female, 192 White, 39 East Asian, Black, Mexican American, or Middle Eastern). Multiple-choice tests showed no significant differences in equal employment opportunity terms; women and men scored about the same on essays, but minority students had significantly…

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…

Fast Assessments with Digital Tools Using Multiple-Choice Questions

ERIC Educational Resources Information Center

Howell, Dusti D.; Tseng, Daphne ChingYu; Colorado-Resa, Jozenia T.

2017-01-01

Multiple Choice Questions (MCQs) have come a long way since they were used in "The Kansas Silent Reading Test" in 1915. After over 100 years of MCQs, new innovative digital tools using this form of assessment can help foster interactivity in today's classrooms. This article describes three free online MCQ tools that are relatively quick…

Free-Response and Multiple-Choice Items: Measures of the Same Ability?

ERIC Educational Resources Information Center

Bennett, Randy Elliot; And Others

This study examined the relationship of multiple-choice and free-response items contained on the College Board's Advanced Placement Computer Science (APCS) examination. Subjects were two samples of 1,000 randomly drawn from the population of 7,372 high school students taking the 1988 examination of the APCS "AB" form. Most were high…

Validity and Reliability of Scores Obtained on Multiple-Choice Questions: Why Functioning Distractors Matter

ERIC Educational Resources Information Center

Ali, Syed Haris; Carr, Patrick A.; Ruit, Kenneth G.

2016-01-01

Plausible distractors are important for accurate measurement of knowledge via multiple-choice questions (MCQs). This study demonstrates the impact of higher distractor functioning on validity and reliability of scores obtained on MCQs. Freeresponse (FR) and MCQ versions of a neurohistology practice exam were given to four cohorts of Year 1 medical…

The Multiple-Choice Model: Some Solutions for Estimation of Parameters in the Presence of Omitted Responses

ERIC Educational Resources Information Center

Abad, Francisco J.; Olea, Julio; Ponsoda, Vicente

2009-01-01

This article deals with some of the problems that have hindered the application of Samejima's and Thissen and Steinberg's multiple-choice models: (a) parameter estimation difficulties owing to the large number of parameters involved, (b) parameter identifiability problems in the Thissen and Steinberg model, and (c) their treatment of omitted…

The Effect of the Multiple-Choice Item Format on the Measurement of Knowledge of Language Structure

ERIC Educational Resources Information Center

Currie, Michael; Chiramanee, Thanyapa

2010-01-01

Noting the widespread use of multiple-choice items in tests in English language education in Thailand, this study compared their effect against that of constructed-response items. One hundred and fifty-two university undergraduates took a test of English structure first in constructed-response format, and later in three, stem-equivalent…

The Environment Makes a Difference: The Impact of Explicit and Implicit Attitudes as Precursors in Different Food Choice Tasks

PubMed Central

König, Laura M.; Giese, Helge; Schupp, Harald T.; Renner, Britta

2016-01-01

Studies show that implicit and explicit attitudes influence food choice. However, precursors of food choice often are investigated using tasks offering a very limited number of options despite the comparably complex environment surrounding real life food choice. In the present study, we investigated how the assortment impacts the relationship between implicit and explicit attitudes and food choice (confectionery and fruit), assuming that a more complex choice architecture is more taxing on cognitive resources. Specifically, a binary and a multiple option choice task based on the same stimulus set (fake food items) were presented to ninety-seven participants. Path modeling revealed that both explicit and implicit attitudes were associated with relative food choice (confectionery vs. fruit) in both tasks. In the binary option choice task, both explicit and implicit attitudes were significant precursors of food choice, with explicit attitudes having a greater impact. Conversely, in the multiple option choice task, the additive impact of explicit and implicit attitudes was qualified by an interaction indicating that, even if explicit and implicit attitudes toward confectionery were inconsistent, more confectionery was chosen than fruit if either was positive. This compensatory ‘one is sufficient’-effect indicates that the structure of the choice environment modulates the relationship between attitudes and choice. The study highlights that environmental constraints, such as the number of choice options, are an important boundary condition that need to be included when investigating the relationship between psychological precursors and behavior. PMID:27621719

The Environment Makes a Difference: The Impact of Explicit and Implicit Attitudes as Precursors in Different Food Choice Tasks.

PubMed

König, Laura M; Giese, Helge; Schupp, Harald T; Renner, Britta

2016-01-01

Studies show that implicit and explicit attitudes influence food choice. However, precursors of food choice often are investigated using tasks offering a very limited number of options despite the comparably complex environment surrounding real life food choice. In the present study, we investigated how the assortment impacts the relationship between implicit and explicit attitudes and food choice (confectionery and fruit), assuming that a more complex choice architecture is more taxing on cognitive resources. Specifically, a binary and a multiple option choice task based on the same stimulus set (fake food items) were presented to ninety-seven participants. Path modeling revealed that both explicit and implicit attitudes were associated with relative food choice (confectionery vs. fruit) in both tasks. In the binary option choice task, both explicit and implicit attitudes were significant precursors of food choice, with explicit attitudes having a greater impact. Conversely, in the multiple option choice task, the additive impact of explicit and implicit attitudes was qualified by an interaction indicating that, even if explicit and implicit attitudes toward confectionery were inconsistent, more confectionery was chosen than fruit if either was positive. This compensatory 'one is sufficient'-effect indicates that the structure of the choice environment modulates the relationship between attitudes and choice. The study highlights that environmental constraints, such as the number of choice options, are an important boundary condition that need to be included when investigating the relationship between psychological precursors and behavior.

Examen en Vue du Diplome Douzieme Annee. Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Questions (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Questions Booklet).

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this booklet contains the 80 multiple choice questions portion of Part B, the language and literature component of the January 1987 tests. Representing the genres of poetry, short story, the novel, and…

Examen en Vue du Diplome Douzieme Annee. Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Questions (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Questions Booklet.)

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this booklet contains the 80 multiple choice questions portion of Part B, the language and literature component of the January 1988 tests. Representing the genres of poetry, short story, novel, and…

A hybrid heuristic for the multiple choice multidimensional knapsack problem

NASA Astrophysics Data System (ADS)

Mansi, Raïd; Alves, Cláudio; Valério de Carvalho, J. M.; Hanafi, Saïd

2013-08-01

In this article, a new solution approach for the multiple choice multidimensional knapsack problem is described. The problem is a variant of the multidimensional knapsack problem where items are divided into classes, and exactly one item per class has to be chosen. Both problems are NP-hard. However, the multiple choice multidimensional knapsack problem appears to be more difficult to solve in part because of its choice constraints. Many real applications lead to very large scale multiple choice multidimensional knapsack problems that can hardly be addressed using exact algorithms. A new hybrid heuristic is proposed that embeds several new procedures for this problem. The approach is based on the resolution of linear programming relaxations of the problem and reduced problems that are obtained by fixing some variables of the problem. The solutions of these problems are used to update the global lower and upper bounds for the optimal solution value. A new strategy for defining the reduced problems is explored, together with a new family of cuts and a reformulation procedure that is used at each iteration to improve the performance of the heuristic. An extensive set of computational experiments is reported for benchmark instances from the literature and for a large set of hard instances generated randomly. The results show that the approach outperforms other state-of-the-art methods described so far, providing the best known solution for a significant number of benchmark instances.

Insights in Architecture. Resources in Education.

ERIC Educational Resources Information Center

Skena, K. George

1996-01-01

Focuses on new technological advances in the design process and especially the use of new materials to construct architectural marvels. Discusses the innovations of Le Corbusier, Mies van de Rohe, and Frank Lloyd Wright. Includes a student quiz and possible student outcomes. (JOW)

Investigating Passively Floating and Weakly Swimming Organisms: An Activity for Beginning Marine Education Students.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document presents the outline of a marine biology science unit designed to introduce students to the study and collection of plankton. Extensive details on plankton collections and a seven-item quiz are included. (SL)

Computer Series, 13: Bits and Pieces, 11.

ERIC Educational Resources Information Center

Moore, John W., Ed.

1982-01-01

Describes computer programs (with ordering information) on various topics including, among others, modeling of thermodynamics and economics of solar energy, radioactive decay simulation, stoichiometry drill/tutorial (in Spanish), computer-generated safety quiz, medical chemistry computer game, medical biochemistry question bank, generation of…

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.

The Effect of SSM Grading on Reliability When Residual Items Have No Discriminating Power.

ERIC Educational Resources Information Center

Kane, Michael T.; Moloney, James M.

Gilman and Ferry have shown that when the student's score on a multiple choice test is the total number of responses necessary to get all items correct, substantial increases in reliability can occur. In contrast, similar procedures giving partial credit on multiple choice items have resulted in relatively small gains in reliability. The analysis…

Do Sequentially-Presented Answer Options Prevent the Use of Testwiseness Cues on Continuing Medical Education Tests?

ERIC Educational Resources Information Center

Willing, Sonja; Ostapczuk, Martin; Musch, Jochen

2015-01-01

Testwiseness--that is, the ability to find subtle cues towards the solution by the simultaneous comparison of the available answer options--threatens the validity of multiple-choice (MC) tests. Discrete-option multiple-choice (DOMC) has recently been proposed as a computerized alternative testing format for MC tests, and presumably allows for a…

Development and Application of a Two-Tier Multiple Choice Diagnostic Instrument To Assess High School Students' Understanding of Inorganic Chemistry Qualitative Analysis.

ERIC Educational Resources Information Center

Tan, Kim Chwee Daniel; Goh, Ngoh Khang; Chia, Lian Sai; Treagust, David F.

2002-01-01

Describes the development and application of a two-tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. Shows that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition…

Improving Measures via Examining the Behavior of Distractors in Multiple-Choice Tests: Assessment and Remediation

ERIC Educational Resources Information Center

Sideridis, Georgios; Tsaousis, Ioannis; Al Harbi, Khaleel

2017-01-01

The purpose of the present article was to illustrate, using an example from a national assessment, the value from analyzing the behavior of distractors in measures that engage the multiple-choice format. A secondary purpose of the present article was to illustrate four remedial actions that can potentially improve the measurement of the…

Understanding Rasch Measurement: Distractors with Information in Multiple Choice Items: A Rationale Based on the Rasch Model

ERIC Educational Resources Information Center

Andrich, David; Styles, Irene

2011-01-01

There is a substantial literature on attempts to obtain information on the proficiency of respondents from distractors in multiple choice items. Information in a distractor implies that a person who chooses that distractor has greater proficiency than if the person chose another distractor with no information. A further implication is that the…

Developing Achievement Test: A Research for Assessment of 5th Grade Biology Subject

ERIC Educational Resources Information Center

Sener, Nilay; Tas, Erol

2017-01-01

The purpose of this study is to prepare a multiple-choice achievement test with high reliability and validity for the "Let's Solve the Puzzle of Our Body" unit. For this purpose, a multiple choice achievement test consisting of 46 items was applied to 178 fifth grade students in total. As a result of the test and material analysis…

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…

"Nothing like Pretend": Difference, Disorder, and Dystopia in the Multiple World Spaces of Philip Pullman's "His Dark Materials"

ERIC Educational Resources Information Center

Cantrell, Sarah K.

2010-01-01

This article examines the multiple worlds in Philip Pullman's "His Dark Materials" trilogy in light Pierre Bourdieu's "space of possibles" and the combination of chance and choice that impact Lyra and Will's decisions. Rather than viewing chance or destiny as disempowering, this article considers how the protagonists' choices also encourage…

More than the Verbal Stimulus Matters: Visual Attention in Language Assessment for People with Aphasia Using Multiple-Choice Image Displays

ERIC Educational Resources Information Center

Heuer, Sabine; Ivanova, Maria V.; Hallowell, Brooke

2017-01-01

Purpose: Language comprehension in people with aphasia (PWA) is frequently evaluated using multiple-choice displays: PWA are asked to choose the image that best corresponds to the verbal stimulus in a display. When a nontarget image is selected, comprehension failure is assumed. However, stimulus-driven factors unrelated to linguistic…

Predicting Social and Communicative Ability in School-Age Children with Autism Spectrum Disorder: A Pilot Study of the Social Attribution Task, Multiple Choice

ERIC Educational Resources Information Center

Burger-Caplan, Rebecca; Saulnier, Celine; Jones, Warren; Klin, Ami

2016-01-01

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…

"I Don't Know" and Multiple Choice Analysis of Pre- and Post-Tests

ERIC Educational Resources Information Center

Spears, Karen; Wilson, Mary

2010-01-01

Evaluation is an essential component of any Extension education program. One tool, the pre- and post-test, provides measurable evaluation data. Yet often the answer "I don't know" or all possible answers to a multiple choice question are not included in the repeated measure analysis. Because more than two answers are offered, the test of marginal…

Backwash Effects of Language-Testing in Primary and Secondary Education.

ERIC Educational Resources Information Center

Wesdorp, H.

A debate has been carried on in Dutch educational circles about the widespread use of multiple-choice tests, and a number of objections have been raised against the use of such tests. This paper reports on research into the validity of the objections, in particular with respect to the possible effect of multiple-choice tests on the teaching of…

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…

Are Faculty Predictions or Item Taxonomies Useful for Estimating the Outcome of Multiple-Choice Examinations?

ERIC Educational Resources Information Center

Kibble, Jonathan D.; Johnson, Teresa

2011-01-01

The purpose of this study was to evaluate whether multiple-choice item difficulty could be predicted either by a subjective judgment by the question author or by applying a learning taxonomy to the items. Eight physiology faculty members teaching an upper-level undergraduate human physiology course consented to participate in the study. The…

A Method for Imputing Response Options for Missing Data on Multiple-Choice Assessments

ERIC Educational Resources Information Center

Wolkowitz, Amanda A.; Skorupski, William P.

2013-01-01

When missing values are present in item response data, there are a number of ways one might impute a correct or incorrect response to a multiple-choice item. There are significantly fewer methods for imputing the actual response option an examinee may have provided if he or she had not omitted the item either purposely or accidentally. This…

Incorporating Multiple-Choice Questions into an AACSB Assurance of Learning Process: A Course-Embedded Assessment Application to an Introductory Finance Course

ERIC Educational Resources Information Center

Santos, Michael R.; Hu, Aidong; Jordan, Douglas

2014-01-01

The authors offer a classification technique to make a quantitative skills rubric more operational, with the groupings of multiple-choice questions to match the student learning levels in knowledge, calculation, quantitative reasoning, and analysis. The authors applied this classification technique to the mid-term exams of an introductory finance…

Predictive Validity of a Multiple-Choice Test for Placement in a Community College

ERIC Educational Resources Information Center

Verbout, Mary F.

2013-01-01

Multiple-choice tests of punctuation and usage are used throughout the United States to assess the writing skills of new community college students in order to place them in either a basic writing course or first-year composition. To determine whether using the COMPASS Writing Test (CWT) is a valid placement at a community college, student test…

A Systematic Assessment of "None of the Above" on Multiple Choice Tests in a First Year Psychology Classroom

ERIC Educational Resources Information Center

Pachai, Matthew V.; DiBattista, David; Kim, Joseph A.

2015-01-01

Multiple choice writing guidelines are decidedly split on the use of "none of the above" (NOTA), with some authors discouraging and others advocating its use. Moreover, empirical studies of NOTA have produced mixed results. Generally, these studies have utilized NOTA as either the correct response or a distractor and assessed its effect…

Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom

ERIC Educational Resources Information Center

Hickson, Stephen; Reed, W. Robert; Sander, Nicholas

2012-01-01

This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on…

Teaching Composition Skills with Weekly Multiple Choice Tests in Lieu of Theme Writing. Final Report.

ERIC Educational Resources Information Center

Scannell, Dale P.; Haugh, Oscar M.

The purpose of the study was to compare the effectiveness with which composition skills could be taught by the traditional theme-assignment approach and by an experimental method using weekly multiple-choice composition tests in lieu of theme writing. The weekly tests were based on original but typical first-draft compositions and covered problems…

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…

The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework to More Accurately Assess Deeper Understanding

ERIC Educational Resources Information Center

Domyancich, John M.

2014-01-01

Multiple-choice questions are an important part of large-scale summative assessments, such as the advanced placement (AP) chemistry exam. However, past AP chemistry exam items often lacked the ability to test conceptual understanding and higher-order cognitive skills. The redesigned AP chemistry exam shows a distinctive shift in item types toward…

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions

ERIC Educational Resources Information Center

Lee, Jia-Ying

2011-01-01

The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

Sequential effects in pigeon delayed matching-to-sample performance.

PubMed

Roitblat, H L; Scopatz, R A

1983-04-01

Pigeons were tested in a three-alternative delayed matching-to-sample task in which second-choices were permitted following first-choice errors. Sequences of responses both within and between trials were examined in three experiments. The first experiment demonstrates that the sample information contained in first-choice errors is not sufficient to account for the observed pattern of second choices. This result implies that second-choices following first-choice errors are based on a second examination of the contents of working memory. Proactive interference was found in the second experiment in the form of a dependency, beyond that expected on the basis of trial independent response bias, of first-choices from one trial on the first-choice emitted on the previous trial. Samples from the previous trial were not found to exert a significant influence on later trials. The magnitude of the intertrial association (Experiment 3) did not depend on the duration of the intertrial interval. In contrast, longer intertrial intervals and longer sample durations did facilitate choice accuracy, by strengthening the association between current samples and choices. These results are incompatible with a trace-decay and competition model; they suggest strongly that multiple influences act simultaneously and independently to control delayed matching-to-sample responding. These multiple influences include memory for the choice occurring on the previous trial, memory for the sample, and general effects of trial spacing.

Optimal assessment of multiple cues.

PubMed Central

Fawcett, Tim W; Johnstone, Rufus A

2003-01-01

In a wide range of contexts from mate choice to foraging, animals are required to discriminate between alternative options on the basis of multiple cues. How should they best assess such complex multicomponent stimuli? Here, we construct a model to investigate this problem, focusing on a simple case where a 'chooser' faces a discrimination task involving two cues. These cues vary in their accuracy and in how costly they are to assess. As an example, we consider a mate-choice situation where females choose between males of differing quality. Our model predicts the following: (i) females should become less choosy as the cost of finding new males increases; (ii) females should prioritize cues differently depending on how choosy they are; (iii) females may sometimes prioritize less accurate cues; and (iv) which cues are most important depends on the abundance of desirable mates. These predictions are testable in mate-choice experiments where the costs of choice can be manipulated. Our findings are applicable to other discrimination tasks besides mate choice, for example a predator's choice between palatable and unpalatable prey, or an altruist's choice between kin and non-kin. PMID:12908986

Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism

NASA Astrophysics Data System (ADS)

Denyer, G. S.; Hancock, D.

2002-08-01

This paper describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent the reward of plagarism. The manuscript also discusses the advantages of having a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. The advantages of the scrambling strategy, which maintains the same question order, is discussed with reference to student equity. The system provides a non-confrontational mechanism for dealing with cheating in large-class multiple-choice examinations, as well as providing a reward for problem solving over surface learning.

Cool Cow Quiz.

ERIC Educational Resources Information Center

DeRosa, Bill

1988-01-01

Provides a game to help develop the skill of estimating and making educated guesses. Uses facts about cows to explain some problems associated with the dairy industry. Includes cards and rules for playing, class adaptation procedures, follow-up activities, and availability of background information on humane concerns. (RT)

"Depletion": A Game with Natural Rules for Teaching Reaction Rate Theory.

ERIC Educational Resources Information Center

Olbris, Donald J.; Herzfeld, Judith

2002-01-01

Depletion is a game that reinforces central concepts of reaction rate theory through simulation. Presents the game with a set of follow-up questions suitable for either a quiz or discussion. Also describes student reaction to the game. (MM)

August Has No Holidays.

ERIC Educational Resources Information Center

Krapp, JoAnn Vergona

2000-01-01

Presents a Holiday Trivia Quiz that is designed to highlight American holidays throughout the year. Includes primary questions for grades one through three and intermediate questions for grades three through six; bonus questions; and a writing activity to create a holiday for the month of August. (LRW)

High Performance Composites. "Designed" Materials for the New Millennium. 2nd Module in a Series on Advanced Materials. Resources in Technology.

ERIC Educational Resources Information Center

Jacobs, James A.

1994-01-01

This learning module on composites such as polymer matrix, metal matrix, ceramic matrix, particulate, and laminar includes a design brief giving context, objectives, evaluation, student outcomes, and quiz. (SK)

Quiz: How much do you know about breast cancer? | NIH MedlinePlus the Magazine

MedlinePlus

... more common in younger women older women adolescents In situ breast cancer refers to cancer that has spread ... than younger women. C is the correct answer. In situ cancer remains at the site where it first ...

Neural bases of human mate choice: multiple value dimensions, sex difference, and self-assessment system.

PubMed

Funayama, Risa; Sugiura, Motoaki; Sassa, Yuko; Jeong, Hyeonjeong; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

2012-01-01

Mate choice is an example of sophisticated daily decision making supported by multiple componential processes. In mate-choice literature, different characteristics of the value dimensions, including the sex difference in the value dimensions, and the involvement of self-assessment due to the mutual nature of the choice, have been suggested. We examined whether the brain-activation pattern during virtual mate choice would be congruent with these characteristics in terms of stimulus selectivity and activated brain regions. In measuring brain activity, young men and women were shown two pictures of either faces or behaviors, and they indicated which person they would choose either as a spouse or as a friend. Activation selective to spouse choice was observed face-selectively in men's amygdala and behavior-selectively in women's motor system. During both partner-choice conditions, behavior-selective activation was observed in the temporoparietal regions. Taking the available knowledge of these regions into account, these results are congruent with the suggested characteristics of value dimensions for physical attractiveness, parenting resources, and beneficial personality traits for a long-lasting relationship, respectively. The medial prefrontal and posterior cingulate cortices were nonselectively activated during the partner choices, suggesting the involvement of a self-assessment process. The results thus provide neuroscientific support for the multi-component mate-choice mechanism.

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

NASA Astrophysics Data System (ADS)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

Health Promotion Practice and Interprofessional Education in Aging: Senior Wellness Fairs.

PubMed

Diwan, Sadhna; Perdue, Megan; Lee, Sang E; Grossman, Brian R

2016-01-01

Senior wellness fairs (SWFs) offer a unique opportunity for community health promotion and interprofessional education (IPE). The authors describe and evaluate the impact of a 3-year, university-community SWF collaboration on interprofessional competencies among students across multiple professional programs. Participation in the SWF enhanced student knowledge and skills in providing health promotion information to older adults in an interprofessional, collaborative setting as indicated by mean scores on the Perceived Learning Outcomes Survey, an instrument developed for this project. Open-ended data highlighted aspects of the SWF that students found most useful (interaction with seniors, community resources, interprofessional learning, and self-awareness) and most challenging (communication barriers, limited opportunity for interaction, and physical environment). Pre- and posttest scores on the Multidisciplinary SWF Practice Learning Quiz, another instrument developed for this project, illustrated improvement in student understanding of other professions and the importance of interprofessional cooperation to promote and maintain healthy aging. Implications and suggestions for structuring learning opportunities that combine community health promotion practice and interprofessional learning are discussed.

Development and evaluation of a web-based assent for adolescents considering an HIV vaccine trial.

PubMed

Blake, Diane R; Lemay, Celeste A; Maranda, Louise S; Fortenberry, J Dennis; Kearney, Margaret H; Mazor, Kathleen M

2015-01-01

HIV vaccine trials with minors will likely require parental permission and informed assent from adolescents. For this to be a valid process, the information needs to be presented in a manner that promotes adolescent comprehension. Previous studies suggest that adolescent comprehension of assent is often insufficient. We developed an interactive web-based assent that included interspersed quiz questions for a hypothetical HIV vaccine trial. Efficacy of the web-based assent was compared to a standard paper assent with and without interspersed questions. One hundred twenty teen participants, ages 15-17 years, from five community organizations were randomized to self-administered web-based assent (n=60) or investigator-administered paper assent with (n=29) or without (n=31) interspersed quiz questions. After reviewing the assent, participants completed a 27-item comprehension test. Comprehension scores were compared between groups. The mean number of correctly answered questions were 21.2 for the full paper group and 21.1 for the web-based group (t118=-0.08, p=0.94). Scores were 20.2 for the paper without interspersed questions sub-group and 22.1 for the paper with interspersed questions sub-group (t58=1.96, p=0.055). Participants in the web-based group performed as well on the comprehension test as those in the paper group, and those in the paper with questions sub-group performed better than those in the paper without questions sub-group, suggesting that interspersed quiz questions may improve understanding of a traditional paper assent. The minimal investigator time and standardized administration of the web-based assent as well as ability to tailor the assent discussion to topics identified by incorrect comprehension test responses are advantages worthy of further investigation.

2D and 3D stereoscopic videos used as pre-anatomy lab tools improve students' examination performance in a veterinary gross anatomy course.

PubMed

Al-Khalili, Sereen M; Coppoc, Gordon L

2014-01-01

The hypothesis for the research described in this article was that viewing an interactive two-dimensional (2D) or three-dimensional (3D) stereoscopic pre-laboratory video would improve efficiency and learning in the laboratory. A first-year DVM class was divided into 21 dissection teams of four students each. Primary variables were method of preparation (2D, 3D, or laboratory manual) and dissection region (thorax, abdomen, or pelvis). Teams were randomly assigned to a group (A, B, or C) in a crossover design experiment so that all students experienced each of the modes of preparation, but with different regions of the canine anatomy. All students were instructed to study normal course materials and the laboratory manual, the Guide, before coming to the laboratory session and to use them during the actual dissection as usual. Video groups were given a DVD with an interactive 10-12 minute video to view for the first 30 minutes of the laboratory session, while non-video groups were instructed to review the Guide. All groups were allowed 45 minutes to dissect the assigned section and find a list of assigned structures, after which all groups took a post-dissection quiz and attitudinal survey. The 2D groups performed better than the Guide groups (p=.028) on the post-dissection quiz, despite the fact that only a minority of the 2D-group students studied the Guide as instructed. There was no significant difference (p>.05) between 2D and 3D groups on the post-dissection quiz. Students preferred videos over the Guide.

Validation of clay modeling as a learning tool for the periventricular structures of the human brain.

PubMed

Akle, Veronica; Peña-Silva, Ricardo A; Valencia, Diego M; Rincón-Perez, Carlos W

2018-03-01

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D-model from oil-based modeling clay affects learners' understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer-based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper-based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students' perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self-perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137-145. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Educational Intervention in a Medically Underserved Area.

PubMed

Atance, Joel; Mickalis, Morgan; Kincade, Brianna

2018-04-01

Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.

Of Small Beauties and Large Beasts: The Quality of Distractors on Multiple-Choice Tests Is More Important than Their Quantity

ERIC Educational Resources Information Center

Papenberg, Martin; Musch, Jochen

2017-01-01

In multiple-choice tests, the quality of distractors may be more important than their number. We therefore examined the joint influence of distractor quality and quantity on test functioning by providing a sample of 5,793 participants with five parallel test sets consisting of items that differed in the number and quality of distractors.…

Does the Position of Response Options in Multiple-Choice Tests Matter?

ERIC Educational Resources Information Center

Hohensinn, Christine; Baghaei, Purya

2017-01-01

In large scale multiple-choice (MC) tests alternate forms of a test may be developed to prevent cheating by changing the order of items or by changing the position of the response options. The assumption is that since the content of the test forms are the same the order of items or the positions of the response options do not have any effect on…

Analysis of the Difficulty and Discrimination Indices of Multiple-Choice Questions According to Cognitive Levels in an Open and Distance Learning Context

ERIC Educational Resources Information Center

Koçdar, Serpil; Karadag, Nejdet; Sahin, Murat Dogan

2016-01-01

This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom's Taxonomy, which are used in the exams of the courses in a business administration bachelor's degree program offered through open and distance…

Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items

ERIC Educational Resources Information Center

Herrmann-Abell, Cari F.; DeBoer, George E.

2011-01-01

Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…

Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds: Multiple-Choice versus Constructed-Response Training Items

ERIC Educational Resources Information Center

Stevenson, Claire E.; Heiser, Willem J.; Resing, Wilma C. M.

2016-01-01

Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC items leads to differences in the strategy…

A Stratified Study of Students' Understanding of Basic Optics Concepts in Different Contexts Using Two-Tier Multiple-Choice Items

ERIC Educational Resources Information Center

Chu, Hye-Eun; Treagust, David F.; Chandrasegaran, A. L.

2009-01-01

A large scale study involving 1786 year 7-10 Korean students from three school districts in Seoul was undertaken to evaluate their understanding of basic optics concepts using a two-tier multiple-choice diagnostic instrument consisting of four pairs of items, each of which evaluated the same concept in two different contexts. The instrument, which…

An Australian Study Comparing the Use of Multiple-Choice Questionnaires with Assignments as Interim, Summative Law School Assessment

ERIC Educational Resources Information Center

Huang, Vicki

2017-01-01

To the author's knowledge, this is the first Australian study to empirically compare the use of a multiple-choice questionnaire (MCQ) with the use of a written assignment for interim, summative law school assessment. This study also surveyed the same student sample as to what types of assessments are preferred and why. In total, 182 undergraduate…

Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

ERIC Educational Resources Information Center

Ladyshewsky, Richard K.

2015-01-01

This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format

ERIC Educational Resources Information Center

Slepkov, Aaron D.; Vreugdenhil, Andrew J.; Shiell, Ralph C.

2016-01-01

There are numerous benefits to answer-until-correct (AUC) approaches to multiple-choice testing, not the least of which is the straightforward allotment of partial credit. However, the benefits of granting partial credit can be tempered by the inevitable increase in test scores and by fears that such increases are further contaminated by a large…

Measuring the Consistency in Change in Hepatitis B Knowledge among Three Different Types of Tests: True/False, Multiple Choice, and Fill in the Blanks Tests.

ERIC Educational Resources Information Center

Sahai, Vic; Demeyere, Petra; Poirier, Sheila; Piro, Felice

1998-01-01

The recall of information about Hepatitis B demonstrated by 180 seventh graders was tested with three test types: (1) short-answer; (2) true/false; and (3) multiple-choice. Short answer testing was the most reliable. Suggestions are made for the use of short-answer tests in evaluating student knowledge. (SLD)