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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

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.

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…

Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters.

PubMed

Parker, Joyce M; Anderson, Charles W; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark

2012-01-01

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.

Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

PubMed Central

Parker, Joyce M.; Anderson, Charles W.; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark

2012-01-01

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed. PMID:22383617

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

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…

Navigating the feminine in massively multiplayer online games: gender in World of Warcraft.

PubMed

Brehm, Audrey L

2013-01-01

The objective of the study is to present and discuss attitudes, perceptions and opinions about sexism and gendered play in the massively multiplayer online roleplaying game (MMO), World of Warcraft. Through the use of an online survey which includes both multiple choice questions and open-ended questions, the research discusses the major themes and findings expressed by the World of Warcraft forum users (N = 294). The descriptive statistical findings presented are derived from the multiple choice questions. Within the sample, the results reveal that sexism is a contentious topic in the World of Warcraft community. 63.6% (n = 75) of female respondents reported experiencing sexism within the game. 27.5% (n = 44) of male respondents and 45.3% (n = 53) of female respondents believe that sexism is a problem in the game. Overall, 64.4% (n = 183) of the respondents reported sexism as a non-issue in the game. Themes surrounding the topic of sexism experienced within the game are presented based on frequency of homogenous responses. Based on the multiple choice questions and the open-ended questions, the research argues that sexism and gendered play in gaming should be studied more closely, as the results reveal that many MMO players are affected negatively by it.

Navigating the feminine in massively multiplayer online games: gender in World of Warcraft

PubMed Central

Brehm, Audrey L.

2013-01-01

The objective of the study is to present and discuss attitudes, perceptions and opinions about sexism and gendered play in the massively multiplayer online roleplaying game (MMO), World of Warcraft. Through the use of an online survey which includes both multiple choice questions and open-ended questions, the research discusses the major themes and findings expressed by the World of Warcraft forum users (N = 294). The descriptive statistical findings presented are derived from the multiple choice questions. Within the sample, the results reveal that sexism is a contentious topic in the World of Warcraft community. 63.6% (n = 75) of female respondents reported experiencing sexism within the game. 27.5% (n = 44) of male respondents and 45.3% (n = 53) of female respondents believe that sexism is a problem in the game. Overall, 64.4% (n = 183) of the respondents reported sexism as a non-issue in the game. Themes surrounding the topic of sexism experienced within the game are presented based on frequency of homogenous responses. Based on the multiple choice questions and the open-ended questions, the research argues that sexism and gendered play in gaming should be studied more closely, as the results reveal that many MMO players are affected negatively by it. PMID:24363650

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…

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…

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…

Feedback in Technology-Based Instruction: Learner Preferences

ERIC Educational Resources Information Center

Lefevre, David; Cox, Benita

2016-01-01

This research investigates learner preferences for the format of feedback?when using technology-based instruction (TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback…

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.

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…

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…

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.

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

NASA Astrophysics Data System (ADS)

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

2018-04-01

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

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

PubMed Central

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

2015-01-01

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

Biology Question Generation from a Semantic Network

NASA Astrophysics Data System (ADS)

Zhang, Lishan

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

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.

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,…

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…

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.…

Climbing Bloom's Taxonomy Pyramid: Lessons from a Graduate Histology Course

ERIC Educational Resources Information Center

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

2017-01-01

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…

A Comparison of Methods for Transforming Sentences into Test Questions for Instructional Materials. Technical Report #1.

ERIC Educational Resources Information Center

Roid, Gale; And Others

Several measurement theorists have convincingly argued that methods of writing test questions, particularly for criterion-referenced tests, should be based on operationally defined rules. This study was designed to examine and further refine a method for objectively generating multiple-choice questions for prose instructional materials. Important…

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…

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)

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…

A Comparison of the Performance on Three Multiple Choice Question Papers in Obstetrics and Gynecology Over a Period of Three Years Administered at Five London Medical Schools

ERIC Educational Resources Information Center

Stevens, J. M.; And Others

1977-01-01

Five of the medical schools in the University of London collaborated in administering one multiple choice question paper in obstetrics and gynecology, and results showed differences in performance between the five schools on questions and alternatives within questions. The rank order of the schools may result from differences in teaching methods.…

Assessment of item-writing flaws in multiple-choice questions.

PubMed

Nedeau-Cayo, Rosemarie; Laughlin, Deborah; Rus, Linda; Hall, John

2013-01-01

This study evaluated the quality of multiple-choice questions used in a hospital's e-learning system. Constructing well-written questions is fraught with difficulty, and item-writing flaws are common. Study results revealed that most items contained flaws and were written at the knowledge/comprehension level. Few items had linked objectives, and no association was found between the presence of objectives and flaws. Recommendations include education for writing test questions.

The Effects of Different Feedback Strategies Using Computer-Administered Multiple-Choice Questions as Instruction.

ERIC Educational Resources Information Center

Clariana, Roy B.; And Others

The present study investigated the effects of using different forms of material with 100 eleventh grade students enrolled in a 5-week CBI (computer based instruction) summer enrichment program in Memphis, Tennessee. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings…

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.

Development and Evaluation of Internet-Based Hypermedia Chemistry Tutorials

NASA Astrophysics Data System (ADS)

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

1996-05-01

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

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.

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…

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.

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…

Teaching and evaluating point of care learning with an Internet-based clinical-question portfolio.

PubMed

Green, Michael L; Reddy, Siddharta G; Holmboe, Eric

2009-01-01

Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates' practices. We developed and evaluated an Internet-based point of care (POC) learning portfolio to serve as an alternative. Participants enter information about their clinical questions, including characteristics, information pursuit, application, and practice change. After documenting 20 questions, they reflect upon a summary report and write commitment-to-change statements about their learning strategies. They can link to help screens and medical information resources. We report on the beta test evaluation of the module, completed by 23 internists and 4 internal medicine residents. Participants found the instructions clear and navigated the module without difficulty. The majority preferred the POC portfolio to multiple-choice examinations, citing greater relevance to their practice, guidance in expanding their palette of information resources, opportunity to reflect on their learning needs, and "credit" for self-directed learning related to their patients. Participants entered a total of 543 clinical questions, of which 250 (46%) resulted in a planned practice change. After completing the module, 14 of 27 (52%) participants committed to at least 1 change in their POC learning strategies. Internists found the portfolio valuable, preferred it to multiple-choice examinations, often changed their practice after pursuing clinical questions, and productively reflected on their learning strategies. The ABIM will offer this portfolio as an elective option in MOC.

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.

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.

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…

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

PubMed

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

2012-03-12

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

Interactive Learning in the Classroom: Is Student Response Method Related to Performance?

ERIC Educational Resources Information Center

Elicker, Joelle D.; McConnell, Nicole L.

2011-01-01

This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand…

Team-based learning to improve learning outcomes in a therapeutics course sequence.

PubMed

Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

2014-02-12

To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

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.…

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…

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 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…

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…

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…

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…

Criterion Referenced Inventory. Grade 7 Skill Clusters, Objectives, and Illustrations.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

Part of a series of competency-based test materials for grades six through ten, this test booklet for seventh graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate booklet of illustrations which are to be used in conjunction with the questions, the test covers the…

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

PubMed

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

2004-11-05

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

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…

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…

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.…

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.

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

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

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

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…

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…

Cost analysis for computer supported multiple-choice paper examinations

PubMed Central

Mandel, Alexander; Hörnlein, Alexander; Ifland, Marianus; Lüneburg, Edeltraud; Deckert, Jürgen; Puppe, Frank

2011-01-01

Introduction: Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results. Methods: Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS) 2009/10 eleven, in the summer semester (SS) 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. Results: The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. Discussion: For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam. PMID:22205913

Cost analysis for computer supported multiple-choice paper examinations.

PubMed

Mandel, Alexander; Hörnlein, Alexander; Ifland, Marianus; Lüneburg, Edeltraud; Deckert, Jürgen; Puppe, Frank

2011-01-01

Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results. Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS) 2009/10 eleven, in the summer semester (SS) 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam.

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

PubMed

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

2009-12-01

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

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

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

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

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…

Criterion Referenced Assessment Bank. Grade 6 Skill Clusters, Objectives, and Illustrations.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

Part of a series of competency-based test materials for grades six through ten, this set of nine test booklets for sixth graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate, tenth booklet of illustrations which are to be used in conjunction with the questions, the…

Automatic Generation of Analogy Questions for Student Assessment: An Ontology-Based Approach

ERIC Educational Resources Information Center

Alsubait, Tahani; Parsia, Bijan; Sattler, Uli

2012-01-01

Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…

Improving Student Performance through Computer-Based Assessment: Insights from Recent Research.

ERIC Educational Resources Information Center

Ricketts, C.; Wilks, S. J.

2002-01-01

Compared student performance on computer-based assessment to machine-graded multiple choice tests. Found that performance improved dramatically on the computer-based assessment when students were not required to scroll through the question paper. Concluded that students may be disadvantaged by the introduction of online assessment unless care is…

Technical flaws in multiple-choice questions in the access exam to medical specialties ("examen MIR") in Spain (2009-2013).

PubMed

Rodríguez-Díez, María Cristina; Alegre, Manuel; Díez, Nieves; Arbea, Leire; Ferrer, Marta

2016-02-03

The main factor that determines the selection of a medical specialty in Spain after obtaining a medical degree is the MIR ("médico interno residente", internal medical resident) exam. This exam consists of 235 multiple-choice questions with five options, some of which include images provided in a separate booklet. The aim of this study was to analyze the technical quality of the multiple-choice questions included in the MIR exam over the last five years. All the questions included in the exams from 2009 to 2013 were analyzed. We studied the proportion of questions including clinical vignettes, the number of items related to an image and the presence of technical flaws in the questions. For the analysis of technical flaws, we adapted the National Board of Medical Examiners (NBME) guidelines. We looked for 18 different issues included in the manual, grouped into two categories: issues related to testwiseness and issues related to irrelevant difficulties. The final number of questions analyzed was 1,143. The percentage of items based on clinical vignettes increased from 50% in 2009 to 56-58% in the following years (2010-2013). The percentage of items based on an image increased progressively from 10% in 2009 to 15% in 2012 and 2013. The percentage of items with at least one technical flaw varied between 68 and 72%. We observed a decrease in the percentage of items with flaws related to testwiseness, from 30% in 2009 to 20% in 2012 and 2013. While most of these issues decreased dramatically or even disappeared (such as the imbalance in the correct option numbers), the presence of non-plausible options remained frequent. With regard to technical flaws related to irrelevant difficulties, no improvement was observed; this is especially true with respect to negative stem questions and "hinged" questions. The formal quality of the MIR exam items has improved over the last five years with regard to testwiseness. A more detailed revision of the items submitted, checking systematically for the presence of technical flaws, could improve the validity and discriminatory power of the exam, without increasing its difficulty.

Case Study of a Computer Based Examination System

ERIC Educational Resources Information Center

Fluck, Andrew; Pullen, Darren; Harper, Colleen

2009-01-01

Electronic supported assessment or e-Assessment is a field of growing importance, but it has yet to make a significant impact in the Australian higher education sector (Byrnes & Ellis, 2006). Current computer based assessment models focus on the assessment of knowledge rather than deeper understandings, using multiple choice type questions,…

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

PubMed

Cox, K R

1976-06-05

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

A Novel Multiple Choice Question Generation Strategy: Alternative Uses for Controlled Vocabulary Thesauri in Biomedical-Sciences Education.

PubMed

Lopetegui, Marcelo A; Lara, Barbara A; Yen, Po-Yin; Çatalyürek, Ümit V; Payne, Philip R O

2015-01-01

Multiple choice questions play an important role in training and evaluating biomedical science students. However, the resource intensive nature of question generation limits their open availability, reducing their contribution to evaluation purposes mainly. Although applied-knowledge questions require a complex formulation process, the creation of concrete-knowledge questions (i.e., definitions, associations) could be assisted by the use of informatics methods. We envisioned a novel and simple algorithm that exploits validated knowledge repositories and generates concrete-knowledge questions by leveraging concepts' relationships. In this manuscript we present the development and validation of a prototype which successfully produced meaningful concrete-knowledge questions, opening new applications for existing knowledge repositories, potentially benefiting students of all biomedical sciences disciplines.

Solving Geometric Problems by Using Algebraic Representation for Junior High School Level 3 in Van Hiele at Geometric Thinking Level

ERIC Educational Resources Information Center

Suwito, Abi; Yuwono, Ipung; Parta, I. Nengah; Irawati, Santi; Oktavianingtyas, Ervin

2016-01-01

This study aims to determine the ability of algebra students who have 3 levels van Hiele levels. Follow its framework Dindyal framework (2007). Students are required to do 10 algebra shaped multiple choice, then students work 15 about the geometry of the van Hiele level in the form of multiple choice questions. The question has been tested levels…

A Computer-Based Approach for Deriving and Measuring Individual and Team Knowledge Structure from Essay Questions

ERIC Educational Resources Information Center

Clariana, Roy B.; Wallace, Patricia

2007-01-01

This proof-of-concept investigation describes a computer-based approach for deriving the knowledge structure of individuals and of groups from their written essays, and considers the convergent criterion-related validity of the computer-based scores relative to human rater essay scores and multiple-choice test scores. After completing a…

Opinions of Female Juvenile Delinquents on Language-Based Literacy Activities

ERIC Educational Resources Information Center

Sanger, Dixie; Ritzman, Mitzi; Stremlau, Aliza; Fairchild, Lindsey; Brunken, Cindy

2009-01-01

A mixed methods study was conducted to examine female juvenile delinquents' opinions and reactions on nine language-based literacy activities. Forty-one participants ranging in age from 13 to 18 years responded to a survey consisting of nine multiple-choice items and one open-ended question concerning the usefulness of activities. Quantitative and…

Exploring Secondary Students' Understanding of Chemical Kinetics through Inquiry-Based Learning Activities

ERIC Educational Resources Information Center

Chairam, Sanoe; Klahan, Nutsuda; Coll, Richard K.

2015-01-01

This research is trying to evaluate the feedback of Thai secondary school students to inquiry-based teaching and learning methods, exemplified by the study of chemical kinetics. This work used the multiple-choice questions, scientifically practical diagram and questionnaire to assess students' understanding of chemical kinetics. The findings…

Designing Templates for Interactive Tasks in CALL Tutorials.

ERIC Educational Resources Information Center

Ruhlmann, Felicitas

The development of templates for computer-assisted language learning (CALL) is discussed, based on experiences with primarily linear multimedia tutorial programs. Design of templates for multiple-choice questions and interactive tasks in a prototype module is described. Possibilities of enhancing interactivity by introducing problem-oriented…

Anonymity and Electronics: Adapting Preparation for Radiology Resident Examination.

PubMed

Chapman, Teresa; Reid, Janet R; O'Conner, Erin E

2017-06-01

Diagnostic radiology resident assessment has evolved from a traditional oral examination to computerized testing. Teaching faculty struggle to reconcile the differences between traditional teaching methods and residents' new preferences for computerized testing models generated by new examination styles. We aim to summarize the collective experiences of senior residents at three different teaching hospitals who participated in case review sessions using a computer-based, interactive, anonymous teaching tool, rather than the Socratic method. Feedback was collected from radiology residents following participation in a senior resident case review session using Nearpod, which allows residents to anonymously respond to the teaching material. Subjective resident feedback was uniformly enthusiastic. Ninety percent of residents favor a case-based board review incorporating multiple-choice questions, and 94% favor an anonymous response system. Nearpod allows for inclusion of multiple-choice questions while also providing direct feedback to the teaching faculty, helping to direct the instruction and clarify residents' gaps in knowledge before the Core Examination. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Psychometrics of Multiple Choice Questions with Non-Functioning Distracters: Implications to Medical Education.

PubMed

Deepak, Kishore K; Al-Umran, Khalid Umran; AI-Sheikh, Mona H; Dkoli, B V; Al-Rubaish, Abdullah

2015-01-01

The functionality of distracters in a multiple choice question plays a very important role. We examined the frequency and impact of functioning and non-functioning distracters on psychometric properties of 5-option items in clinical disciplines. We analyzed item statistics of 1115 multiple choice questions from 15 summative assessments of undergraduate medical students and classified the items into five groups by their number of non-functioning distracters. We analyzed the effect of varying degree of non-functionality ranging from 0 to 4, on test reliability, difficulty index, discrimination index and point biserial correlation. The non-functionality of distracters inversely affected the test reliability and quality of items in a predictable manner. The non-functioning distracters made the items easier and lowered the discrimination index significantly. Three non-functional distracters in a 5-option MCQ significantly affected all psychometric properties (p < 0.5). The corrected point biserial correlation revealed that the items with 3 functional options were psychometrically as effective as 5-option items. Our study reveals that a multiple choice question with 3 functional options provides lower most limit of item format that has adequate psychometric property. The test containing items with less number of functioning options have significantly lower reliability. The distracter function analysis and revision of nonfunctioning distracters can serve as important methods to improve the psychometrics and reliability of assessment.

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

NASA Astrophysics Data System (ADS)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

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

PubMed

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

2018-06-01

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

Potential Values of Incorporating a Multiple-Choice Question Construction in Physics Experimentation Instruction

NASA Astrophysics Data System (ADS)

Yu, Fu-Yun; Liu, Yu-Hsin

2005-09-01

The potential value of a multiple-choice question-construction instructional strategy for the support of students’ learning of physics experiments was examined in the study. Forty-two university freshmen participated in the study for a whole semester. A constant comparison method adopted to categorize students’ qualitative data indicated that the influences of multiple-choice question construction were evident in several significant ways (promoting constructive and productive studying habits; reflecting and previewing course-related materials; increasing in-group communication and interaction; breaking passive learning style and habits, etc.), which, worked together, not only enhanced students’ comprehension and retention of the obtained knowledge, but also helped distil a sense of empowerment and learning community within the participants. Analysis with one-group t-tests, using 3 as the expected mean, on quantitative data further found that students’ satisfaction toward past learning experience, and perceptions toward this strategy’s potentials for promoting learning were statistically significant at the 0.0005 level, while learning anxiety was not statistically significant. Suggestions for incorporating question-generation activities within classroom and topics for future studies were rendered.

Writing Multiple Choice Outcome Questions to Assess Knowledge and Competence.

PubMed

Brady, Erik D

2015-11-01

Few articles contemplate the need for good guidance in question item-writing in the continuing education (CE) space. Although many of the core principles of sound item design translate to the CE health education team, the need exists for specific examples for nurse educators that clearly describe how to measure changes in competence and knowledge using multiple choice items. In this article, some keys points and specific examples for nursing CE providers are shared. Copyright 2015, SLACK Incorporated.

Multiple-choice examinations: adopting an evidence-based approach to exam technique.

PubMed

Hammond, E J; McIndoe, A K; Sansome, A J; Spargo, P M

1998-11-01

Negatively marked multiple-choice questions (MCQs) are part of the assessment process in both the Primary and Final examinations for the fellowship of the Royal College of Anaesthetists. It is said that candidates who guess will lose marks in the MCQ paper. We studied candidates attending a pre-examination revision course and have shown that an evaluation of examination technique is an important part of an individual's preparation. All candidates benefited substantially from backing their educated guesses while only 3 out of 27 lost marks from backing their wild guesses. Failure to appreciate the relationship between knowledge and technique may significantly affect a candidate's performance in the examination.

AN ADJUNCT TO SELF STUDY.

ERIC Educational Resources Information Center

MEYER, DONALD E.

TWO EXPERIMENTS WERE CONDUCTED TO EVALUATE A SELF-STUDY PROGRAM PREPARED WITHIN TWO OPERATIONAL FIGHTER-INTERCEPTOR SQUADRONS. BASED ON A TECHNICAL ORDER MANUAL, IT CONSISTED OF SEQUENCED MULTIPLE-CHOICE QUESTIONS WITH A SIMPLE PUNCHBOARD AS A CONFIRMING DEVICE. IN EXPERIMENT ONE, TWO OPERATIONAL SQUADRONS WERE DIVIDED INTO TWO GROUPS JUDGED TO BE…

Development and Validation of the Homeostasis Concept Inventory

ERIC Educational Resources Information Center

McFarland, Jenny L.; Price, Rebecca M.; Wenderoth, Mary Pat; Martinková, Patrícia; Cliff, William; Michael, Joel; Modell, Harold; Wright, Ann

2017-01-01

We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate…

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)

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…

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.…

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

PubMed

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

2006-12-01

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

The Effects of Images on Multiple-Choice Questions in Computer-Based Formative Assessment

ERIC Educational Resources Information Center

Martín-SanJosé, Juan Fernando; Juan, M.-Carmen; Vivó, Roberto; Abad, Francisco

2015-01-01

Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each…

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

PubMed

Bottomley, Steven; Denny, Paul

2011-01-01

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

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…

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…

The historic predictive value of Canadian orthopedic surgery residents' orthopedic in-training examination scores on their success on the RCPSC certification examination.

PubMed

Yen, David; Athwal, George S; Cole, Gary

2014-08-01

Positive correlation between the orthopedic in-training examination (OITE) and success in the American Board of Orthopaedic Surgery examination has been reported. Canadian training programs in internal medicine, anesthesiology and urology have found a positive correlation between in-training examination scores and performance on the Royal College of Physicians and Surgeons of Canada (RCPSC) certification examination. We sought to determine the potential predictive value of the OITE scores of Canadian orthopedic surgery residents on their success on their RCPSC examinations. A total of 118 Canadian orthopedic surgery residents had their annual OITE scores during their 5 years of training matched to the RCPSC examination oral and multiple-choice questions and to overall examination pass/fail scores. We calculated Pearson correlations between the in-training examination for each postgraduate year and the certification oral and multiple-choice questions and pass/fail marks. There was a predictive association between the OITE and success on the RCPSC examination. The association was strongest between the OITE and the written multiple-choice examination and weakest between the OITE and the overall examination pass/fail marks. Overall, the OITE was able to provide useful feedback to Canadian orthopedic surgery residents and their training programs in preparing them for their RCPSC examinations. However, when these data were collected, truly normative data based on a Canadian sample were not available. Further study is warranted based on a more refined analysis of the OITE, which is now being produced and includes normative percentile data based on Canadian residents.

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…

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…

M-OSCE as a method to measure dental hygiene students' critical thinking: a pilot study.

PubMed

McComas, Martha J; Wright, Rebecca A; Mann, Nancy K; Cooper, Mary D; Jacks, Mary E

2013-04-01

Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfactory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.

Critical Reading Comprehension in an Era of Accountability

ERIC Educational Resources Information Center

Comber, Barbara; Nixon, Helen

2011-01-01

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

Teaching and Evaluating Point of Care Learning with an Internet-Based Clinical-Question Portfolio

ERIC Educational Resources Information Center

Green, Michael L.; Reddy, Siddharta G.; Holmboe, Eric

2009-01-01

Introduction: Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates'…

Effects of Response-Driven Feedback in Computer Science Learning

ERIC Educational Resources Information Center

Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.

2011-01-01

This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the…

Confidence-Based Assessments within an Adult Learning Environment

ERIC Educational Resources Information Center

Novacek, Paul

2013-01-01

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

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.

Academic performance of day scholars versus boarders in pharmacology examinations of a medical school in Pakistan.

PubMed

Faisal, Rizwan; Shinwari, Laiyla; Izzat, Saadia

2016-09-01

To compare the academic performance of day scholar and boarder students in Pharmacology examinations. This comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from June to September, 2015. It comprised third-year medical students of the sessions 2013-14 and 2014-15.The record of the results of examinations, which had already been conducted, were assessed. All the exams had two components, i.e. multiple-choice questions and short-essay questions. Students were categorised into 4 groups according to their academic performance: those who got <50% marks (Group 1); 51-69% marks (Group 2); 70-80% marks (Group 3); and >80% marks (Group 4). SPSS 20 was used for data analysis. Of the 200 students, 159(79.5%) were day scholars and 41(20.5%) were boarders. In multiple-choice questions, 29(70.7%) boarder students were in Group 2, while none of them was in Group 4. In short-essay questions, 11(26.8%) of them were in Group 1 and 17(41.5%) in Group 2. Results of day scholars' multiple-choice questions exams showed 93(58.5%) were in Group 2 and 2(1.3%) in Group 4. In short-essay questions, 63(39.6%) were in Group 2 (p>o.o5 each). No significant difference was found between the academic performance of boarders and day scholars.

What is an Objective Structured Practical Examination in Anatomy?

ERIC Educational Resources Information Center

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

2013-01-01

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

Exam Question Exchange.

ERIC Educational Resources Information Center

Alexander, John J., Ed.

1987-01-01

Contains two articles relating to chemistry examination questions. One provides examples of how to sequence multiple choice questions so that partial credit may be given for some responses. The second includes a question and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)

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…

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…

Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory

ERIC Educational Resources Information Center

Eleje, Lydia I.; Esomonu, Nkechi P. M.

2018-01-01

A Test to measure achievement in quantitative economics among secondary school students was developed and validated in this study. The test is made up 20 multiple choice test items constructed based on quantitative economics sub-skills. Six research questions guided the study. Preliminary validation was done by two experienced teachers in…

Can a Two-Question Test Be Reliable and Valid for Predicting Academic Outcomes?

ERIC Educational Resources Information Center

Bridgeman, Brent

2016-01-01

Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…

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

ERIC Educational Resources Information Center

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

2012-01-01

Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an…

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

ERIC Educational Resources Information Center

Romero, Mauricio; Riascos, Álvaro; Jara, Diego

2015-01-01

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

Using Computer-Based Technology to Improve Feedback to Staff and Students on MCQ Assessments

ERIC Educational Resources Information Center

Malau-Aduli, Bunmi S.; Assenheimer, Dwight; Choi-Lundberg, Derek; Zimitat, Craig

2014-01-01

The massification of higher education (HE) has led to an unprecedented increase in the number of students in the classrooms, resulting in increased workload for teaching staff, sometimes leading to a great reliance on Multiple Choice Questions (MCQs) examinations with limited feedback provided to students. The central role of feedback in student…

"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.

Comparison of Integrated Testlet and Constructed-Response Question Formats

ERIC Educational Resources Information Center

Slepkov, Aaron D.; Shiell, Ralph C.

2014-01-01

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed…

Environmental Problems, Causes, and Solutions: An Open Question

ERIC Educational Resources Information Center

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

2010-01-01

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

Primary FRCS Eng

PubMed Central

Hobsley, Michael

1974-01-01

In five consecutive Primary Examinations for the Fellowship of the Royal College of Surgeons of England, the scores of candidates in the multiple choice question paper, written paper, and oral interview have been analysed for mutual correlations and for the reproducibility of the written paper score. The conclusions reached were that all these scores correlate with each other, that no score can be left out without reducing the reliability of the examination, that the marking of written papers in a close-marking system is remarkably reproducible, and that the oral score contributes most, the multiple choice question paper the least, to the overall assessment. PMID:4417893

The Different Paths in the Franchising Entrepreneurship Choice

NASA Astrophysics Data System (ADS)

Tomaras, Petros; Konstantopoulos, Nikolaos; Zondiros, Dimitris

2007-12-01

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

Test Pool Questions, Area III.

ERIC Educational Resources Information Center

Sloan, Jamee Reid

This manual contains multiple choice questions to be used in testing students on nurse training objectives. Each test includes several questions covering each concept. The concepts in section A, medical surgical nursing, are diseases of the following systems: musculoskeletal; central nervous; cardiovascular; gastrointestinal; urinary and male…

Computer Analysis in HSC German

ERIC Educational Resources Information Center

Clutterbuck, Michael; Mowchanuk, Timothy

1977-01-01

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

"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…

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…

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.…

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.…

Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper

PubMed Central

Palmer, Edward J; Devitt, Peter G

2007-01-01

Background Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution. Methods An analysis of multiple-choice questions and modified essay questions (MEQs) used for summative assessment in a clinical undergraduate curriculum was undertaken. A total of 50 MCQs and 139 stages of MEQs were examined, which came from three exams run over two years. The effectiveness of the questions was determined by two assessors and was defined by the questions ability to measure higher cognitive skills, as determined by a modification of Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. Results Over 50% of all of the MEQs tested factual recall. This was similar to the percentage of MCQs testing factual recall. The modified essay question failed in its role of consistently assessing higher cognitive skills whereas the MCQ frequently tested more than mere recall of knowledge. Conclusion Construction of MEQs, which will assess higher order cognitive skills cannot be assumed to be a simple task. Well-constructed MCQs should be considered a satisfactory replacement for MEQs if the MEQs cannot be designed to adequately test higher order skills. Such MCQs are capable of withstanding the intellectual and statistical scrutiny imposed by a high stakes exit examination. PMID:18045500

Australian Item Bank Program: Science Item Bank. Book 3: Biology.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The Australian Science Item Bank consists of three volumes of multiple-choice questions. Book 3 contains questions on the biological sciences. The questions are designed to be suitable for high school students (year 8 to year 12 in Australian schools). The questions are classified by the subject content of the question, the cognitive skills…

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

ERIC Educational Resources Information Center

Owens, Anthony Mathew

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

Fundamental Use of Surgical Energy (FUSE) certification: validation and predictors of success.

PubMed

Robinson, Thomas N; Olasky, Jaisa; Young, Patricia; Feldman, Liane S; Fuchshuber, Pascal R; Jones, Stephanie B; Madani, Amin; Brunt, Michael; Mikami, Dean; Jackson, Gretchen P; Mischna, Jessica; Schwaitzberg, Steven; Jones, Daniel B

2016-03-01

The Fundamental Use of Surgical Energy (FUSE) program includes a Web-based didactic curriculum and a high-stakes multiple-choice question examination with the goal to provide certification of knowledge on the safe use of surgical energy-based devices. The purpose of this study was (1) to set a passing score through a psychometrically sound process and (2) to determine what pretest factors predicted passing the FUSE examination. Beta-testing of multiple-choice questions on 62 topics of importance to the safe use of surgical energy-based devices was performed. Eligible test takers were physicians with a minimum of 1 year of surgical training who were recruited by FUSE task force members. A pretest survey collected baseline information. A total of 227 individuals completed the FUSE beta-test, and 208 completed the pretest survey. The passing/cut score for the first test form of the FUSE multiple-choice examination was determined using the modified Angoff methodology and for the second test form was determined using a linear equating methodology. The overall passing rate across the two examination forms was 81.5%. Self-reported time studying the FUSE Web-based curriculum for a minimum of >2 h was associated with a passing examination score (p < 0.001). Performance was not different based on increased years of surgical practice (p = 0.363), self-reported expertise on one or more types of energy-based devices (p = 0.683), participation in the FUSE postgraduate course (p = 0.426), or having reviewed the FUSE manual (p = 0.428). Logistic regression found that studying the FUSE didactics for >2 h predicted a passing score (OR 3.61; 95% CI 1.44-9.05; p = 0.006) independent of the other baseline characteristics recorded. The development of the FUSE examination, including the passing score, followed a psychometrically sound process. Self-reported time studying the FUSE curriculum predicted a passing score independent of other pretest characteristics such as years in practice and self-reported expertise.

Making School Choice Work

ERIC Educational Resources Information Center

DeArmond, Michael; Jochim, Ashley; Lake, Robin

2014-01-01

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

Teaching habitat and animal classification to fourth graders using an engineering-design model

NASA Astrophysics Data System (ADS)

Marulcu, Ismail

2014-05-01

Background: The motivation for this work is built upon the premise that there is a need for research-based materials for design-based science instruction. In this paper, a small portion of our work investigating the impact of a LEGOTM engineering unit on fourth grade students' preconceptions and understanding of animals is presented. Purpose: The driving questions for our work are: (1) What is the impact of an engineering-design-based curricular module on students' understanding of habitat and animal classification? (2) What are students' misconceptions regarding animal classification and habitat? Sample: The study was conducted in an inner-city K-8 school in the northeastern region of the United States. There were two fourth grade classrooms in the school. The first classroom included seven girls and nine boys, whereas the other classroom included eight girls and eight boys. All fourth grade students participated in the study. Design and methods: In answering the research questions mixed-method approaches are used. Data collection methods included pre- and post-tests, pre- and post-interviews, student journals, and classroom observations. Identical pre- and post-tests were administered to measure students' understanding of animals. They included four multiple-choice and six open-ended questions. Identical pre- and post-interviews were administered to explore students' in-depth understanding of animals. Results: Our results show that students significantly increased their performance after instruction on both the multiple-choice questions (t = -3.586, p = .001) and the open-ended questions (t = -5.04, p = .000). They performed better on the post interviews as well. Also, it is found that design-based instruction helped students comprehend core concepts of a life science subject, animals. Conclusions: Based on these results, the main argument of the study is that engineering design is a useful framework for teaching not only physical science-related subjects, but also life science subjects in elementary science classrooms.

Advanced Placement Economics. Macroeconomics: Student Activities.

ERIC Educational Resources Information Center

Morton, John S.

This book is designed to help advanced placement students better understand macroeconomic concepts through various activities. The book contains 6 units with 64 activities, sample multiple-choice questions, sample short essay questions, and sample long essay questions. The units are entitled: (1) "Basic Economic Concepts"; (2) "Measuring Economic…

An Empirical Comparison of Five Linear Equating Methods for the NEAT Design

ERIC Educational Resources Information Center

Suh, Youngsuk; Mroch, Andrew A.; Kane, Michael T.; Ripkey, Douglas R.

2009-01-01

In this study, a data base containing the responses of 40,000 candidates to 90 multiple-choice questions was used to mimic data sets for 50-item tests under the "nonequivalent groups with anchor test" (NEAT) design. Using these smaller data sets, we evaluated the performance of five linear equating methods for the NEAT design with five levels of…

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.

Student perception and post-exam analysis of one best MCQs and one correct MCQs: A comparative study.

PubMed

Adhi, Mohammad Idrees; Aly, Syed Moyn

2018-04-01

To find differences between One-Correct and One-Best multiple-choice questions with relation to student scores, post-exam item analyses results and student perception. This comparative cross-sectional study was conducted at the Dow University of Health Sciences, Karachi, from November 2010 to April 2011, and comprised medical students. Data was analysed using SPSS 18. Of the 207 participants, 16(7.7%) were boys and 191(92.3%) were girls. The mean score in Paper I was 18.62±4.7, while in Paper II it was 19.58±6.1. One-Best multiple-choice questions performed better than One-Correct. There was no statistically significant difference in the mean scores of the two papers or in the difficulty indices. Difficulty and discrimination indices correlated well in both papers. Cronbach's alpha of paper I was 0.584 and that of paper II was 0.696. Point-biserial values were better for paper II than for paper I. Most students expressed dissatisfaction with paper II. One-Best multiple-choice questions showed better scores, higher reliability, better item performance and correlation values.

Scaling a Survey Course in Extreme Weather

NASA Astrophysics Data System (ADS)

Samson, P. J.

2013-12-01

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

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

PubMed

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

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

NASA Astrophysics Data System (ADS)

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

2013-12-01

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

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

NASA Astrophysics Data System (ADS)

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

2018-06-01

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

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

PubMed

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

2013-09-01

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

Les Chansons de la Francophonie Web Site and Its Two Web-Usage-Tracking Systems in an Advanced Listening Comprehension Course

ERIC Educational Resources Information Center

Weinberg, Alysse

2005-01-01

The "Les Chansons de la francophonie" web site is based on French songs and was developed using HTML and JavaScript for the advanced French Comprehension Course at the Second Language Institute of the University of Ottawa. These interactive listening activities include true-false and multiple-choice questions, fill in the blanks,…

Computing Accurate Grammatical Feedback in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based on Natural Language Generation

ERIC Educational Resources Information Center

Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

2009-01-01

We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

How Well Do Engineering Students Retain Core Mathematical Knowledge after a Series of High Threshold Online Mathematics Tests?

ERIC Educational Resources Information Center

Carr, Michael; Prendergast, Mark; Breen, Cormac; Faulkner, Fiona

2017-01-01

In the Dublin Institute of Technology, high threshold core skills assessments are run in mathematics for third-year engineering students. Such tests require students to reach a threshold of 90% on a multiple choice test based on a randomized question bank. The material covered by the test consists of the more important aspects of undergraduate…

Modeling Polytomous Item Responses Using Simultaneously Estimated Multinomial Logistic Regression Models

ERIC Educational Resources Information Center

Anderson, Carolyn J.; Verkuilen, Jay; Peyton, Buddy L.

2010-01-01

Survey items with multiple response categories and multiple-choice test questions are ubiquitous in psychological and educational research. We illustrate the use of log-multiplicative association (LMA) models that are extensions of the well-known multinomial logistic regression model for multiple dependent outcome variables to reanalyze a set of…

Confidence-Based Learning in Investment Analysis

NASA Astrophysics Data System (ADS)

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

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

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.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Simulation-Based Educational Module Improves Intern and Medical Student Performance of Closed Reduction and Percutaneous Pinning of Pediatric Supracondylar Humeral Fractures.

PubMed

Butler, Bennet A; Lawton, Cort D; Burgess, Jamie; Balderama, Earvin S; Barsness, Katherine A; Sarwark, John F

2017-12-06

Simulation-based education has been integrated into many orthopaedic residency programs to augment traditional teaching models. Here we describe the development and implementation of a combined didactic and simulation-based course for teaching medical students and interns how to properly perform a closed reduction and percutaneous pinning of a pediatric supracondylar humeral fracture. Subjects included in the study were either orthopaedic surgery interns or subinterns at our institution. Subjects all completed a combined didactic and simulation-based course on pediatric supracondylar humeral fractures. The first part of this course was an electronic (e)-learning module that the subjects could complete at home in approximately 40 minutes. The second part of the course was a 20-minute simulation-based skills learning session completed in the simulation center. Subject knowledge of closed reduction and percutaneous pinning of supracondylar humeral fractures was tested using a 30-question, multiple-choice, written test. Surgical skills were tested in the operating room or in a simulated operating room. Subject pre-intervention and post-intervention scores were compared to determine if and how much they had improved. A total of 21 subjects were tested. These subjects significantly improved their scores on both the written, multiple-choice test and skills test after completing the combined didactic and simulation module. Prior to the module, intern and subintern multiple-choice test scores were significantly worse than postgraduate year (PGY)-2 to PGY-5 resident scores (p < 0.01); after completion of the module, there was no significant difference in the multiple-choice test scores. After completing the module, there was no significant difference in skills test scores between interns and PGY-2 to PGY-5 residents. Both tests were validated using the scores obtained from PGY-2 to PGY-5 residents. Our combined didactic and simulation course significantly improved intern and subintern understanding of supracondylar humeral fractures and their ability to perform a closed reduction and percutaneous pinning of these fractures.

Insights into Students' Conceptual Understanding Using Textual Analysis: A Case Study in Signal Processing

ERIC Educational Resources Information Center

Goncher, Andrea M.; Jayalath, Dhammika; Boles, Wageeh

2016-01-01

Concept inventory tests are one method to evaluate conceptual understanding and identify possible misconceptions. The multiple-choice question format, offering a choice between a correct selection and common misconceptions, can provide an assessment of students' conceptual understanding in various dimensions. Misconceptions of some engineering…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

PubMed

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

2012-01-01

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

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

PubMed Central

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

2012-01-01

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

A Pretest for Introductory Crops Students.

ERIC Educational Resources Information Center

Elkins, Donald M.

1987-01-01

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

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.

Evidence-based point-of-care tests and device designs for disaster preparedness.

PubMed

Brock, T Keith; Mecozzi, Daniel M; Sumner, Stephanie; Kost, Gerald J

2010-01-01

To define pathogen tests and device specifications needed for emerging point-of-care (POC) technologies used in disasters. Surveys included multiple-choice and ranking questions. Multiple-choice questions were analyzed with the chi2 test for goodness-of-fit and the binomial distribution test. Rankings were scored and compared using analysis of variance and Tukey's multiple comparison test. Disaster care experts on the editorial boards of the American Journal of Disaster Medicine and the Disaster Medicine and Public Health Preparedness, and the readers of the POC Journal. Vibrio cholera and Staphylococcus aureus were top-ranked pathogens for testing in disaster settings. Respondents felt that disaster response teams should be equipped with pandemic infectious disease tests for novel 2009 H1N1 and avian H5N1 influenza (disaster care, p < 0.05; POC, p < 0.01). In disaster settings, respondents preferred self-contained test cassettes (disaster care, p < 0.05; POC, p < 0.001) for direct blood sampling (POC, p < 0.01) and disposal of biological waste (disaster care, p < 0.05; POC, p < 0.001). Multiplex testing performed at the POC was preferred in urgent care and emergency room settings. Evidence-based needs assessment identifies pathogen detection priorities in disaster care scenarios, in which Vibrio cholera, methicillin-sensitive and methicillin-resistant Staphylococcus aureus, and Escherichia coli ranked the highest. POC testing should incorporate setting-specific design criteria such as safe disposable cassettes and direct blood sampling at the site of care.

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

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

2009-01-01

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

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

NASA Astrophysics Data System (ADS)

Slater, Stephanie

2009-05-01

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

Students’ Conception on Heat and Temperature toward Science Process Skill

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

2017-09-01

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

[Utility of conceptual schemes and mental maps on the teaching-learning process of residents in pediatrics].

PubMed

Cruza, Norberto Sotelo; Fierros, Luis E

2006-01-01

The present study was done at the internal medicine service oft he Hospital lnfantil in the State of Sonora, Mexico. We tried to address the question of the use of conceptual schemes and mind maps and its impact on the teaching-learning-evaluation process among medical residents. Analyze the effects of conceptual schemes, and mind maps as a teaching and evaluation tool and compare them with multiple choice exams among Pediatric residents. Twenty two residents (RI, RII, RIII)on service rotation during six months were assessed initially, followed by a lecture on a medical subject. Conceptual schemes and mind maps were then introduced as a teaching-learning-evaluation instrument. Comprehension impact and comparison with a standard multiple choice evaluation was done. The statistical package (JMP version 5, SAS inst. 2004) was used. We noted that when we used conceptual schemes and mind mapping, learning improvement was noticeable among the three groups of residents (P < 0.001) and constitutes a better evaluation tool when compared with multiple choice exams (P < 0.0005). Based on our experience we recommend the use of this educational technique for medical residents in training.

Studies of the Seriousness of Three Threats to Passage Dependence.

ERIC Educational Resources Information Center

Hanna, Gerald S.; Oaster, Thomas R.

1980-01-01

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

Exam Question Sequencing Effects and Context Cues

ERIC Educational Resources Information Center

Davis, Doris Bitler

2017-01-01

Providing two or more versions of multiple-choice exams has long been a popular strategy for reducing the opportunity for students to engage in academic dishonesty. While the results of studies comparing exam scores under different question-order conditions have been inconclusive, the potential importance of contextual cues to aid student recall…

The Use of Technology by Nonformal Environmental Educators

ERIC Educational Resources Information Center

Peffer, Tamara Elizabeth; Bodzin, Alec M.; Smith, Judith Duffield

2013-01-01

This study examined the use of instructional and learning technologies by nonformal environmental educators. A 40-question survey was developed to inquire about practitioner demographics, technology use in practice, and beliefs about technology. The survey consisted of multiple choice, open-ended questions, and a Likert-type scale component--the…

Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

ERIC Educational Resources Information Center

Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y.

2010-01-01

The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…

A Diagnostic Assessment for Introductory Molecular and Cell Biology

PubMed Central

Wood, William B.; Martin, Jennifer M.; Guild, Nancy A.; Vicens, Quentin; Knight, Jennifer K.

2010-01-01

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. PMID:21123692

Redesigning the Preexam Review Session

ERIC Educational Resources Information Center

King, Daniel

2010-01-01

In a large enrollment, multiple-section course, review sessions enable efficient and consistent delivery of information to all students. A redesigned review session has been implemented to increase attendance and improve effectiveness. The new design involves a practice quiz consisting of about 20 multiple-choice questions that students answer…

Assessing reservoir operations risk under climate change

USGS Publications Warehouse

Brekke, L.D.; Maurer, E.P.; Anderson, J.D.; Dettinger, M.D.; Townsley, E.S.; Harrison, A.; Pruitt, T.

2009-01-01

Risk-based planning offers a robust way to identify strategies that permit adaptive water resources management under climate change. This paper presents a flexible methodology for conducting climate change risk assessments involving reservoir operations. Decision makers can apply this methodology to their systems by selecting future periods and risk metrics relevant to their planning questions and by collectively evaluating system impacts relative to an ensemble of climate projection scenarios (weighted or not). This paper shows multiple applications of this methodology in a case study involving California's Central Valley Project and State Water Project systems. Multiple applications were conducted to show how choices made in conducting the risk assessment, choices known as analytical design decisions, can affect assessed risk. Specifically, risk was reanalyzed for every choice combination of two design decisions: (1) whether to assume climate change will influence flood-control constraints on water supply operations (and how), and (2) whether to weight climate change scenarios (and how). Results show that assessed risk would motivate different planning pathways depending on decision-maker attitudes toward risk (e.g., risk neutral versus risk averse). Results also show that assessed risk at a given risk attitude is sensitive to the analytical design choices listed above, with the choice of whether to adjust flood-control rules under climate change having considerably more influence than the choice on whether to weight climate scenarios. Copyright 2009 by the American Geophysical Union.

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

PubMed

1988-01-09

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

Middle School Students' Responses to Two-Tier Tasks

ERIC Educational Resources Information Center

Haja, Shajahan; Clarke, David

2011-01-01

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

Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students

PubMed Central

Khan, Moeen-uz-Zafar; Aljarallah, Badr Muhammad

2011-01-01

Objectives: Developing and testing the cognitive skills and abstract thinking of undergraduate medical students are the main objectives of problem based learning. Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) may both be designed to test these skills. The objectives of this study were to assess the effectiveness of both forms of questions in testing the different levels of the cognitive skills of undergraduate medical students and to detect any item writing flaws in the questions. Methods: A total of 50 MEQs and 50 MCQs were evaluated. These questions were chosen randomly from various examinations given to different batches of undergraduate medical students taking course MED 411–412 at the Department of Medicine, Qassim University from the years 2005 to 2009. The effectiveness of the questions was determined by two assessors and was defined by the question’s ability to measure higher cognitive skills, as determined by modified Bloom’s taxonomy, and its quality as determined by the presence of item writing flaws. ‘SPSS15’ and ‘Medcalc’ programs were used to tabulate and analyze the data. Results: The percentage of questions testing the level III (problem solving) cognitive skills of the students was 40% for MEQs and 60% for the MCQs; the remaining questions merely assessed the recall and comprehension. No significant difference was found between MEQ and MCQ in relation to the type of questions (recall; comprehension or problem solving x2 = 5.3, p = 0.07).The agreement between the two assessors was quite high in case of MCQ (kappa=0.609; SE 0.093; 95%CI 0.426 – 0.792) but lower in case of MEQ (kappa=0.195; SE 0.073; 95%CI 0.052 – 0.338). 16% of the MEQs and 12% of the MCQs had item writing flaws. Conclusion: A well constructed MCQ is superior to MEQ in testing the higher cognitive skills of undergraduate medical students in a problem based learning setup. Constructing an MEQ for assessing the cognitive skills of a student is not a simple task and is more frequently associated with item writing flaws. PMID:22489228

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

PubMed

Jackson, Abigail; Greene, Robert L

2014-11-01

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

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students

NASA Astrophysics Data System (ADS)

Willett, Gilbert M.

Background and purpose. Use of computer based instruction (CBI) in physical therapy (P.T.) education is growing. P.T. educators have reported few studies regarding the effectiveness of CBI compared to lecture based instruction, and none have specifically addressed the area of neuroscience. The purpose of this study was to determine whether CBI would be a better alternative than lecture for teaching introductory neuroscience information to first year P.T. students. Subjects. This study was conducted over two years, with 28 participants in 2003 and 34 in 2004. Methods. A randomized, cross-over design was employed for this investigation. The course in which the study took place was divided into two sections with an exam after each. Both sections included 5 one hour lectures (or 5 equivalent CBI modules) and a two hour laboratory experience. Exams consisted of 30 multiple choice questions. Students in one group participated in CBI during the first half of the course and lecture during the second half. The order of participation was reversed for students in the other group. A review exam (60 multiple choice questions) was also taken by participants six months post-participation in the course. Exam scores, study time, course development costs, and student opinions regarding teaching methods were collected after each section of the course and analyzed using quantitative and qualitative methods. Results. There were no statistically significant differences in "within course" or review exam scores between participant groups based on instructional method, however, CBI taught students spent less time studying. Student opinions did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complimentary rather than mutually exclusive instructional method. Lecture based instruction was clearly more cost effective than CBI. Conclusion. In this study, lecture based instruction was clearly the better choice of teaching method in terms of cost, but CBI was more time efficient in terms of student learning.

Crime in the Classroom Part IV: Conclusions

ERIC Educational Resources Information Center

Harpp, David N.

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Entin, Eileen B.; Klare, George B.

1980-01-01

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

Classroom Voting Questions to Stimulate Discussions in Precalculus

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Huckaby, David A.; Storm, Christopher; Stewart, Ann

2018-01-01

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor…

La Mujer Chicana. (The Chicana Woman).

ERIC Educational Resources Information Center

Herrera, Gloria; Lizcano, Jeanette

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

Selected Test Items in American History. Bulletin Number 6, Fifth Edition.

ERIC Educational Resources Information Center

Anderson, Howard R.; Lindquist, E. F.

Designed for high school students, this bulletin provides an extensive file of 1,062 multiple-choice questions in American history. Taken largely from the Iowa Every-Pupil Program and the Cooperative Test Service standardized examinations, the questions are chronologically divided into 16 topic areas. They include exploration and discovery;…

Gender Bias in Alberta Social Studies 30 Examinations: Cause and Effect.

ERIC Educational Resources Information Center

Walter, Connie; Young, Beth

1997-01-01

Reports on an exploration of gender bias in the multiple-choice portions of six Canadian social studies examinations. Considers the lack of women's experiences reflected in the questions, formal content, and epistemological stance. Concludes that gender biases do exist in the questions and may have contributed to differences in achievement. (MJP)

The Relationship between Homework and Performance in an Introductory Operations Management Course.

ERIC Educational Resources Information Center

Peters, Michael; Kethley, Bryan; Bullington, Kimball

2002-01-01

Homework of 142 students in an operations management was graded and performance on a multiple-choice test was compared to that of 188 without graded homework. The treatment group had lower overall scores. Grading did not affect performance on quantitative questions but had a significant effect on nonquantitative questions. (SK)

76 FR 77203 - Notice of Intent To Seek Approval To Collect Information

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-12

... Web pages created and maintained by component organizations of the NAL. On average, 2 million people... interest collections have established a Web presence with a home page and links to sub-pages that provide... Semantic Differential Scale or multiple choice questions, and no more than 4 open-ended response questions...

Exit Exam as Academic Performance Indicator

ERIC Educational Resources Information Center

Al Ahmad, Mahmoud; Al Marzouqi, Ali H.; Hussien, Mousa

2014-01-01

This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.

PubMed

Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel; Brich, Jochen

2017-07-14

In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

Gender differences in response to questions on the australian national chemistry quiz

NASA Astrophysics Data System (ADS)

Walding, Richard; Fogliani, Charles; Over, Ray; Bain, John D.

In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

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

PubMed Central

Southwick, Frederick S.

2007-01-01

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

The Prevalence of Multiple-Choice Testing in Registered Nurse Licensure-Qualifying Nursing Education Programs in New York State.

PubMed

Birkhead, Susan; Kelman, Glenda; Zittel, Barbara; Jatulis, Linnea

The aim of this study was to describe nurse educators' use of multiple-choice questions (MCQs) in testing in registered nurse licensure-qualifying nursing education programs in New York State. This study was a descriptive correlational analysis of data obtained from surveying 1,559 nurse educators; 297 educators from 61 institutions responded (response rate [RR] = 19 percent), yielding a final cohort of 200. MCQs were reported to comprise a mean of 81 percent of questions on a typical test. Baccalaureate program respondents were equally likely to use MCQs as associate degree program respondents (p > .05) but were more likely to report using other methods of assessing student achievement to construct course grades (p < .01). Both groups reported little use of alternate format-type questions. Respondent educators reported substantial reliance upon the use of MCQs, corroborating the limited data quantifying the prevalence of use of MCQ tests in licensure-qualifying nursing education programs.

Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study.

PubMed

Vegada, Bhavisha; Shukla, Apexa; Khilnani, Ajeetkumar; Charan, Jaykaran; Desai, Chetna

2016-01-01

Most of the academic teachers use four or five options per item of multiple choice question (MCQ) test as formative and summative assessment. Optimal number of options in MCQ item is a matter of considerable debate among academic teachers of various educational fields. There is a scarcity of the published literature regarding the optimum number of option in each item of MCQ in the field of medical education. To compare three options, four options, and five options MCQs test for the quality parameters - reliability, validity, item analysis, distracter analysis, and time analysis. Participants were 3 rd semester M.B.B.S. students. Students were divided randomly into three groups. Each group was given one set of MCQ test out of three options, four options, and five option randomly. Following the marking of the multiple choice tests, the participants' option selections were analyzed and comparisons were conducted of the mean marks, mean time, validity, reliability and facility value, discrimination index, point biserial value, distracter analysis of three different option formats. Students score more ( P = 0.000) and took less time ( P = 0.009) for the completion of three options as compared to four options and five options groups. Facility value was more ( P = 0.004) in three options group as compared to four and five options groups. There was no significant difference between three groups for the validity, reliability, and item discrimination. Nonfunctioning distracters were more in the four and five options group as compared to three option group. Assessment based on three option MCQs is can be preferred over four option and five option MCQs.

Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test

NASA Astrophysics Data System (ADS)

Barniol, Pablo; Zavala, Genaro

2016-06-01

In this article we present several modifications of the mechanical waves conceptual survey, the most important test to date that has been designed to evaluate university students' understanding of four main topics in mechanical waves: propagation, superposition, reflection, and standing waves. The most significant changes are (i) modification of several test questions that had some problems in their original design, (ii) standardization of the number of options for each question to five, (iii) conversion of the two-tier questions to multiple-choice questions, and (iv) modification of some questions to make them independent of others. To obtain a final version of the test, we administered both the original and modified versions several times to students at a large private university in Mexico. These students were completing a course that covers the topics tested by the survey. The final modified version of the test was administered to 234 students. In this study we present the modifications for each question, and discuss the reasons behind them. We also analyze the results obtained by the final modified version and offer a comparison between the original and modified versions. In the Supplemental Material we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of, and learning about, mechanical waves.

The effect of content delivery style on student performance in anatomy.

PubMed

White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

2018-04-12

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The Meaning of "Choice and Control" for People with Intellectual Disabilities Who Are Planning Their Social Care and Support

ERIC Educational Resources Information Center

Williams, Val; Porter, Sue

2017-01-01

Background: This paper questions consumerist assumptions in current English social care policy and aims to look behind the processes of personalization to interrogate what "choice and control" means in the lives of a diverse group of people with intellectual disabilities. Methods: Data were from multiple interviews and direct practice…

Multiple-choice tests stabilize access to marginal knowledge.

PubMed

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

2015-02-01

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

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

ERIC Educational Resources Information Center

Peeck, J.

1979-01-01

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

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

ERIC Educational Resources Information Center

Camp, Cameron J.; Pignatiello, Michael F.

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

A Dialogue about MCQs, Reliability, and Item Response Modelling

ERIC Educational Resources Information Center

Wright, Daniel B.; Skagerberg, Elin M.

2006-01-01

Multiple choice questions (MCQs) are becoming more common in UK psychology departments and the need to assess their reliability is apparent. Having examined the reliability of MCQs in our department we faced many questions from colleagues about why we were examining reliability, what it was that we were doing, and what should be reported when…

Physics 30: Grade 12 Diploma Examination, June 1997.

ERIC Educational Resources Information Center

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

This document is a Physics 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 37 multiple-choice and 12 numerical-response questions of equal value worth 70% of the examination and two written-response questions of equal value worth 30% of the examination. The exam contains sets of…

Pointing with Power or Creating with Chalk

ERIC Educational Resources Information Center

Rudow, Sasha R.; Finck, Joseph E.

2015-01-01

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

Does Educator Training or Experience Affect the Quality of Multiple-Choice Questions?

PubMed

Webb, Emily M; Phuong, Jonathan S; Naeger, David M

2015-10-01

Physicians receive little training on proper multiple-choice question (MCQ) writing methods. Well-constructed MCQs follow rules, which ensure that a question tests what it is intended to test. Questions that break these are described as "flawed." We examined whether the prevalence of flawed questions differed significantly between those with or without prior training in question writing and between those with different levels of educator experience. We assessed 200 unedited MCQs from a question bank for our senior medical student radiology elective: an equal number of questions (50) were written by faculty with previous training in MCQ writing, other faculty, residents, and medical students. Questions were scored independently by two readers for the presence of 11 distinct flaws described in the literature. Questions written by faculty with MCQ writing training had significantly fewer errors: mean 0.4 errors per question compared to a mean of 1.5-1.7 errors per question for the other groups (P < .001). There were no significant differences in the total number of errors between the untrained faculty, residents, and students (P values .35-.91). Among trained faculty 17/50 questions (34%) were flawed, whereas other faculty wrote 38/50 (76%) flawed questions, residents 37/50 (74%), and students 44/50 (88%). Trained question writers' higher performance was mainly manifest in the reduced frequency of five specific errors. Faculty with training in effective MCQ writing made fewer errors in MCQ construction. Educator experience alone had no effect on the frequency of flaws; faculty without dedicated training, residents, and students performed similarly. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Survey of diagnostic and treatment practices for multiple sclerosis in Europe.

PubMed

Fernández, O; Delvecchio, M; Edan, G; Fredrikson, S; Gionvannoni, G; Hartung, H-P; Havrdova, E; Kappos, L; Pozzilli, C; Soerensen, P S; Tackenberg, B; Vermersch, P; Comi, G

2017-03-01

Up-to-date information is needed on the extent to which neurologists treating multiple sclerosis (MS) in Europe are integrating rapidly evolving diagnostic criteria, disease-modifying therapies and recommendations for monitoring disease activity into their clinical practice. A steering committee of MS neurologists used a modified Delphi process to develop case- and practice-based questions for two sequential surveys distributed to MS neurologists throughout Europe. Case-based questions were developed for radiologically isolated syndrome (RIS), clinically isolated syndrome (CIS), relapsing-remitting MS (RRMS) and RRMS with breakthrough disease. Multiple sclerosis neurologists from 11 European countries responded to survey 1 (n = 233) and survey 2 (n = 171). Respondents agreed that they would not treat the patients in the RIS or CIS cases but would treat a patient with a relatively mild form of RRMS. Choice of treatment was evenly distributed among first-line injectables and oral treatments for mild RRMS, and moved to second-line treatment as the RRMS case increased in severity. Additional results on RRMS with breakthrough disease are presented. Although there was general agreement on some aspects of treatment, responses to other management and clinical practice questions varied considerably. These results, which reflect current clinical practice patterns, highlight the need for additional MS treatment education and awareness and may help inform the development of MS practice guidelines in Europe. © 2017 EAN.

Pattern recognition as a concept for multiple-choice questions in a national licensing exam.

PubMed

Freiwald, Tilo; Salimi, Madjid; Khaljani, Ehsan; Harendza, Sigrid

2014-11-14

Multiple-choice questions (MCQ) are still widely used in high stakes medical exams. We wanted to examine whether and to what extent a national licensing exam uses the concept of pattern recognition to test applied clinical knowledge. We categorized all 4,134 German National medical licensing exam questions between October 2006 and October 2012 by discipline, year, and type. We analyzed questions from the four largest disciplines: internal medicine (n = 931), neurology (n = 305), pediatrics (n = 281), and surgery (n = 233), with respect to the following question types: knowledge questions (KQ), pattern recognition questions (PRQ), inverse PRQ (IPRQ), and pseudo PRQ (PPRQ). A total 51.1% of all questions were of a higher taxonomical order (PRQ and IPRQ) with a significant decrease in the percentage of these questions (p <0.001) from 2006 (61.5%) to 2012 (41.6%). The proportion of PRQs and IPRQs was significantly lower (p <0.001) in internal medicine and surgery, compared to neurology and pediatrics. PRQs were mostly used in questions about diagnoses (71.7%). A significantly higher (p <0.05) percentage of PR/therapy questions was found for internal medicine compared with neurology and pediatrics. The concept of pattern recognition is used with different priorities and to various extents by the different disciplines in a high stakes exam to test applied clinical knowledge. Being aware of this concept may aid in the design and balance of MCQs in an exam with respect to testing clinical reasoning as a desired skill at the threshold of postgraduate medical education.

Predicting Dissertation Methodology Choice among Doctoral Candidates at a Faith-Based University

ERIC Educational Resources Information Center

Lunde, Rebecca

2017-01-01

Limited research has investigated dissertation methodology choice and the factors that contribute to this choice. Quantitative research is based in mathematics and scientific positivism, and qualitative research is based in constructivism. These underlying philosophical differences posit the question if certain factors predict dissertation…

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

PubMed

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

2016-06-01

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

Evaluation of Students' Views about the Use of SCORM (Sharable Content Object Reference Model)-Compatible Materials in Physics Teaching

ERIC Educational Resources Information Center

Gonen, Selahattin; Basaran, Bulent

2013-01-01

In the present study, a web site including instructional materials such as Whiteboard Movies (WBM), simulations and animations and testing materials such as true-false, fill-in-the-blanks, puzzles, open-ended questions and multiple-choice questions was designed. The study was carried out with 76 students attending Dicle College (DC), Diyarbakir…

Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing

ERIC Educational Resources Information Center

Kara, Filiz; Celikler, Dilek

2015-01-01

For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the…

Investigation of the Effects of Scorm Adapted Whiteboard Movie Techniques on Students' Success in Physics Classes

ERIC Educational Resources Information Center

Basaran, Bulent; Gonen, Selahattin

2012-01-01

In this study, a web site including instructional materials such as white sheet videos, simulations, and animations and problem solving materials such as true-false questions, fill-in-the-blanks, puzzles, open-ended and multiple-choice questions regarding such important physics units as "Force" and "Movement" was designed. The purpose was to…

Using Diagnostic Assessment to Help Teachers Understand the Chemistry of the Lead-Acid Battery

ERIC Educational Resources Information Center

Cheung, Derek

2011-01-01

Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in…

Medical Students' vs. Family Physicians' Assessment of Practical and Logical Values of Pathophysiology Multiple-Choice Questions

ERIC Educational Resources Information Center

Secic, Damir; Husremovic, Dzenana; Kapur, Eldan; Jatic, Zaim; Hadziahmetovic, Nina; Vojnikovic, Benjamin; Fajkic, Almir; Meholjic, Amir; Bradic, Lejla; Hadzic, Amila

2017-01-01

Testing strategies can either have a very positive or negative effect on the learning process. The aim of this study was to examine the degree of consistency in evaluating the practicality and logic of questions from a medical school pathophysiology test, between students and family medicine doctors. The study engaged 77 family medicine doctors…

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

ERIC Educational Resources Information Center

Benton, Morgan C.

2008-01-01

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

The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

ERIC Educational Resources Information Center

Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

2018-01-01

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

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

PubMed

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

2016-08-01

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

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Recall in older cancer patients: measuring memory for medical information.

PubMed

Jansen, Jesse; van Weert, Julia; van der Meulen, Nienke; van Dulmen, Sandra; Heeren, Thea; Bensing, Jozien

2008-04-01

Remembering medical treatment information may be particularly taxing for older cancer patients, but to our knowledge this ability has never been assessed in this specific age group only. Our purpose in this study was to investigate older cancer patients' recall of information after patient education preceding chemotherapy. We constructed a recall questionnaire consisting of multiple-choice questions, completion items, and open-ended questions related to information about treatment and recommendations on how to handle side effects. Immediately after a nursing consultation preceding chemotherapy treatment, 69 older patients (M = 71.8 years, SD = 4.1) completed the questionnaire. We checked recall against the actual communication in video recordings of the consultations. On average, 82.2 items were discussed during the consultations. The mean percentage of information recalled correctly was 23.2% for open-ended questions, 68.0% for completion items, and 80.2% for multiple-choice questions. Older cancer patients are confronted with a lot of information. Recall of information strongly depended on question format; especially active reproduction appeared to be poor. To improve treatment outcomes, it is important that cancer patients are able to actively retrieve knowledge about how to prevent and recognize adverse side effects and that this is checked by the health professional. We make suggestions on how to make information more memorable for older cancer patients.

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

PubMed

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

2015-01-01

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

Multimodal Likelihoods in Educational Assessment: Will the Real Maximum Likelihood Score Please Stand up?

ERIC Educational Resources Information Center

Wothke, Werner; Burket, George; Chen, Li-Sue; Gao, Furong; Shu, Lianghua; Chia, Mike

2011-01-01

It has been known for some time that item response theory (IRT) models may exhibit a likelihood function of a respondent's ability which may have multiple modes, flat modes, or both. These conditions, often associated with guessing of multiple-choice (MC) questions, can introduce uncertainty and bias to ability estimation by maximum likelihood…

Use of the Delphi process in paediatric cataract management.

PubMed

Serafino, Massimiliano; Trivedi, Rupal H; Levin, Alex V; Wilson, M Edward; Nucci, Paolo; Lambert, Scott R; Nischal, Ken K; Plager, David A; Bremond-Gignac, Dominique; Kekunnaya, Ramesh; Nishina, Sachiko; Tehrani, Nasrin N; Ventura, Marcelo C

2016-05-01

To identify areas of consensus and disagreement in the management of paediatric cataract using a modified Delphi approach among individuals recognised for publishing in this field. A modified Delphi method. International paediatric cataract experts with a publishing record in paediatric cataract management. The process consisted of three rounds of anonymous electronic questionnaires followed by a face-to-face meeting, followed by a fourth anonymous electronic questionnaire. The executive committee created questions to be used for the electronic questionnaires. Questions were designed to have unit-based, multiple choice or true-false answers. The questionnaire included issues related to the preoperative, intraoperative and postoperative management of paediatric cataract. Consensus based on 85% of panellists being in agreement for electronic questionnaires or 80% for the face-to-face meeting, and near consensus based on 70%. Sixteen of 22 invited paediatric cataract surgeons agreed to participate. We arrived at consensus or near consensus for 85/108 (78.7%) questions and non-consensus for the remaining 23 (21.3%) questions. Those questions where consensus was not reached highlight areas of either poor evidence or contradicting evidence, and may help investigators identify possible research questions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

[To what extent do reviewers of multiple-choice questions need to be trained? A comparison between handing out information sheets and brief workshop sessions].

PubMed

Öchsner, Wolfgang; Böckers, Anja

2016-01-01

A competent review process is crucial to ensure the quality of multiple-choice (MC) questions. However, the acquisition of reviewing skills should not cause any unnecessary additional burden for a medical staff that is already facing heavy workloads. 100 MC questions, for which an expert review existed, were presented to 12 novices. In advance, six participants received a specific information sheet covering critical information for high-calibre review; the other six participants attended a 2.5-hour workshop covering the same information. The review results of both groups were analysed with a licensed version of the IBM software SPSS 19.0 (SPSS Inc., Chicago, IL). The results of the workshop group were distinctly closer to the experts' results (gold standard) than those of the information sheet group. For the quantitatively important category of medium quality MC questions, the results of the workshop group did not significantly differ from the experts' results. In the information sheet group the results were significantly poorer than the experts', regardless of the quality of the questions. Distributing specific information sheets to MC question reviewers is not sufficient for ensuring the quality of the review so that - regardless of the increased effort involved - a recommendation to conduct specific workshops must be made. Copyright © 2014. Published by Elsevier GmbH.

Relationship between item difficulty and discrimination indices in true/false-type multiple choice questions of a para-clinical multidisciplinary paper.

PubMed

Sim, Si-Mui; Rasiah, Raja Isaiah

2006-02-01

This paper reports the relationship between the difficulty level and the discrimination power of true/false-type multiple-choice questions (MCQs) in a multidisciplinary paper for the para-clinical year of an undergraduate medical programme. MCQ items in papers taken from Year II Parts A, B and C examinations for Sessions 2001/02, and Part B examinations for 2002/03 and 2003/04, were analysed to obtain their difficulty indices and discrimination indices. Each paper consisted of 250 true/false items (50 questions of 5 items each) on topics drawn from different disciplines. The questions were first constructed and vetted by the individual departments before being submitted to a central committee, where the final selection of the MCQs was made, based purely on the academic judgement of the committee. There was a wide distribution of item difficulty indices in all the MCQ papers analysed. Furthermore, the relationship between the difficulty index (P) and discrimination index (D) of the MCQ items in a paper was not linear, but more dome-shaped. Maximal discrimination (D = 51% to 71%) occurred with moderately easy/difficult items (P = 40% to 74%). On average, about 38% of the MCQ items in each paper were "very easy" (P > or =75%), while about 9% were "very difficult" (P <25%). About two-thirds of these very easy/difficult items had "very poor" or even negative discrimination (D < or =20%). MCQ items that demonstrate good discriminating potential tend to be moderately difficult items, and the moderately-to-very difficult items are more likely to show negative discrimination. There is a need to evaluate the effectiveness of our MCQ items.

Medical school 2.0: How we developed a student-generated question bank using small group learning.

PubMed

Gooi, Adrian C C; Sommerfeld, Connor S

2015-01-01

The multiple-choice question (MCQ) is one of the most common methods for formative and summative assessment in medical school. Common challenges with this format include (1) creating vetted questions and (2) involving students in higher-order learning activities. Involving medical students in the creation of MCQs may ameliorate both of these challenges. What we did: We used a small group learning structure to develop a student-generated question bank. Students created their own MCQ based on self-study materials, and then reviewed each other's questions within small groups. Selected questions were reviewed with the class as a whole. All questions were later vetted by the instructor and incorporated into a question bank that students could access for formative learning. Post-session survey indicated that 91% of the students felt that the class-created MCQ question bank was a valuable resource, and 86% of students would be interested in collaborating with the class for creating practice questions in future sessions. Developing a student-generated question bank can improve the depth and interactivity of student learning, increase session enjoyment and provide a potential resource for student assessment.

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

PubMed

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

2013-12-01

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

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

PubMed

Sirota, Miroslav; Juanchich, Marie

2018-03-27

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

Maternity experiences of mothers with multiple disadvantages in England: A qualitative study.

PubMed

McLeish, Jenny; Redshaw, Maggie

2018-06-14

Disadvantaged mothers and their babies are at increased risk of poor perinatal outcomes and have less positive experiences of maternity care. To explore the maternity care experiences of mothers with multiple disadvantages. A qualitative descriptive study based on semi-structured interviews with 40 mothers with multiple disadvantages, using thematic analysis. Four themes emerged: 'A confusing and frightening time', 'Longing to be respected as an individual', 'The importance of choice and control', and 'Needing trust to feel safe'. Mothers brought feelings of powerlessness and low self-esteem to their encounters with maternity professionals, which could be significantly worsened by disrespectful care. They needed support to navigate the complex maternity system. Positive experiences were much more likely where the mother had received continuity of care from a specialist midwife or small team. Mothers with multiple disadvantages value being treated as an individual, making informed choices, and feeling safe, but they may lack the confidence to ask questions or challenge disrespectful treatment. Training and supervision should enable maternity professionals to understand how confusing maternity care can be to very disadvantaged mothers. It should emphasise the need to provide accessible and empowering information and guidance to enable all mothers to make choices and understand the system. Leaders of maternity services need to do more to challenge negative staff attitudes and ensure that that all mothers are treated at all times with kindness, respect and dignity. Specialist midwives can deliver a high quality service to mothers experiencing multiple disadvantages. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Computer grading of examinations

NASA Technical Reports Server (NTRS)

Frigerio, N. A.

1969-01-01

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

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

ERIC Educational Resources Information Center

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

This document, in both French and English versions, is the Chemistry 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 44 multiple-choice and 12 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

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

ERIC Educational Resources Information Center

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

This document, in both English and French versions, is the Biology 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 48 multiple-choice and 8 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma

ERIC Educational Resources Information Center

Prevost, Luanna B.; Smith, Michelle K.; Knight, Jennifer K.

2016-01-01

Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon…

Physics 30: Grade 12 Diploma Examination = Physique 30: Examen en vue du diplome 12 annee.

ERIC Educational Resources Information Center

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

This document, in both English and French versions, is the Physics 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 37 multiple-choice and 12 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

The Colorado Humanitarian Surgical Skills Workshop: A Cadaver-Based Workshop to Prepare Residents for Surgery in Austere Settings.

PubMed

Lin, Yihan; Mukhopadhyay, Swagoto; Meguid, Robert A; Kuwayama, David P

Interest in humanitarian surgery is high among surgical and obstetric residents. The Colorado Humanitarian Surgical Skills Workshop is an annual 2-day course exposing senior residents to surgical techniques essential in low- and middle-income countries but not traditionally taught in US residencies. We evaluated the course's ability to foster resident comfort, knowledge, and competence in these skills. The cohort of course participants was studied prospectively. Participants attended didactic sessions followed by skills sessions using cadavers. Sample areas of focus included general surgery (mesh-free hernia repair), orthopedics (powerless external fixation), and neurosurgery (powerless craniotomy). Before and after the course, participants answered a questionnaire assessing confidence with taught skills; took a knowledge-based test composed of multiple choice and open-ended questions; and participated in a manual skills test of tibial external fixation. The Center for Surgical Innovation, University of Colorado School of Medicine. A total of 12 residents (11 general surgical and 1 obstetric) from ten US institutions. After the course, participants perceived increased confidence in performing all 27 taught procedures and ability to practice in low- and middle-income countries. In knowledge-based testing, 10 of 12 residents demonstrated improvement on multiple choice questioning and 9 of 12 residents demonstrated improvement on open-ended questioning with structured scoring. In manual skills testing, all external fixator constructs demonstrated objective improvement on structured scoring and subjective improvement on stability assessment. For senior residents interested in humanitarian surgery, a combination of skills-focused teaching and manual practice led to self-perceived and objective improvement in relevant surgical knowledge and skills. The Colorado Humanitarian Surgical Skills Workshop represents an effective model for transmitting essential surgical principles and techniques of value in low-resource settings. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Vertebrate development in the environment of space: models, mechanisms, and use of the medaka

NASA Technical Reports Server (NTRS)

Wolgemuth, D. J.; Herrada, G.; Kiss, S.; Cannon, T.; Forsstrom, C.; Pranger, L. A.; Weismann, W. P.; Pearce, L.; Whalon, B.; Phillips, C. R.

1997-01-01

With the advent of space travel, it is of immediate interest and importance to study the effects of exposure to various aspects of the altered environment of space, including microgravity, on Earth-based life forms. Initial studies of space travel have focused primarily on the short-term effects of radiation and microgravity on adult organisms. However, with the potential for increased lengths of time in space, it is critical to now address the effects of space on all phases of an organism's life cycle, from embryogenesis to post-natal development to reproduction. It is already possible for certain species to undergo multiple generations within the confines of the Mir Space Station. The possibility now exists for scientists to consider the consequences of even potentially subtle defects in development through multiple phases of an organism's life cycle, or even through multiple generations. In this discussion, we highlight a few of the salient observations on the effects of the space environment on vertebrate development and reproductive function. We discuss some of the many unanswered questions, in particular, in the context of the choice of appropriate models in which to address these questions, as well as an assessment of the availability of hardware already existing or under development which would be useful in addressing these questions.

Gamification of Learning Deactivates the Default Mode Network

PubMed Central

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

2016-01-01

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

A 2-year study of Gram stain competency assessment in 40 clinical laboratories.

PubMed

Goodyear, Nancy; Kim, Sara; Reeves, Mary; Astion, Michael L

2006-01-01

We used a computer-based competency assessment tool for Gram stain interpretation to assess the performance of 278 laboratory staff from 40 laboratories on 40 multiple-choice questions. We report test reliability, mean scores, median, item difficulty, discrimination, and analysis of the highest- and lowest-scoring questions. The questions were reliable (KR-20 coefficient, 0.80). Overall mean score was 88% (range, 63%-98%). When categorized by cell type, the means were host cells, 93%; other cells (eg, yeast), 92%; gram-positive, 90%; and gram-negative, 88%. When categorized by type of interpretation, the means were other (eg, underdecolorization), 92%; identify by structure (eg, bacterial morphologic features), 91%; and identify by name (eg, genus and species), 87%. Of the 6 highest-scoring questions (mean scores, > or = 99%) 5 were identify by structure and 1 was identify by name. Of the 6 lowest-scoring questions (mean scores, < 75%) 5 were gram-negative and 1 was host cells. By type of interpretation, 2 were identify by structure and 4 were identify by name. Computer-based Gram stain competency assessment examinations are reliable. Our analysis helps laboratories identify areas for continuing education in Gram stain interpretation and will direct future revisions of the tests.

Gamification of Learning Deactivates the Default Mode Network.

PubMed

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

2015-01-01

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

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…

The Effectiveness of learning materials based on multiple intelligence on the understanding of global warming

NASA Astrophysics Data System (ADS)

Liliawati, W.; Purwanto; Zulfikar, A.; Kamal, R. N.

2018-05-01

This study aims to examine the effectiveness of the use of teaching materials based on multiple intelligences on the understanding of high school students’ material on the theme of global warming. The research method used is static-group pretest-posttest design. Participants of the study were 60 high school students of XI class in one of the high schools in Bandung. Participants were divided into two classes of 30 students each for the experimental class and control class. The experimental class uses compound-based teaching materials while the experimental class does not use a compound intelligence-based teaching material. The instrument used is a test of understanding of the concept of global warming with multiple choices form amounted to 15 questions and 5 essay items. The test is given before and after it is applied to both classes. Data analysis using N-gain and effect size. The results obtained that the N-gain for both classes is in the medium category and the effectiveness of the use of teaching materials based on the results of effect-size test results obtained in the high category.

Does the Concept of the "Flipped Classroom" Extend to the Emergency Medicine Clinical Clerkship?

PubMed

Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-11-01

Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a "flipped classroom" model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Students at two institutions were randomized to complete two of four selected EM clerkship topics in a "flipped fashion," and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students' discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an attempt at chief-complaint-focused learning during a shift did not result in improvements in performance on a multiple-choice assessment of knowledge; however, one third of participants did not adhere strictly to the protocol. Future investigations should ensure performance of pre-assigned learning as well as clinical experiences, and consider alternate measures of knowledge.

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

Problem-based learning in comparison with lecture-based learning among medical students.

PubMed

Faisal, Rizwan; Bahadur, Sher; Shinwari, Laiyla

2016-06-01

To compare performance of medical students exposed to problem-based learning and lecture-based learning. The descriptive study was conducted at Rehman Medical College, Peshawar, Pakistan from May 20 to September 20, 2014, and comprised 146 students of 3rd year MBBS who were randomised into two equal groups. One group was taught by the traditional lecture based learning, while problem-based learning was conducted for the other group on the same topic. At the end of sessions, the performance of the two groups was evaluated by one-best type of 50 multiple choice questions. Total marks were 100, with each question carrying 2 marks. SPSS 15 was used for statistical analysis. There were 146 students who were divided into two equal groups of 73(50%) each. The mean score in the group exposed to problem-based learning was 3.2 ± 0.8 while those attending lecture-based learning was 2.7±0.8 (p= 0.0001). Problem-based learning was more effective than lecture based learning in the academic performance of medical students.

Senior high school students’ need analysis of Three-Tier Multiple Choice (3TMC) diagnostic test about acid-base and solubility equilibrium

NASA Astrophysics Data System (ADS)

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

2018-05-01

Students’ conceptual understanding is the most important comprehension to obtain related comprehension. However, they held their own conception. With this need analysis, we will elicit student need of 3TMC diagnostic test to measure students’ conception about acid-base and solubility equilibrium. The research done by a mixed method using questionnaire analysis based on descriptive of quantitative and qualitative. The research subject was 96 students from 4 senior high schools and 4 chemistry teachers chosen by random sampling technique. Data gathering used a questionnaire with 10 questions for student and 28 questions for teachers. The results showed that 97% of students stated that the development this instrument is needed. In addition, there were several problems obtained in this questionnaire include learning activity, teacher’s test and guessing. In conclusion, this is necessary to develop the 3TMC instrument that can diagnose and measure the student’s conception in acid-base and solubility equilibrium.

An Assessment of Pharmacy Student Confidence in Learning.

ERIC Educational Resources Information Center

Popovich, Nicholas G.; Rogers, Wallace J.

1987-01-01

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

MCAID--A Generalized Text Driver.

ERIC Educational Resources Information Center

Ahmed, K.; Dickinson, C. J.

MCAID is a relatively machine-independent technique for writing computer-aided instructional material consisting of descriptive text, multiple choice questions, and the ability to call compiled subroutines to perform extensive calculations. It was specially developed to incorporate test-authoring around complex mathematical models to explore a…

Methods & Strategies: Deep Assessment

ERIC Educational Resources Information Center

Haas, Alison; Hollimon, Shameka; Lee, Okhee

2015-01-01

The "Next Generation Science Standards" ("NGSS") push students to have "a deeper understanding of content" (NGSS Lead States 2013, Appendix A, p. 4). However, with the reality of high-stakes assessments that rely primarily on multiple-choice questions, how can a science teacher analyze students' written responses…

Development of a testlet generator in re-engineering the Indonesian physics national-exams

NASA Astrophysics Data System (ADS)

Mindyarto, Budi Naini; Mardapi, Djemari; Bastari

2017-08-01

The Indonesian Physics national-exams are end-of-course summative assessments that could be utilized to support the assessment for learning in physics educations. This paper discusses the development and evaluation of a testlet generator based on a re-engineering of Indonesian physics national exams. The exam problems were dissected and decomposed into testlets revealing the deeper understanding of the underlying physical concepts by inserting a qualitative question and its scientific reasoning question. A template-based generator was built to facilitate teachers in generating testlet variants that would be more conform to students' scientific attitude development than their original simple multiple-choice formats. The testlet generator was built using open source software technologies and was evaluated focusing on the black-box testing by exploring the generator's execution, inputs and outputs. The results showed the correctly-performed functionalities of the developed testlet generator in validating inputs, generating testlet variants, and accommodating polytomous item characteristics.

What is adaptive about adaptive decision making? A parallel constraint satisfaction account.

PubMed

Glöckner, Andreas; Hilbig, Benjamin E; Jekel, Marc

2014-12-01

There is broad consensus that human cognition is adaptive. However, the vital question of how exactly this adaptivity is achieved has remained largely open. Herein, we contrast two frameworks which account for adaptive decision making, namely broad and general single-mechanism accounts vs. multi-strategy accounts. We propose and fully specify a single-mechanism model for decision making based on parallel constraint satisfaction processes (PCS-DM) and contrast it theoretically and empirically against a multi-strategy account. To achieve sufficiently sensitive tests, we rely on a multiple-measure methodology including choice, reaction time, and confidence data as well as eye-tracking. Results show that manipulating the environmental structure produces clear adaptive shifts in choice patterns - as both frameworks would predict. However, results on the process level (reaction time, confidence), in information acquisition (eye-tracking), and from cross-predicting choice consistently corroborate single-mechanisms accounts in general, and the proposed parallel constraint satisfaction model for decision making in particular. Copyright © 2014 Elsevier B.V. All rights reserved.

Novel Use of Ultrasound to Teach Reproductive System Physical Examination Skills and Pelvic Anatomy.

PubMed

Parikh, Tejal; Czuzak, Maria; Bui, Naomi; Wildner, Corinna; Koch, Bryna; Leko, Elizabeth; Rappaport, William; Adhikari, Srikar; Gordon, Paul; Gura, Mike; Ellis, Susan

2018-03-01

To determine whether integration of ultrasound (US) into a reproductive system examination clinical skills lab can increase confidence in palpating key reproductive structures during testicular and bimanual pelvic examinations, reduce anxiety about conducting testicular and bimanual pelvic examinations, and improve performance on multiple-choice questions based on structure identification using US images. Second-year medical students enrolled in the Life Cycle preclinical course participated in this cross-sectional study. A single learning activity was developed to pair the teaching of the reproductive system physical examination with the use of US in the clinical skills lab. The evaluation of the teaching session consisted of a pre-post analysis of student self-reported knowledge, confidence, and anxiety. The response rate for the pre survey was 82% (n = 96), and the rate for the post survey was 79% (n = 93). Students' confidence in their ability to identify reproductive system structures on US images increased from pre to post survey. Their confidence in their ability to palpate the epididymis, uterus, and ovary during a physical examination improved, and their anxiety about conducting testicular and bimanual pelvic examinations decreased. Student satisfaction with the session was high. Students' performance on multiple-choice questions based on structure identification using US images was at 96% or higher. Our study findings support the integration of US into a reproductive system examination clinical skills lab. Medical students acquire competency and confidence in reproductive system physical examination skills with US integration. © 2017 by the American Institute of Ultrasound in Medicine.

Variation in choice of study design: findings from the Epidemiology Design Decision Inventory and Evaluation (EDDIE) survey.

PubMed

Stang, Paul E; Ryan, Patrick B; Overhage, J Marc; Schuemie, Martijn J; Hartzema, Abraham G; Welebob, Emily

2013-10-01

Researchers using observational data to understand drug effects must make a number of analytic design choices that suit the characteristics of the data and the subject of the study. Review of the published literature suggests that there is a lack of consistency even when addressing the same research question in the same database. To characterize the degree of similarity or difference in the method and analysis choices made by observational database research experts when presented with research study scenarios. On-line survey using research scenarios on drug-effect studies to capture method selection and analysis choices that follow a dependency branching based on response to key questions. Voluntary participants experienced in epidemiological study design solicited for participation through registration on the Observational Medical Outcomes Partnership website, membership in particular professional organizations, or links in relevant newsletters. Description (proportion) of respondents selecting particular methods and making specific analysis choices based on individual drug-outcome scenario pairs. The number of questions/decisions differed based on stem questions of study design, time-at-risk, outcome definition, and comparator. There is little consistency across scenarios, by drug or by outcome of interest, in the decisions made for design and analyses in scenarios using large healthcare databases. The most consistent choice was the cohort study design but variability in the other critical decisions was common. There is great variation among epidemiologists in the design and analytical choices that they make when implementing analyses in observational healthcare databases. These findings confirm that it will be important to generate empiric evidence to inform these decisions and to promote a better understanding of the impact of standardization on research implementation.

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…

Common Student Misconceptions in Exercise Physiology and Biochemistry

ERIC Educational Resources Information Center

Morton, James P.; Doran, Dominic A.; MacLaren, Don P. M.

2008-01-01

The present study represents a preliminary investigation designed to identify common misconceptions in students' understanding of physiological and biochemical topics within the academic domain of sport and exercise sciences. A specifically designed misconception inventory (consisting of 10 multiple-choice questions) was administered to a cohort…

"Essential Principles of Economics:" A Hypermedia Textbook.

ERIC Educational Resources Information Center

McCain, Roger A.

2000-01-01

Discusses an electronic textbook called "Essential Principles of Economics." Explains that economic concepts are found by following links from the table of contents, while each chapter includes both expository information and interactive material including online multiple-choice drill questions. States that the textbook is a "work…

Visitors Abroad.

ERIC Educational Resources Information Center

Lepke, Helen; And Others

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

Learning to Write about Mathematics

ERIC Educational Resources Information Center

Parker, Renee; Breyfogle, M. Lynn

2011-01-01

Beginning in third grade, Pennsylvania students are required to take the Pennsylvania State Standardized Assessment (PSSA), which presents multiple-choice mathematics questions and open-ended mathematics problems. Consistent with the Communication Standard of the National Council of Teachers of Mathematics, while solving the open-ended problems,…

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

PubMed

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

2015-04-25

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

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

PubMed Central

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

2015-01-01

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

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

PubMed

Royal, Kenneth; Dorman, David

2018-06-09

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

Risk of error estimated from Palestine pharmacists' knowledge and certainty on the adverse effects and contraindications of active pharmaceutical ingredients and excipients.

PubMed

Shawahna, Ramzi; Al-Rjoub, Mohammed; Al-Horoub, Mohammed M; Al-Hroub, Wasif; Al-Rjoub, Bisan; Al-Nabi, Bashaaer Abd

2016-01-01

This study aimed to investigate community pharmacists' knowledge and certainty of adverse effects and contraindications of pharmaceutical products to estimate the risk of error. Factors influencing their knowledge and certainty were also investigated. The knowledge of community pharmacists was assessed in a cross-sectional design using a multiple-choice questions test on the adverse effects and contraindications of active pharmaceutical ingredients and excipients from May 2014 to March 2015. Self-rated certainty scores were also recorded for each question. Knowledge and certainty scores were combined to estimate the risk of error. Out of 315 subjects, 129 community pharmacists (41.0%) completed the 30 multiple-choice questions test on active ingredients and excipients. Knowledge on active ingredients was associated with the year of graduation and obtaining a licence to practice pharmacy. Knowledge on excipients was associated with the degree obtained. There was higher risk of error in items on excipients than those on ingredients (P<0.01). The knowledge of community pharmacists in Palestine was insufficient with high risk of errors. Knowledge of community pharmacists on the safety issues of active ingredients and excipients need to be improved.

Simultaneous modeling of visual saliency and value computation improves predictions of economic choice.

PubMed

Towal, R Blythe; Mormann, Milica; Koch, Christof

2013-10-01

Many decisions we make require visually identifying and evaluating numerous alternatives quickly. These usually vary in reward, or value, and in low-level visual properties, such as saliency. Both saliency and value influence the final decision. In particular, saliency affects fixation locations and durations, which are predictive of choices. However, it is unknown how saliency propagates to the final decision. Moreover, the relative influence of saliency and value is unclear. Here we address these questions with an integrated model that combines a perceptual decision process about where and when to look with an economic decision process about what to choose. The perceptual decision process is modeled as a drift-diffusion model (DDM) process for each alternative. Using psychophysical data from a multiple-alternative, forced-choice task, in which subjects have to pick one food item from a crowded display via eye movements, we test four models where each DDM process is driven by (i) saliency or (ii) value alone or (iii) an additive or (iv) a multiplicative combination of both. We find that models including both saliency and value weighted in a one-third to two-thirds ratio (saliency-to-value) significantly outperform models based on either quantity alone. These eye fixation patterns modulate an economic decision process, also described as a DDM process driven by value. Our combined model quantitatively explains fixation patterns and choices with similar or better accuracy than previous models, suggesting that visual saliency has a smaller, but significant, influence than value and that saliency affects choices indirectly through perceptual decisions that modulate economic decisions.

Simultaneous modeling of visual saliency and value computation improves predictions of economic choice

PubMed Central

Towal, R. Blythe; Mormann, Milica; Koch, Christof

2013-01-01

Many decisions we make require visually identifying and evaluating numerous alternatives quickly. These usually vary in reward, or value, and in low-level visual properties, such as saliency. Both saliency and value influence the final decision. In particular, saliency affects fixation locations and durations, which are predictive of choices. However, it is unknown how saliency propagates to the final decision. Moreover, the relative influence of saliency and value is unclear. Here we address these questions with an integrated model that combines a perceptual decision process about where and when to look with an economic decision process about what to choose. The perceptual decision process is modeled as a drift–diffusion model (DDM) process for each alternative. Using psychophysical data from a multiple-alternative, forced-choice task, in which subjects have to pick one food item from a crowded display via eye movements, we test four models where each DDM process is driven by (i) saliency or (ii) value alone or (iii) an additive or (iv) a multiplicative combination of both. We find that models including both saliency and value weighted in a one-third to two-thirds ratio (saliency-to-value) significantly outperform models based on either quantity alone. These eye fixation patterns modulate an economic decision process, also described as a DDM process driven by value. Our combined model quantitatively explains fixation patterns and choices with similar or better accuracy than previous models, suggesting that visual saliency has a smaller, but significant, influence than value and that saliency affects choices indirectly through perceptual decisions that modulate economic decisions. PMID:24019496

Virtual test: A student-centered software to measure student's critical thinking on human disease

NASA Astrophysics Data System (ADS)

Rusyati, Lilit; Firman, Harry

2016-02-01

The study "Virtual Test: A Student-Centered Software to Measure Student's Critical Thinking on Human Disease" is descriptive research. The background is importance of computer-based test that use element and sub element of critical thinking. Aim of this study is development of multiple choices to measure critical thinking that made by student-centered software. Instruments to collect data are (1) construct validity sheet by expert judge (lecturer and medical doctor) and professional judge (science teacher); and (2) test legibility sheet by science teacher and junior high school student. Participants consisted of science teacher, lecturer, and medical doctor as validator; and the students as respondent. Result of this study are describe about characteristic of virtual test that use to measure student's critical thinking on human disease, analyze result of legibility test by students and science teachers, analyze result of expert judgment by science teachers and medical doctor, and analyze result of trial test of virtual test at junior high school. Generally, result analysis shown characteristic of multiple choices to measure critical thinking was made by eight elements and 26 sub elements that developed by Inch et al.; complete by relevant information; and have validity and reliability more than "enough". Furthermore, specific characteristic of multiple choices to measure critical thinking are information in form science comic, table, figure, article, and video; correct structure of language; add source of citation; and question can guide student to critical thinking logically.

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…

Pneumatics.

ERIC Educational Resources Information Center

Engelbrecht, Nancy; And Others

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

Investigating Students' Understanding of the Dissolving Process

ERIC Educational Resources Information Center

Naah, Basil M.; Sanger, Michael J.

2013-01-01

In a previous study, the authors identified several student misconceptions regarding the process of dissolving ionic compounds in water. The present study used multiple-choice questions whose distractors were derived from these misconceptions to assess students' understanding of the dissolving process at the symbolic and particulate levels. The…

Directions in Rehabilitation Counseling, 1993.

ERIC Educational Resources Information Center

Directions in Rehabilitation Counseling, 1993

1993-01-01

This volume of 12 lessons--each written by either a medical or a mental health professional--provides expert information on a variety of medical and psychological issues in rehabilitative counseling. The lessons, each of which concludes with a few multiple-choice questions, are: (1) "Geriatric Alcoholism: Identification and Elder-Specific…

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

ERIC Educational Resources Information Center

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

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

ERIC Educational Resources Information Center

Shavelson, Richard J.; Baxter, Gail P.

1992-01-01

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

Courseware Review.

ERIC Educational Resources Information Center

Risley, John S.

1983-01-01

Describes computer program (available on diskette for Apple IIe/II-plus, Commodore PET/CBM, or Commodore 64) providing drill/practice on concepts of electric charge, electric current, and electric potential difference. A second diskette provides a test of fifteen multiple-choice questions, with option to print score and areas of weakness. (JM)

The Effect of English Language on Multiple Choice Question Scores of Thai Medical Students.

PubMed

Phisalprapa, Pochamana; Muangkaew, Wayuda; Assanasen, Jintana; Kunavisarut, Tada; Thongngarm, Torpong; Ruchutrakool, Theera; Kobwanthanakun, Surapon; Dejsomritrutai, Wanchai

2016-04-01

Universities in Thailand are preparing for Thailand's integration into the ASEAN Economic Community (AEC) by increasing the number of tests in English language. English language is not the native language of Thailand Differences in English language proficiency may affect scores among test-takers, even when subject knowledge among test-takers is comparable and may falsely represent the knowledge level of the test-taker. To study the impact of English language multiple choice test questions on test scores of medical students. The final examination of fourth-year medical students completing internal medicine rotation contains 120 multiple choice questions (MCQ). The languages used on the test are Thai and English at a ratio of 3:1. Individual scores of tests taken in both languages were collected and the effect of English language on MCQ was analyzed Individual MCQ scores were then compared with individual student English language proficiency and student grade point average (GPA). Two hundred ninety five fourth-year medical students were enrolled. The mean percentage of MCQ scores in Thai and English were significantly different (65.0 ± 8.4 and 56.5 ± 12.4, respectively, p < 0.001). The correlation between MCQ scores in Thai and English was fair (Spearman's correlation coefficient = 0.41, p < 0.001). Of 295 students, only 73 (24.7%) students scored higher when being tested in English than in Thai language. Students were classified into six grade categories (A, B+, B, C+, C, and D+), which cumulatively measured total internal medicine rotation performance score plus final examination score. MCQ scores from Thai language examination were more closely correlated with total course grades than were the scores from English language examination (Spearman's correlation coefficient = 0.73 (p < 0.001) and 0.53 (p < 0.001), respectively). The gap difference between MCQ scores in both languages was higher in borderline students than in the excellent student group (11.2 ± 11.2 and 7.1 ± 8.2, respectively, p < 0.001). Overall, average student English proficiency score was very high, at 3.71 ± 0.35 from a total of 4.00. Mean student GPA was 3.40 ± 0.33 from a possible 4.00. English language MCQ examination scores were more highly associated with GPA than with English language proficiency. The use of English language multiple choice question test may decrease scores of the fourth-year internal medicine post-rotation final examination, especially those of borderline students.

Digital lectures for learning gross anatomy: a study of their efficacy.

PubMed

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

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

PubMed Central

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

2014-01-01

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

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

PubMed

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

2002-01-01

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

Artificial muscles' enrichment text: Chemical Literacy Profile of pre-service teachers

NASA Astrophysics Data System (ADS)

Hernani, Ulum, Luthfi Lulul; Mudzakir, Ahmad

2017-08-01

This research aims to determine the profile of chemical literacy abilities of pre-service teachers based on scientific attitudes and scientific competencies in PISA 2015 through individualized learning by using an artificial muscle context based-enrichment book. This research uses descriptive method, involving 20 of the 90 randomly selected population. This research uses a multiple-choice questions instrument. The result of this research are : 1) in the attitude aspects of interest in science and technology, valuing scientific approaches to inquiry, and environmental awareness, the results obtained respectively for 90%, 80%, and 30%. 2) for scientific competence of apply appropriate scientific knowledge, identify models and representations, make appropriate predictions, and explain the potential implications of scientific knowledge for society, the results obtained respectively for 30%, 50%, 60%, and 55%. 3) For scientific competence of identify the question explored in a given scientific study and distinguish questions that could be investigated scientifically, the results obtained respectively for 30 % and 50%. 4) For scientific competence of transform data from one representation to another and draw appropriate conclusions, the results obtained respectively for 60% and 45%. Based on the results, which need to be developed in pre-service chemistry teachers are environmental awareness, apply appropriate scientific knowledge, identify the question explored in a given scientific study, and draw appropriate conclusions.

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.

Is the choice of a standard zeroth-order hamiltonian in CASPT2 ansatz optimal in calculations of excitation energies in protonated and unprotonated schiff bases of retinal?

PubMed

Wolański, Łukasz; Grabarek, Dawid; Andruniów, Tadeusz

2018-04-10

To account for systematic error of CASPT2 method empirical modification of the zeroth-order Hamiltonian with Ionization Potential-Electron Affinity (IPEA) shift was introduced. The optimized IPEA value (0.25 a.u.), called standard IPEA (S-IPEA), was recommended but due to its unsatisfactory performance in multiple metallic and organic compounds it has been questioned lately as a general parameter working properly for all molecules under CASPT2 study. As we are interested in Schiff bases of retinal, an important question emerging from this conflict of choice, to use or not to use S-IPEA, is whether the introduction of the modified zeroth-order Hamiltonian into CASPT2 ansatz does really improve their energetics. To achieve this goal, we assessed an impact of the IPEA shift value, in a range of 0-0.35 a.u., on vertical excitation energies to low-lying singlet states of two protonated (RPSBs) and two unprotonated (RSBs) Schiff bases of retinal for which experimental data in gas phase are available. In addition, an effect of geometry, basis set, and active space on computed VEEs is also reported. We find, that for these systems, the choice of S-IPEA significantly overestimates both S 0 →S 1 and S 0 →S 2 energies and the best theoretical estimate, in reference to the experimental data, is provided with either unmodified zeroth-order Hamiltonian or small value of the IPEA shift in a range of 0.05-0.15 a.u., depending on active space and basis set size, equilibrium geometry, and character of the excited state. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Project Physics Tests 6, The Nucleus.

ERIC Educational Resources Information Center

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

Test items relating to Project Physics Unit 6 are presented in this booklet. Included are 70 multiple-choice and 24 problem-and-essay questions. Nuclear physics fundamentals are examined with respect to the shell model, isotopes, neutrons, protons, nuclides, charge-to-mass ratios, alpha particles, Becquerel's discovery, gamma rays, cyclotrons,…

Directions in Rehabilitation Counseling, 1991.

ERIC Educational Resources Information Center

Directions in Rehabilitation Counseling, 1991

1991-01-01

This volume of 12 lessons--each one written by either a medical or a mental health professional--provides expert information on a variety of medical and psychological issues in rehabilitative counseling. The lessons, each of which concludes with a few multiple-choice questions, are as follows: (1) "An Update on Post-Traumatic Stress…

Ability Level Estimation of Students on Probability Unit via Computerized Adaptive Testing

ERIC Educational Resources Information Center

Özyurt, Hacer; Özyurt, Özcan

2015-01-01

Problem Statement: Learning-teaching activities bring along the need to determine whether they achieve their goals. Thus, multiple choice tests addressing the same set of questions to all are frequently used. However, this traditional assessment and evaluation form contrasts with modern education, where individual learning characteristics are…

Project Physics Tests 1, Concepts of Motion.

ERIC Educational Resources Information Center

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

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

Using Data Analysis Problems in a Large General Microbiology Course.

ERIC Educational Resources Information Center

Deutch, Charles E.

1997-01-01

Argues that data analysis problems can be used successfully in large introductory microbiology courses, even when exams consist entirely of multiple-choice questions and out-of-class contact with the instructor is limited. Discusses course organization, problem structure, student performance and response, advantages of using data analysis…

Beyond Word Processing: Rhetorical Invention with Computers.

ERIC Educational Resources Information Center

Strickland, James

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

Condemned to Repeat It

ERIC Educational Resources Information Center

Gravois, John

2006-01-01

In this article, the author discusses the findings of the study entitled, "The Coming Crisis in Citizenship: Higher Education's Failure to Teach America's History and Institutions," by the Intercollegiate Studies Institute, a Delaware think tank. In the study, a 60-question, multiple-choice test was administered to 14,000 freshmen and seniors at…

Supporting Students' Learning: The Use of Formative Online Assessments

ERIC Educational Resources Information Center

Einig, Sandra

2013-01-01

This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

Item Readability and Science Achievement in TIMSS 2003 in South Africa

ERIC Educational Resources Information Center

Dempster, Edith R.; Reddy, Vijay

2007-01-01

This study investigated the relationship between readability of 73 text-only multiple-choice questions from Trends in International Mathematics and Science Study (TIMSS) 2003 and performance of two groups of South African learners: those with limited English-language proficiency (learners attending African schools) and those with better…

Constructing Multiple-Choice Items to Measure Higher-Order Thinking

ERIC Educational Resources Information Center

Scully, Darina

2017-01-01

Across education, certification and licensure, there are repeated calls for the development of assessments that target "higher-order thinking," as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may…

Directions in Rehabilitation Counseling, 1994.

ERIC Educational Resources Information Center

Directions in Rehabilitation Counseling, 1994

1994-01-01

This volume of 12 lessons--each one written by either a medical or mental health professional--provides expert information on a variety of medical and psychological issues in rehabilitative counseling. The lessons, each of which concludes with a few multiple-choice questions, are as follows: (1) "Behavioral Techniques for Treatment of…

Passage Independence within Standardized Reading Comprehension Tests

ERIC Educational Resources Information Center

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

2017-01-01

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

Directions in Rehabilitation Counseling, 1990.

ERIC Educational Resources Information Center

Directions in Rehabilitation Counseling, 1990

1990-01-01

This volume of 12 lessons--each one written by either a medical or a mental health professional--provides expert information on a variety of medical and psychological issues in rehabilitative counseling. The lessons, each of which concludes with a few multiple-choice questions, are as follows: (1) "Rehabilitation of the Seriously Mentally…

Project Physics Tests 5, Models of the Atom.

ERIC Educational Resources Information Center

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

Test items relating to Project Physics Unit 5 are presented in this booklet. Included are 70 multiple-choice and 23 problem-and-essay questions. Concepts of atomic model are examined on aspects of relativistic corrections, electron emission, photoelectric effects, Compton effect, quantum theories, electrolysis experiments, atomic number and mass,…

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

ERIC Educational Resources Information Center

Kay, Robin; Knaack, Liesel

2009-01-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost…

Primary Teachers' Literacy and Attitudes on Education for Sustainable Development

ERIC Educational Resources Information Center

Spiropoulou, Dimitra; Antonakaki, Triantafyllia; Kontaxaki, Sophia; Bouras, Sarantis

2007-01-01

This paper reports on research concerning Greek in-service Primary teachers' perceptions about environmental issues and attitudes towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order to gain more comprehensive understanding of their thoughts. The analysis of data revealed…

Heubach Smoking Habits and Attitudes Questionnaire.

ERIC Educational Resources Information Center

Heubach, Philip Gilbert

This Questionnaire, consisting of 74 yes/no, multiple choice, and completion items, is designed to assess smoking practices and attitudes toward smoking in high school students. Questions pertain to personal data, family smoking practices and attitudes, personal smoking habits, reasons for smoking or not smoking, and opinions on smoking. Detailed…

Employment Status and Adjustment in Mothers Who Delay Parenthood.

ERIC Educational Resources Information Center

Dienstag, Esther L.

Examined were differences in satisfaction with parenthood among 125 primiparous, middle-class, working and non-working women above and below 30 years of age who completed multiple-choice questionnaires within 6 months of the birth of their child. Questions pertained to responsive attitudes toward infants, attitudes toward women's roles, and…

Project Physics Tests 4, Light and Electromagnetism.

ERIC Educational Resources Information Center

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

Test items relating to Project Physics Unit 4 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of light and electromagnetism are examined on charges, reflection, electrostatic forces, electric potential, speed of light, electromagnetic waves and radiations, Oersted's and Faraday's work,…

Michigan High School Student Drug Attitudes and Behavior Questionnaire.

ERIC Educational Resources Information Center

Bogg, Richard A.; And Others

This questionnaire assesses drug use practices and attitudes toward drugs in high school students. The instrument has 59 items (multiple choice or completion), some with several parts. The question pertain to aspirations for the future, general attitudes and opinions, biographic and demographic data, family background and relationships, alcohol…

An Inventory on Rotational Kinematics of a Particle: Unravelling Misconceptions and Pitfalls in Reasoning

ERIC Educational Resources Information Center

Mashood, K. K.; Singh, Vijay A.

2012-01-01

Student difficulties regarding the angular velocity ([image omitted]) and angular acceleration ([image omitted]) of a particle have remained relatively unexplored in contrast to their linear counterparts. We present an inventory comprising multiple choice questions aimed at probing misconceptions and eliciting ill-suited reasoning patterns. The…

Directions in Rehabilitation Counseling, 1992.

ERIC Educational Resources Information Center

Directions in Rehabilitation Counseling, 1992

1992-01-01

This volume of 12 separate lessons--each written by either a medical or mental health professional--provides expert information on a wide variety of medical and psychological issues in rehabilitative counseling. The lessons, each of which concludes with a few multiple-choice questions, are as follows: (1) "Adaptive Styles in the Etiology of…

Advanced Placement Economics. Teacher Resource Manual.

ERIC Educational Resources Information Center

Morton, John S.

This book, in conjunction with the student activities books for macroeconomics and microeconomics, is designed for teaching the Advanced Placement Economics course. The book contains five units for the microeconomic portion and six units for the macroeconomic portion of the text. Along with the many activities are sample multiple-choice questions,…

Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students

ERIC Educational Resources Information Center

Bostan Sarioglan, Ayberk

2016-01-01

In this study, students' conceptual change processes related to the sound concept were examined. Study group was comprises of 325 fifth grade middle school students. Three multiple-choice questions were used as the data collection tool. At the data analysis process "scientific response", "scientifically unacceptable response"…

Calculus Student Understanding of Continuity

ERIC Educational Resources Information Center

Wangle, Jayleen Lillian

2013-01-01

Continuity is a central concept in calculus. Yet very few students seem to understand the nature of continuity. The research described was conducted in two stages. Students were asked questions in multiple choice and true/false format regarding function, limit and continuity. These results were used to identify participants as strong, weak or…

A Database System for Course Administration.

ERIC Educational Resources Information Center

Benbasat, Izak; And Others

1982-01-01

Describes a computer-assisted testing system which produces multiple-choice examinations for a college course in business administration. The system uses SPIRES (Stanford Public Information REtrieval System) to manage a database of questions and related data, mark-sense cards for machine grading tests, and ACL (6) (Audit Command Language) to…

Alternative Assessment Techniques for Blended and Online Courses

ERIC Educational Resources Information Center

Litchfield, Brenda C.; Dempsey, John V.

2013-01-01

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

Continuing Environmental Health Education for Environmental Health Personnel, Lesson Six.

ERIC Educational Resources Information Center

Journal of Environmental Health, 1981

1981-01-01

Presents the sixth and final lesson on general environmental health, appearing since January, 1977 in this journal. Twenty-five multiple choice questions appear dealing with environmental health topics such as food sanitation, milk sanitation, vector control, public health housing, institutional environmental health, waste disposal, air pollution,…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Evaluating the Effectiveness of the Lecture versus Independent Study.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1991-01-01

The impacts of independent study and the lecture approach on student test scores and study time were compared for 205 medical students studying surgery. Learning objective, multiple-choice, and essay questions were developed for selected topics related to surgery. Findings support increased individual active learning strategies and decreased…

The Performance of IRT Model Selection Methods with Mixed-Format Tests

ERIC Educational Resources Information Center

Whittaker, Tiffany A.; Chang, Wanchen; Dodd, Barbara G.

2012-01-01

When tests consist of multiple-choice and constructed-response items, researchers are confronted with the question of which item response theory (IRT) model combination will appropriately represent the data collected from these mixed-format tests. This simulation study examined the performance of six model selection criteria, including the…

Project Physics Tests 3, The Triumph of Mechanics.

ERIC Educational Resources Information Center

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

Test items relating to Project Physics Unit 3 are presented in this booklet. Included are 70 multiple-choice and 20 problem-and-essay questions. Concepts of mechanics are examined on energy, momentum, kinetic theory of gases, pulse analyses, "heat death," water waves, power, conservation laws, normal distribution, thermodynamic laws, and…

Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital?

PubMed

Winton, Lisa M; Ferguson, Elizabeth M N; Hsu, Chiu-Hsieh; Agee, Neal; Eubanks, Ryan D; O'Neill, Patrick J; Goldberg, Ross F; Kopelman, Tammy R; Nodora, Jesse N; Caruso, Daniel M; Komenaka, Ian K

To determine whether use of self-assessment (SA) questions affects the effectiveness of weekly didactic grand rounds presentations. From 26 consecutive grand rounds presentations from August 2013 to April 2014, a 52-question multiple-choice test was administered based on 2 questions from each presentation. Community teaching institution. General surgery residents, students, and attending physicians. The test was administered to 66 participants. The mean score was 41.8%. There was no difference in test score based on experience with similar scores for junior residents, senior residents, and attending surgeons (43%, 46%, and 44%; p = 0.13). Most participants felt they would be most interested in presentations directly related to their surgical specialty. Participants, however, did not score differently on topics which were the focus of the program (40% vs. 42%; p = 0.85). Journal club presentations (39% vs. others 42%; p = 0.33) also did not affect the score. The Pearson correlation coefficient for attendance was 0.49 (p < 0.0001) demonstrated that attendance was very important. Participation in the weekly SA was significantly associated with improved score as those who participated in SA scored over 20% higher than those who did not (59% vs. 38%; p < 0.0001). Based on multiple linear regression for mean score, SA explained the variation in score more than attendance. The current study found that without preparation approximately 40% of material presented is retained after 10 months. Participation in weekly SA significantly improved retention of information from grand rounds presentations. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2016-09-20

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

Development and evaluation of clicker methodology for introductory physics courses

NASA Astrophysics Data System (ADS)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments. Finally, we discovered that students need to have full access to the question sequences after lectures to reap the maximum benefit. Chapter 1 provides an introduction to our research. Chapter 2 provides a literature review relevant for our research. Chapter 3 discusses the creation of the clicker question sequences. Chapter 4 provides a picture of the validation process involving both physics experts and the introductory physics students. Chapter 5 describes how the sequences have been used with clickers in lectures. Chapter 6 provides the evaluation of the effectiveness of the clicker methodology. Chapter 7 contains a brief summary of research results and conclusions.

Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

PubMed

Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-09-01

To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions.

Development and Evaluation of a Pharmacogenomics Educational Program for Pharmacists

PubMed Central

Formea, Christine M.; Nicholson, Wayne T.; McCullough, Kristen B.; Berg, Kevin D.; Berg, Melody L.; Cunningham, Julie L.; Merten, Julianna A.; Ou, Narith N.; Stollings, Joanna L.

2013-01-01

Objectives. To evaluate hospital and outpatient pharmacists’ pharmacogenomics knowledge before and 2 months after participating in a targeted, case-based pharmacogenomics continuing education program. Design. As part of a continuing education program accredited by the Accreditation Council for Pharmacy Education (ACPE), pharmacists were provided with a fundamental pharmacogenomics education program. Evaluation. An 11-question, multiple-choice, electronic survey instrument was distributed to 272 eligible pharmacists at a single campus of a large, academic healthcare system. Pharmacists improved their pharmacogenomics test scores by 0.7 questions (pretest average 46%; posttest average 53%, p=0.0003). Conclusions. Although pharmacists demonstrated improvement, overall retention of educational goals and objectives was marginal. These results suggest that the complex topic of pharmacogenomics requires a large educational effort in order to increase pharmacists’ knowledge and comfort level with this emerging therapeutic opportunity. PMID:23459098

Development and evaluation of a pharmacogenomics educational program for pharmacists.

PubMed

Formea, Christine M; Nicholson, Wayne T; McCullough, Kristen B; Berg, Kevin D; Berg, Melody L; Cunningham, Julie L; Merten, Julianna A; Ou, Narith N; Stollings, Joanna L

2013-02-12

Objectives. To evaluate hospital and outpatient pharmacists' pharmacogenomics knowledge before and 2 months after participating in a targeted, case-based pharmacogenomics continuing education program.Design. As part of a continuing education program accredited by the Accreditation Council for Pharmacy Education (ACPE), pharmacists were provided with a fundamental pharmacogenomics education program.Evaluation. An 11-question, multiple-choice, electronic survey instrument was distributed to 272 eligible pharmacists at a single campus of a large, academic healthcare system. Pharmacists improved their pharmacogenomics test scores by 0.7 questions (pretest average 46%; posttest average 53%, p=0.0003).Conclusions. Although pharmacists demonstrated improvement, overall retention of educational goals and objectives was marginal. These results suggest that the complex topic of pharmacogenomics requires a large educational effort in order to increase pharmacists' knowledge and comfort level with this emerging therapeutic opportunity.

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…

Electronic evaluation for freshmen nursing students: Advantages and disadvantages.

PubMed

González, Fidelina; Ramírez, Julia

2006-01-01

An electronic evaluation was applied to freshmen nursing students who are taking Biology and Nursing Introduction. Questions and alternatives were randomly ordered. Evaluation took place simultaneously for all the students. Students preferred multiple choice questions with no more than two lines of headings and requested about three minutes for test timing. Test scores from electronic evaluation were higher than the ones obtained with written evaluation. This result implies that information technology can be used for evaluating large group of students.

The development of a computer assisted instruction and assessment system in pharmacology.

PubMed

Madsen, B W; Bell, R C

1977-01-01

We describe the construction of a computer based system for instruction and assessment in pharmacology, utilizing a large bank of multiple choice questions. Items were collected from many sources, edited and coded for student suitability, topic, taxonomy and difficulty and text references. Students reserve a time during the day, specify the type of test desired and questions are presented randomly from the subset satisfying their criteria. Answers are scored after each question and a summary given at the end of every test; details on item performance are recorded automatically. The biggest hurdle in implementation was the assembly, review, classification and editing of items, while the programming was relatively straight-forward. A number of modifications had to be made to the initial plans and changes will undoubtedly continue with further experience. When fully operational the system will possess a number of advantages including: elimination of test preparation, editing and marking; facilitated item review opportunities; increased objectivity, feedback, flexibility and descreased anxiety in students.

Review of multiple-choice-questions and group performance - A comparison of face-to-face and virtual groups with and without facilitation

PubMed Central

Kazubke, Edda; Schüttpelz-Brauns, Katrin

2010-01-01

Background: Multiple choice questions (MCQs) are often used in exams of medical education and need careful quality management for example by the application of review committees. This study investigates whether groups communicating virtually by email are similar to face-to-face groups concerning their review process performance and whether a facilitator has positive effects. Methods: 16 small groups of students were examined, which had to evaluate and correct MCQs under four different conditions. In the second part of the investigation the changed questions were given to a new random sample for the judgement of the item quality. Results: There was no significant influence of the variables “form of review committee” and “facilitation”. However, face-to-face and virtual groups clearly differed in the required treatment times. The test condition “face to face without facilitation” was generally valued most positively concerning taking over responsibility, approach to work, sense of well-being, motivation and concentration on the task. Discussion: Face-to-face and virtual groups are equally effective in the review of MCQs but differ concerning their efficiency. The application of electronic review seems to be possible but is hardly recommendable because of the long process time and technical problems. PMID:21818213

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.

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

PubMed Central

Stanger-Hall, Kathrin F.

2012-01-01

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

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

PubMed

Curtin, L; Fisher, R D

1993-05-01

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

Does the Concept of the “Flipped Classroom” Extend to the Emergency Medicine Clinical Clerkship?

PubMed Central

Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-01-01

Introduction Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a “flipped classroom” model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Methods Students at two institutions were randomized to complete two of four selected EM clerkship topics in a “flipped fashion,” and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students’ discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Results Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Conclusion Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an attempt at chief-complaint-focused learning during a shift did not result in improvements in performance on a multiple-choice assessment of knowledge; however, one third of participants did not adhere strictly to the protocol. Future investigations should ensure performance of pre-assigned learning as well as clinical experiences, and consider alternate measures of knowledge. PMID:26594277

Grade 12 Diploma Examination, English 33. Part B: Reading (Multiple Choice). Readings Booklet.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 33 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Catch-22" (Joseph Heller); "School Thief"…

Testing to the Top: Everything But the Kitchen Sink?

ERIC Educational Resources Information Center

Dietel, Ron

2011-01-01

Two tests intended to measure student achievement of the Common Core State Standards will face intense scrutiny, but the test makers say they will include performance assessments and other items that are not multiple-choice questions. Incorporating performance items on this tests will bring up issues over scoring, costs, and validity.

Regulating Accuracy on University Tests with the Plurality Option

ERIC Educational Resources Information Center

Higham, Philip A.

2013-01-01

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

The Influence of Distractor Strength and Response Order on MCQ Responding

ERIC Educational Resources Information Center

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

2018-01-01

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

THE DEVELOPMENT OF AN INSTRUMENT FOR MEASURING THE UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES.

ERIC Educational Resources Information Center

MCCORMICK, FLOYD G.

THE PURPOSE OF THE STUDY WAS TO DEVELOP AN INSTRUMENT FOR MEASURING PROFIT-MAXIMIZING PRINCIPLES IN FARM MANAGEMENT WITH IMPLICATIONS FOR VOCATIONAL AGRICULTURE. PRINCIPLES WERE IDENTIFIED FROM LITERATURE SELECTED BY AGRICULTURAL ECONOMISTS. FORTY-FIVE MULTIPLE-CHOICE QUESTIONS WERE REFINED ON THE BASIS OF RESULTS OF THREE PRETESTS AND…

Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test

ERIC Educational Resources Information Center

Lee, Jongwon; Bednarz, Robert

2012-01-01

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied…

Transferring Knowledge from the Classroom to the Real World: Redox Concepts.

ERIC Educational Resources Information Center

Soudani, Mohamed; Sivade, Andre; Cros, Daniele; Medimagh, Mohamed Salah

2000-01-01

Describes a study of the ability of fourth-year university student-teachers to use their theoretical knowledge of redox concepts to interpret natural phenomena of everyday life. Uses word-association tests, multiple-choice and open questions and reports that the students have difficulties in recognizing the scientific nature of well-known everyday…

Why Do Cocks Crow? Children's Concepts about Birds

ERIC Educational Resources Information Center

Prokop, Pavol; Kubiatko, Milan; Fancovicova

2007-01-01

Research into children's ideas showed that children's interpretations of natural phenomena often differ from those of scientists. The aim of our study was to identify children's ideas of various age classes (7/8-14/15) about birds. A questionnaire with 31 multiple choice and open ended questions and eight photographs were administered to 495…

A COMPARISON OF RESPONSE CONFIRMATION TECHNIQUES FOR AN ADJUNCTIVE SELF-STUDY PROGRAM.

ERIC Educational Resources Information Center

MEYER, DONALD E.

AN EXPERIMENT COMPARED THE EFFECTIVENESS OF FOUR METHODS OF CONFIRMING RESPONSES TO AN ADJUNCTIVE SELF-STUDY PROGRAM. THE PROGRAM WAS DESIGNED FOR AIR FORCE AIRCREWS UNDERTAKING A REFRESHER COURSE IN ENGINEERING. A SERIES OF SEQUENCED MULTIPLE CHOICE QUESTIONS EACH REFERRED TO A PAGE AND PARAGRAPH OF A PUBLICATION CONTAINING DETAILED INFORMATION…

Instructor Perspectives of Multiple-Choice Questions in Summative Assessment for Novice Programmers

ERIC Educational Resources Information Center

Shuhidan, Shuhaida; Hamilton, Margaret; D'Souza, Daryl

2010-01-01

Learning to program is known to be difficult for novices. High attrition and high failure rates in foundation-level programming courses undertaken at tertiary level in Computer Science programs, are commonly reported. A common approach to evaluating novice programming ability is through a combination of formative and summative assessments, with…

ACER Chemistry Test Item Collection. ACER Chemtic Year 12.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

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

Changing Ideas about the Periodic Table of Elements and Students' Alternative Concepts of Isotopes and Allotropes.

ERIC Educational Resources Information Center

Schmidt, Hans-Jurgen; Baumgartner, Tim; Eybe, Holger

2003-01-01

Investigates secondary school students' concepts of isotopes and allotropes and how the concepts are linked to the Periodic Table of Elements (PTE). Questions senior high school students with multiple choice items and interviews. Shows that students actively tried to make sense of what they had experienced. (KHR)

Modeling Students' Memory for Application in Adaptive Educational Systems

ERIC Educational Resources Information Center

Pelánek, Radek

2015-01-01

Human memory has been thoroughly studied and modeled in psychology, but mainly in laboratory setting under simplified conditions. For application in practical adaptive educational systems we need simple and robust models which can cope with aspects like varied prior knowledge or multiple-choice questions. We discuss and evaluate several models of…

New Scenarios for Audience Response Systems in University Lectures

ERIC Educational Resources Information Center

Schön, Daniel; Kopf, Stephan; Klinger, Melanie; Guthier, Benjamin

2016-01-01

Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We…

Assessing Community College Student Knowledge in the Liberal Arts.

ERIC Educational Resources Information Center

Cohen, Arthur M.; Schuetz, Pam; Chang, June C.; Plecha, Michelle D.

This paper describes an assessment of community college student knowledge in the liberal arts at two-year colleges in Southern California. A survey instrument with multiple choice questions covering five liberal arts subject areas was distributed to 4,200 students in randomly selected classes at ten colleges. More than 2,500 questionnaires were…

Influence of Type of Assessment and Stress on the Learning Outcome

ERIC Educational Resources Information Center

Tetteh, Godson Ayertei; Sarpong, Frederick Asafo-Adjei

2015-01-01

Purpose: The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student's approach to learning and the teacher's approach to teaching are concepts that have been widely researched, few…

Development and Validation of the Star Properties Concept Inventory

ERIC Educational Resources Information Center

Bailey, Janelle M.; Johnson, Bruce; Prather, Edward E.; Slater, Timothy F.

2012-01-01

Concept inventories (CIs)--typically multiple-choice instruments that focus on a single or small subset of closely related topics--have been used in science education for more than a decade. This paper describes the development and validation of a new CI for astronomy, the "Star Properties Concept Inventory" (SPCI). Questions cover the areas of…

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. June 1989 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following eight short selections taken from fiction, nonfiction, poetry, and drama: "Loyalties" (Roo Borson); "Clever Animals" (Lewis Thomas); "Death of…

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examinations in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following nine short selections taken from fiction, nonfiction, poetry, and drama: "The Biggest Liar in the World" (Harry Mark Petrakis); "Victorian…

Can Peer Instruction Be Effective in Upper-Division Computer Science Courses?

ERIC Educational Resources Information Center

Bailey Lee, Cynthia; Garcia, Saturnino; Porter, Leo

2013-01-01

Peer Instruction (PI) is an active learning pedagogical technique. PI lectures present students with a series of multiple-choice questions, which they respond to both individually and in groups. PI has been widely successful in the physical sciences and, recently, has been successfully adopted by computer science instructors in lower-division,…

The Financial Knowledge of College Freshmen

ERIC Educational Resources Information Center

Avard, Stephen; Manton, Edgar; English, Donald; Walker, Janet

2005-01-01

The problem of the study was to determine college freshmen's financial knowledge. The entire freshman English 101, College Reading and Writing class at Texas A&M University--Commerce was surveyed. There were a total of 407 students enrolled in these classes. There were 20 multiple choice questions dealing with basic knowledge of financial issues,…

Brazosport Independent School District Community Survey Summary.

ERIC Educational Resources Information Center

Brazosport Independent School District, Freeport, TX.

Results of a 1980-81 survey of the perception of the Brazosport (Freeport, Texas) community regarding the Brazosport Independent School District (BISD) are summarized. The survey instrument consisted of: (1) a cover letter from the superintendent; (2) Part I--a series of multiple-choice questions on various education issues in Brazosport; (3) Part…

College Students' Prejudicial Biases against Instructors Who Smoke Cigarettes

ERIC Educational Resources Information Center

Oberle, Crystal D.; Engeling, Stephanie J.; Ontiberos, Senecae P.

2010-01-01

In an investigation of students' prejudicial biases against instructors who smoke, 61 female and 16 male undergraduates watched and listened to a 20-min lecture about parasomnias, completed a survey asking for instructor evaluation ratings and ratings of perceived learning, and completed a lecture-retention test with multiple-choice questions to…

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Where Did You Go?""Out." (Robert Paul…

Mixing Qualitative and Quantitative Research in Developmental Science: Uses and Methodological Choices

ERIC Educational Resources Information Center

Yoshikawa, Hirokazu; Weisner, Thomas S.; Kalil, Ariel; Way, Niobe

2008-01-01

Multiple methods are vital to understanding development as a dynamic, transactional process. This article focuses on the ways in which quantitative and qualitative methodologies can be combined to enrich developmental science and the study of human development, focusing on the practical questions of "when" and "how." Research situations that may…

Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

ERIC Educational Resources Information Center

Kalinowski, Steven T.; Leonard, Mary J.; Taper, Mark L.

2016-01-01

We developed and validated the Conceptual Assessment of Natural Selection (CANS), a multiple-choice test designed to assess how well college students understand the central principles of natural selection. The expert panel that reviewed the CANS concluded its questions were relevant to natural selection and generally did a good job sampling the…

Child Abuse and Neglect: Training Needs of Student Teachers

ERIC Educational Resources Information Center

McKee, Bronagh E.; Dillenburger, Karola

2009-01-01

Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting;…

An Evaluation Framework and Instrument for Evaluating e-Assessment Tools

ERIC Educational Resources Information Center

Singh, Upasana Gitanjali; de Villiers, Mary Ruth

2017-01-01

e-Assessment, in the form of tools and systems that deliver and administer multiple choice questions (MCQs), is used increasingly, raising the need for evaluation and validation of such systems. This research uses literature and a series of six empirical action research studies to develop an evaluation framework of categories and criteria called…

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

PubMed

Jupiter, Daniel C

2015-01-01

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

Project Physics Tests 2, Motion in the Heavens.

ERIC Educational Resources Information Center

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

Test items relating to Project Physics Unit 2 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of motion in the heavens are examined for planetary motions, heliocentric theory, forces exerted on the planets, Kepler's laws, gravitational force, Galileo's work, satellite orbits, Jupiter's…

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1986 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: "My Magical Metronome" (Lewis Thomas); "Queen Street…

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial.

PubMed

Schreiber, Benjamin E; Fukuta, Junaid; Gordon, Fabiana

2010-10-08

Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Identification of technical item flaws leads to improvement of the quality of single best Multiple Choice Questions.

PubMed

Fayyaz Khan, Humaira; Farooq Danish, Khalid; Saeed Awan, Azra; Anwar, Masood

2013-05-01

The purpose of the study was to identify technical item flaws in the multiple choice questions submitted for the final exams for the years 2009, 2010 and 2011. This descriptive analytical study was carried out in Islamic International Medical College (IIMC). The Data was collected from the MCQ's submitted by the faculty for the final exams for the year 2009, 2010 and 2011. The data was compiled and evaluated by a three member assessment committee. The data was analyzed for frequency and percentages the categorical data was analyzed by chi-square test. Overall percentage of flawed item was 67% for the year 2009 of which 21% were for testwiseness and 40% were for irrelevant difficulty. In year 2010 the total item flaws were 36% and 11% testwiseness and 22% were for irrelevant difficulty. The year 2011 data showed decreased overall flaws of 21%. The flaws of testwisness were 7%, irrelevant difficulty were 11%. Technical item flaws are frequently encountered during MCQ construction, and the identification of flaws leads to improved quality of the single best MCQ's.

A portfolio-based approach to optimize proof-of-concept clinical trials.

PubMed

Mallinckrodt, Craig; Molenberghs, Geert; Persinger, Charles; Ruberg, Stephen; Sashegyi, Andreas; Lindborg, Stacy

2012-01-01

Improving proof-of-concept (PoC) studies is a primary lever for improving drug development. Since drug development is often done by institutions that work on multiple drugs simultaneously, the present work focused on optimum choices for rates of false positive (α) and false negative (β) results across a portfolio of PoC studies. Simple examples and a newly derived equation provided conceptual understanding of basic principles regarding optimum choices of α and β in PoC trials. In examples that incorporated realistic development costs and constraints, the levels of α and β that maximized the number of approved drugs and portfolio value varied by scenario. Optimum choices were sensitive to the probability the drug was effective and to the proportion of total investment cost prior to establishing PoC. Results of the present investigation agree with previous research in that it is important to assess optimum levels of α and β. However, the present work also highlighted the need to consider cost structure using realistic input parameters relevant to the question of interest.

Instructor perspectives of multiple-choice questions in summative assessment for novice programmers

NASA Astrophysics Data System (ADS)

Shuhidan, Shuhaida; Hamilton, Margaret; D'Souza, Daryl

2010-09-01

Learning to program is known to be difficult for novices. High attrition and high failure rates in foundation-level programming courses undertaken at tertiary level in Computer Science programs, are commonly reported. A common approach to evaluating novice programming ability is through a combination of formative and summative assessments, with the latter typically represented by a final examination. Preparation of such assessment is driven by instructor perceptions of student learning of programming concepts. This in turn may yield instructor perspectives of summative assessment that do not necessarily correlate with student expectations or abilities. In this article, we present results of our study around instructor perspectives of summative assessment for novice programmers. Both quantitative and qualitative data have been obtained via survey responses from programming instructors with varying teaching experience, and from novice student responses to targeted examination questions. Our findings highlight that most of the instructors believed that summative assessment is, and is meant to be, a valid measure of a student's ability to program. Most instructors further believed that Multiple-choice Questions (MCQs) provide a means of testing a low level of understanding, and a few added qualitative comments to suggest that MCQs are easy questions, and others refused to use them at all. There was no agreement around the proposition that if a question was designed to test a low level of skill, or a low level in a hierarchy of a body of knowledge, that such a question should or would be found to be easy by the student. To aid our analysis of assessment questions, we introduced four measures: Syntax Knowledge; Semantic Knowledge; Problem Solving Skill and the Level of Difficulty of the Problem. We applied these measures to selected examination questions, and have identified gaps between the instructor perspectives of what is considered to be an easy question and also in what is required to be assessed to determine whether students have achieved the goals of their course.

Neurons in the Frontal Lobe Encode the Value of Multiple Decision Variables

PubMed Central

Kennerley, Steven W.; Dahmubed, Aspandiar F.; Lara, Antonio H.; Wallis, Jonathan D.

2009-01-01

A central question in behavioral science is how we select among choice alternatives to obtain consistently the most beneficial outcomes. Three variables are particularly important when making a decision: the potential payoff, the probability of success, and the cost in terms of time and effort. A key brain region in decision making is the frontal cortex as damage here impairs the ability to make optimal choices across a range of decision types. We simultaneously recorded the activity of multiple single neurons in the frontal cortex while subjects made choices involving the three aforementioned decision variables. This enabled us to contrast the relative contribution of the anterior cingulate cortex (ACC), the orbito-frontal cortex, and the lateral prefrontal cortex to the decision-making process. Neurons in all three areas encoded value relating to choices involving probability, payoff, or cost manipulations. However, the most significant signals were in the ACC, where neurons encoded multiplexed representations of the three different decision variables. This supports the notion that the ACC is an important component of the neural circuitry underlying optimal decision making. PMID:18752411

A Process for Curricular Improvement Based on Evaluation of Student Performance on Milestone Examinations

PubMed Central

Hylton, Ann C.; Justice, Michael

2016-01-01

Objective. To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Design. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Assessment. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students’ grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Conclusion. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies. PMID:28090108

Digital lectures for learning gross anatomy: a study of their efficacy

PubMed Central

2017-01-01

Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning. PMID:28264551

Beyond hypercorrection: remembering corrective feedback for low-confidence errors.

PubMed

Griffiths, Lauren; Higham, Philip A

2018-02-01

Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors - the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback.

Women's Career Choices. VTAE Students' Selection of Traditional and Nontraditional Programs. Summary Report.

ERIC Educational Resources Information Center

Read, Barbara

A study analyzed attitudinal and demographic factors that influence women's choices of traditional and nontraditional training programs. A career choice survey was constructed, based on results of responses by four focus groups to questions regarding training program selection. The survey was completed by 532 women students in 15 technical…

Using Narratives to Explore Other-Directed Occupational Choice and Academic Success

ERIC Educational Resources Information Center

Rehfuss, Mark C.; Borges, Nicole J.

2006-01-01

The construct of "other-directed versus self-directed career choice" has existed for quite some time. The current focus of vocational psychologists and counselors has made them question the relevance of this construct for contemporary American society. Many counselors today challenge the assumption that a career choice based on others'…

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

PubMed

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

2017-11-01

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

Standard setting: comparison of two methods.

PubMed

George, Sanju; Haque, M Sayeed; Oyebode, Femi

2006-09-14

The outcome of assessments is determined by the standard-setting method used. There is a wide range of standard-setting methods and the two used most extensively in undergraduate medical education in the UK are the norm-reference and the criterion-reference methods. The aims of the study were to compare these two standard-setting methods for a multiple-choice question examination and to estimate the test-retest and inter-rater reliability of the modified Angoff method. The norm-reference method of standard-setting (mean minus 1 SD) was applied to the 'raw' scores of 78 4th-year medical students on a multiple-choice examination (MCQ). Two panels of raters also set the standard using the modified Angoff method for the same multiple-choice question paper on two occasions (6 months apart). We compared the pass/fail rates derived from the norm reference and the Angoff methods and also assessed the test-retest and inter-rater reliability of the modified Angoff method. The pass rate with the norm-reference method was 85% (66/78) and that by the Angoff method was 100% (78 out of 78). The percentage agreement between Angoff method and norm-reference was 78% (95% CI 69% - 87%). The modified Angoff method had an inter-rater reliability of 0.81-0.82 and a test-retest reliability of 0.59-0.74. There were significant differences in the outcomes of these two standard-setting methods, as shown by the difference in the proportion of candidates that passed and failed the assessment. The modified Angoff method was found to have good inter-rater reliability and moderate test-retest reliability.

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

PubMed

Goodwin, Dawn; Machin, Laura

2016-01-01

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

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

PubMed

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

2014-03-26

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

Expanding the FCI to Eevaluate Conceptual Mastery of Energy, Momentum, and Rotational Dynamics

NASA Astrophysics Data System (ADS)

Chediak, Alex; Hay, Katrina

2010-03-01

Normalized gain on the Force Concept Inventory (FCI) has deservedly become a widely accepted assessment tool to evaluate conceptual mastery in a high school, college, or university-level mechanics course. Left out of this assessment, however, are important physics concepts typically presented in the same course. Conservation of energy and momentum as well as rotational motion receive scant (if any) coverage on the FCI (or, for that matter, the Mechanics Baseline Test). Yet these concepts are foundational for popular majors such as mechanical engineering, where high failure rates are often a concern. A revised assessment tool is presented, one that incorporates the strengths of the FCI (and preserves the straightforward multiple choice format), but assesses these other mechanics-related concepts. Ten additional questions are included, inspired in part by material from the Physics Education Group at the University of Washington and in part by the authors' own experiences with common student misperceptions. The questions are given as pre- and post tests at the authors' institutions, California Baptist University and Pacific Lutheran University, in both calculus-based and algebra-based mechanics courses, exploring breadth of applicability for our findings. We present normalized gain data for the traditional thirty FCI questions and for our ten additional questions.

A Multi-Institution Study on the Effectiveness of ClassAction to Promote Student Understanding in Astro 101

NASA Astrophysics Data System (ADS)

Lee, Kevin M.; French, R. S.; Hands, D. R.; Loranz, D. R.; Martino, D.; Rudolph, A. L.; Wysong, J.; Young, T. S.; Prather, E. E.; CATS

2010-01-01

ClassAction is a computer database of materials designed to enhance the conceptual understanding and reasoning abilities of Astro 101 students by promoting interactive engagement and providing rapid feedback. The main focus is dynamic conceptual questions largely based upon graphics that can be projected in the classroom. Instructors have the capability to select, order, and recast these questions into alternate permutations based on their own preferences and student responses. Instructors may also provide feedback through extensive resources including outlines, graphics, and simulations. The Light and Spectroscopy Concept Inventory (LSCI) is a multiple-choice assessment instrument which focuses on the electromagnetic spectrum, Doppler shift, Wien's Law, Stefan-Boltzmann Law, and Kirchhoff's Laws. Illustrative examples of how these concepts are targeted by the questions and resources of the ClassAction module are shown. ClassAction materials covering light and spectra concepts were utilized in multiple classrooms at 6 different institutions and the LSCI was delivered as a pretest and posttest to measure the gains in student understanding. A comparison of the gains achieved in these classes will be made against the national LSCI data. We will report on our investigation into correlations between gain and the extent of ClassAction usage. ClassAction materials are publicly available at http://astro.unl.edu. We would like to thank the NSF for funding under Grant Nos. 0404988 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

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

NASA Astrophysics Data System (ADS)

Dawson, Roy Edward

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

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

NASA Astrophysics Data System (ADS)

Pearson, Robert Wayne

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

Nursing students collaborating to develop multiple-choice exam revision questions: A student engagement study.

PubMed

Craft, Judy A; Christensen, Martin; Shaw, Natasha; Bakon, Shannon

2017-12-01

Nursing students find bioscience subjects challenging. Bioscience exams pose particular concerns for these students, which may lead to students adopting a surface-approach to learning. To promote student collective understanding of bioscience, improve their confidence for the final exam, and improve deeper understanding of bioscience. In order to address exam anxiety, and improve student understanding of content, this student engagement project involved nursing students collaborating in small groups to develop multiple-choice questions and answers, which became available to the entire student cohort. This study was conducted at two campuses of an Australian university, within a first year bioscience subject as part of the undergraduate nursing programme. All students enrolled in the subject were encouraged to attend face-to-face workshops, and collaborate in revision question writing. Online anonymous questionnaires were used to invite student feedback on this initiative; 79 respondents completed this feedback. Students collaborated in groups to write revision questions as part of in-class activities. These questions were made available on the student online learning site for revision. An online feedback survey was deployed at the conclusion of all workshops for this subject, with questions rated using a Likert scale. Participants indicated that they enjoyed the opportunity to collaborate in this activity, and almost all of these respondents used these questions in their exam preparation. There was strong agreement that this activity improved their confidence for the final exam. Importantly, almost two-thirds of respondents agreed that writing questions improved their understanding of content, and assisted in their active reflection of content. Overall, this initiative revealed various potential benefits for the students, including promoting bioscience understanding and confidence. This may improve their long-term understanding of bioscience for nursing practice, as registered nurses' bioscience knowledge can impact on patient outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Differences within: A comparative analysis of women in the physical sciences --- Motivation and background factors

NASA Astrophysics Data System (ADS)

Dabney, Katherine Patricia Traudel

Science, technology, engineering, and mathematics (STEM) education has become a critical focus in the United States due to economic concerns and public policy (National Academy of Sciences, 2007; U.S. Department of Education, 2006). Part of this focus has been an emphasis on encouraging and evaluating career choice and persistence factors among underrepresented groups such as females in the physical sciences (Hill et al., 2010; National Academy of Sciences, 2007). The majority of existing STEM research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following questions: 1. On average, do females who select chemistry or physics doctoral programs differ in their reported personal motivations and background factors prior to entering the field? 2. Do such variables as racial and ethnic background, age, highest level of education completed by guardians/parents, citizenship status, family interest in science, first interest in general science, first interest in the physical sciences, average grades in high school and undergraduate studies in the physical sciences, and experiences in undergraduate physical science courses explain a significant amount of variance in female physical scientists' years to Ph.D. completion? These questions are analyzed using variables from the Project Crossover Survey dataset through a subset of female physical science doctoral students and scientists. Logistic regression analyses are performed to uncover what differentiates women in the physical sciences based on their background, interest, academic achievement, and experiences ranging prior to elementary school through postsecondary education. Significant variables that positively predict a career choice in chemistry or physics include content specific high school and undergraduate academic achievement and positive undergraduate experiences. Two multiple regression models, one composed of female chemists and one of female physicists, examine significant predictors that positively associated with time to doctoral degree completion. The models account for little differentiation in the outcome of time to doctoral completion. In addition, significant predictors are based on demographic and achievement factors that were not paralleled in the two multiple regressions.

How well are we preparing pediatricians to manage seizures and epilepsy? A single-center questionnaire-based pilot study.

PubMed

Agarwal, Rajkumar L; Agarwal, Roshani R; Sivaswamy, Lalitha

2014-06-01

To assess the knowledge of pediatric residents regarding principles of management of seizures and epilepsy. A 10-item multiple-choice questionnaire with single correct response each (scored as 1) was administered to pediatric residents at an academic hospital. Out of 92 questionnaires, 73 were returned (79.3%). The mean score was 5 ± 1.9 (range = 1 to 9). Most correct responses (53/70, 75.5%) were received for the question on diagnosis of epilepsy. Questions on febrile seizures and on pharmacology of valproic acid received <50% correct responses among senior as well as junior residents, with no significant improvement in the correct response rate of senior residents. Deficiencies exist in pediatric residents' knowledge of seizures and epilepsy, especially with respect to febrile seizures and pharmacology of antiepileptic medications. Improved mechanisms to promote understanding in these areas are needed during pediatric training. © The Author(s) 2014.

A before and after study of medical students' and house staff members' knowledge of ACOVE quality of pharmacologic care standards on an acute care for elders unit.

PubMed

Jellinek, Samantha P; Cohen, Victor; Nelson, Marcia; Likourezos, Antonios; Goldman, William; Paris, Barbara

2008-06-01

The Assessing Care of Vulnerable Elders (ACOVE) comprehensive set of quality assessment tools for ill older persons is a standard designed to measure overall care delivered to vulnerable elders (ie, those aged > or =65 years) at the level of a health care system or plan. The goal of this research was to quantify the pretest and posttest results of medical students and house staff participating in a pharmacotherapist-led educational intervention that focused on the ACOVE quality of pharmacologic care standards. This was a before and after study assessing the knowledge ofACOVE standards following exposure to an educational intervention led by a pharmacotherapist. It was conducted at the 29-bed Acute Care for Elders (ACE) unit of Maimonides Medical Center, a 705-bed, independent teaching hospital located in Brooklyn, New York. Participants included all medical students and house staff completing a rotation on the ACE unit from August 2004 through May 2005 who completed both the pre-and posttests. A pharmacotherapist provided a 1-hour active learning session reviewing the evidence supporting the quality indicators and reviewed case-based questions with the medical students and house staff. Educational interventions also occurred daily through pharmacotherapeutic consultations and during work rounds. Medical students and house staff were administered the same 15-question, patient-specific, case-based, multiple-choice pre-and posttest to assess knowledge of the standards before and after receiving the intervention. A total of 54 medical students and house staff (median age, 28.58 years; 40 men, 14 women) completed the study. Significantly higher median scores were achieved on the multiple-choice test after the intervention than before (median scores, 14/15 [93.3%] vs 12/15 [80.0%], respectively; P = 0.001). A pharmacotherapist-led educational intervention improved the scores of medical students and house staff on a test evaluating knowledge of evidence-based recommendations for pharmacotherapy in the elderly.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Grade 12 Diploma Examination, English 33. Part B: Reading. (Multiple Choice). Readings Booklet. 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking Grade 12 Diploma Examinations in English 33 in Alberta, Canada, this reading test is designed to be administered with a questions booklet. The following short selections taken from fiction, nonfiction, poetry, drama, and day-to-day functional materials are included: (1) "M is for Mother" (Marjorie Riddle);…

Construction of Valid and Reliable Test for Assessment of Students

ERIC Educational Resources Information Center

Osadebe, P. U.

2015-01-01

The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…

Construction of Economics Achievement Test for Assessment of Students

ERIC Educational Resources Information Center

Osadebe, P. U.

2014-01-01

The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…

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

ERIC Educational Resources Information Center

Al-Hamly, Mashael; Coombe, Christine

2005-01-01

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

Use of MCAT Data in Admissions. A Guide for Medical School Admissions Officers and Faculty.

ERIC Educational Resources Information Center

Mitchell, Karen J.

A description of the standardized, multiple-choice Medical College Admission Test (MCAT) and how to use it is offered. Medical school admissions officers medical educators, college faculty members, and practicing physicians are active participants in selecting content, drafting test specifications, and authoring questions for the exam. The MCAT is…

Does the No Child Left Behind Act Improve Schools and Increase Educational Opportunity? Point of View Essay

ERIC Educational Resources Information Center

Berlak, Harold

2005-01-01

In this paper, the author questions whether the No Child Left Behind Act (NCLB) achieves its stated purpose: to raise standards of academic achievement. Deeper understanding, subtlety of thought, creativity, critical thinking, perseverance, leadership and sensibility about self and the world cannot be measured by multiple-choice technology. The…

Improving the Quality of Student Experience in Large Lectures Using Quick Polls

ERIC Educational Resources Information Center

Calma, Angelito; Webster, Beverley; Petry, Stefan; Pesina, Jenny

2014-01-01

A quick polling initiative was tested in finance classes using multiple choice questions to determine whether it can improve student interaction and engagement in a large class. Students (n = 446) responded using either a smartphone app (53%) or by using pen and paper (47%). Immediate feedback was provided to students using charts that were…

Evaluation of an Instruction Program on Diabetes Diet by Means of a Teaching Machine

ERIC Educational Resources Information Center

Teuscher, A.; Heidecker, Barbara

1976-01-01

A study of 119 diabetic patients, student nurses, social workers, dieticians, and medical students indicates that programmed self-teaching with feedback by multiple-choice questions is an efficient method of instruction of basic facts of nutrition for diabetes. It enables the physician to spend more time on the patient's personal problems.…

Industrial Arts Test Development, Book III. Resource Items for Graphics Technology, Power Technology, Production Technology.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This booklet is designed to assist teachers in developing examinations for classroom use. It is a collection of 955 objective test questions, mostly multiple choice, for industrial arts students in the three areas of graphics technology, power technology, and production technology. Scoring keys are provided. There are no copyright restrictions,…

A Free-Recall Demonstration versus a Lecture-Only Control: Learning Benefits

ERIC Educational Resources Information Center

Balch, William R.

2012-01-01

On their first class day, introductory psychology students took a 14-question multiple-choice pretest on several principles of memory including primacy, recency, storage, retrieval, counterbalancing, and the free-recall method. I randomly preassigned students to come at one of two different times to the second class, 2 days later, when they either…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate Drawing

ERIC Educational Resources Information Center

Sanger, Michael J.

2005-01-01

A total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1987 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following 10 short selections taken from fiction, nonfiction, poetry, and drama: "Parents as People (with Children)" (Ellen Goodman); "Everybody Knows about the…

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry and drama, including the following: "At the Age at Which Mozart Was Dead Already" (Ellen Goodman);…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

How Do They Solve It? An Insight into the Learner's Approach to the Mechanism of Physics Problem Solving

ERIC Educational Resources Information Center

Hegde, Balasubrahmanya; Meera, B. N.

2012-01-01

A perceived difficulty is associated with physics problem solving from a learner's viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students' thought processes during physics problem solving by combining the analysis of responses to multiple-choice questions and semistructured student…

Exploring Students' Understanding of Electrochemical Cells Using an Enhanced Two-Tier Diagnostic Instrument

ERIC Educational Resources Information Center

Loh, Adrian Sin Loy; Subramaniam, R.; Tan, Kim Chwee Daniel

2014-01-01

Background: The development of two-tier multiple-choice questions has permitted the diagnosis of students' understanding on various topics in the sciences as well as helped to ascertain the alternative conceptions they have. A limitation of two-tier diagnostic instruments that has been noted in the literature, but which has not been…

Addressing Common Student Errors with Classroom Voting in Multivariable Calculus

ERIC Educational Resources Information Center

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

2012-01-01

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

Creating Discussions with Classroom Voting in Linear Algebra

ERIC Educational Resources Information Center

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

2013-01-01

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

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

ERIC Educational Resources Information Center

Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S.

2008-01-01

This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…

The Sentence Fairy: A Natural-Language Generation System to Support Children's Essay Writing

ERIC Educational Resources Information Center

Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

2008-01-01

We built an NLP system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary texts produced by pupils…

Evaluation of the Science Enrichment Activities (SEA) Program: A Decision Oriented Model.

ERIC Educational Resources Information Center

Linn, Marcia C.

1978-01-01

Three questions guided an evaluation of sixth and eighth grade science enrichment activities: (1) Does a free choice interactive program affect cognitive abilities? (2) Do students in a free choice program make predictable selections of activities based on their age, sex, or ability level? and (3) Are specific student choices associated with…

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

PubMed

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

2015-08-01

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

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

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2009-11-01

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

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

NASA Astrophysics Data System (ADS)

Rusyati, Lilit; Firman, Harry

2017-05-01

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

Educational Choice: Practical Policy Questions. Occasional Paper Series No. 7.

ERIC Educational Resources Information Center

First, Patricia F.

The consideration of school choice plans raises policy questions for school administrators. This paper addresses pragmatic concerns about definitions and policy questions related to educational finance. Interdistrict choice, emphasizing families' right to choose among existing public schools, raises questions regarding transportation and…

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.

Use of Multi-Response Format Test in the Assessment of Medical Students’ Critical Thinking Ability

PubMed Central

Mafinejad, Mahboobeh Khabaz; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-01-01

Introduction To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student’s ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. Aim To assess critical thinking ability of medical students by using multi-response format of assessment. Materials and Methods A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson’s coefficient to explore the association between the total scores of tests and subtests. Results One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST’s subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). Conclusion This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions. PMID:29207742

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

ERIC Educational Resources Information Center

Wolf, Patrick J.

2011-01-01

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

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the English 30 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. Representing the genres of fiction, nonfiction, poetry, and drama, the 10 selections consist of:…

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Wenner, Julianne A.

2014-01-01

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple- choice (MC) questions (evolution-related and…

Line Up, Line Up: Using Technology to Align and Enhance Peer Learning and Assessment in a Student Centred Foundation Organic Chemistry Module

ERIC Educational Resources Information Center

Ryan, Barry J.

2013-01-01

This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these technologies. The peer learning technologies; Personal Response Devices (a.k.a. "Clickers") and "PeerWise"…

Grade 12 Diploma Examination Social Studies 30.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation and Data Processing Branch.

This grade 12 Diploma Examination for Alberta (Canada) Social Studies 30 booklet is divided in two parts. Part A consists of 70 multiple-choice questions worth 70 percent of the total score. Part B consists of the written response section worth 30 percent of the total. The student must choose one of two topics for the essay. The essay scores are…

Excitement, Adventure, Indifference: Romance Readers' Perceptions of How Romance Reading Impacts Their Sex Lives

ERIC Educational Resources Information Center

Anderton, Gretchen E.

2009-01-01

This mixed-methods study examined romance readers' perceptions of how reading romance novels has impacted their sex lives, feelings about their sex partners, knowledge of sexuality and their sexual behavior. Fifty-three women romance readers over the age of 18 completed an online survey composed of multiple choice and open-ended essay questions. …

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

ERIC Educational Resources Information Center

Matthias, Diana C. J.; Grey, Richard

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

A Combination of Teacher-Led Assessment and Self-Assessment Drives the Learning Process in Online Master Degree in Transplantation

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Background: Good performance in a summative assessment does not always equate to educational gain following a course. An educational programme may focus on improving student's performance on a particular test instrument. For example, practicing multiple choice questions may lead to mastery of the instrument itself rather than testing the knowledge…

The Validity of the Major Field Test in Psychology as a Programme Assessment Tool

ERIC Educational Resources Information Center

Gallagher, Shawn P.; Cook, Shaun P.

2013-01-01

The Major Field Test in Psychology (MFT) is a standardised test designed to assess subject mastery at the conclusion of an undergraduate career. Eighty-one graduating majors completed the MFT and 56 of them also took a multiple-choice exam of questions drawn randomly from an introductory psychology test bank. Like the MFT, the constructed exam was…

Non-Hierarchical Clustering as a Method to Analyse an Open-Ended Questionnaire on Algebraic Thinking

ERIC Educational Resources Information Center

Di Paola, Benedetto; Battaglia, Onofrio Rosario; Fazio, Claudio

2016-01-01

The problem of taking a data set and separating it into subgroups, where the members of each subgroup are more similar to each other than they are to members outside the subgroup, has been extensively studied in science and mathematics education research. Student responses to written questions and multiple-choice tests have been characterised and…

Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population

ERIC Educational Resources Information Center

Wilson, Kristy J.; Rigakos, Bessie

2016-01-01

The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology,…

Formulation of Multiple Choice Questions as a Revision Exercise at the End of a Teaching Module in Biochemistry

ERIC Educational Resources Information Center

Bobby, Zachariah; Radhika, M. R.; Nandeesha, H.; Balasubramanian, A.; Prerna, Singh; Archana, Nimesh; Thippeswamy, D. N.

2012-01-01

The graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. Assessment of the effect of MCQ preparation by graduate medical students as a revision exercise on the topic "Mineral metabolism." At the end of regular teaching module on the topic "Mineral metabolism,"…

Grade 12 Diploma Examination, English 33. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the English 33 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. The following short selections taken from fiction, nonfiction, poetry, drama, and day-to-day…

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

ERIC Educational Resources Information Center

LoPresto, Michael C.

2010-01-01

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

Using the ePortfolio to Complement Standardized Testing in a Healthcare Professional Program: Better Education or More Busy Work?

ERIC Educational Resources Information Center

Chan, Clarence

2012-01-01

This article evaluates the full-scale integration of the ePortfolio into a healthcare professional program in an open admissions community college in the United States. The Physical Therapist Assistant program in question struggles to balance the dynamic tension between preparing students for a summative multiple-choice licensing examination and…

Dividing the Force Concept Inventory into Two Equivalent Half-Length Tests

ERIC Educational Resources Information Center

Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen

2015-01-01

The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…

Editor in Chief[R] Beginning: Grammar Disasters and Punctuation Faux Pas.

ERIC Educational Resources Information Center

Beckwith, Carrie; Block, Cheryl; Broz, Christine; Hockett, Margaret; White, David

This workbook is designed as an introduction to the "Editor in Chief" series, which reinforces the rules of written English. In this workbook, student first review the rules of grammar and mechanics using multiple-choice questions; then the students learn to apply these rules in context by editing stories in a variety of formats. This "Beginning"…

Test Performance Vis a Vis Test-Taking Strategies in Reading Comprehension of English as a Second Language.

ERIC Educational Resources Information Center

Roizen, Merle A.

A study of students' self-expressed test-taking strategies for reading comprehension tests in English as a second language (ESL) had as subjects 86 Hebrew-speaking university students in Israel. The students were given a reading comprehension test, half with open-ended questions and half with multiple choice. Half the responses were anonymous and…

On the Use of the Immediate Recall Task as a Measure of Second Language Reading Comprehension

ERIC Educational Resources Information Center

Chang, Yuh-Fang

2006-01-01

The immediate written recall task, a widely used measure of both first language (L1) and second language (L2) reading comprehension, has been advocated over traditional test methods such as multiple choice, cloze tests and open-ended questions because it is a direct and integrative assessment task. It has been, however, criticized as requiring…

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

ERIC Educational Resources Information Center

Kay, Robin H.; LeSage, Ann

2009-01-01

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

Assessment of Numeracy in Sports and Exercise Science Students at an Australian University

ERIC Educational Resources Information Center

Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter

2018-01-01

The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy…

Understanding Test-Takers' Perceptions of Difficulty in EAP Vocabulary Tests: The Role of Experiential Factors

ERIC Educational Resources Information Center

Oruç Ertürk, Nesrin; Mumford, Simon E.

2017-01-01

This study, conducted by two researchers who were also multiple-choice question (MCQ) test item writers at a private English-medium university in an English as a foreign language (EFL) context, was designed to shed light on the factors that influence test-takers' perceptions of difficulty in English for academic purposes (EAP) vocabulary, with the…

Processing and Memory of Central versus Peripheral Information as a Function of Reading Goals: Evidence from Eye-Movements

ERIC Educational Resources Information Center

Yeari, Menahem; van den Broek, Paul; Oudega, Marja

2015-01-01

The present study examined the effect of reading goals on the processing and memory of central and peripheral textual information. Using eye-tracking methodology, we compared the effect of four common reading goals--entertainment, presentation, studying for a close-ended (multiple-choice) questions test, and studying for an open-ended questions…

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

ERIC Educational Resources Information Center

Wainscott, Heidi

2016-01-01

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

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

ERIC Educational Resources Information Center

Wilson, Thomas Royce

2017-01-01

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

Druze Minority Students Learning Hebrew in Israel: The Relationship of Attitudes, Cultural Background, and Interest of Material to Reading Comprehension in a Second Language.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1996-01-01

Examines Israeli-Druze students' reading comprehension in Hebrew as a second language as related to their attitudes, cultural background, and interest in the material. Participants were administered questionnaires, Arab and Jewish cultural stories, and multiple-choice questions about each story. Results are discussed. (51 references) (Author/CK)

Can Item Analysis of MCQs Accomplish the Need of a Proper Assessment Strategy for Curriculum Improvement in Medical Education?

ERIC Educational Resources Information Center

Pawade, Yogesh R.; Diwase, Dipti S.

2016-01-01

Item analysis of Multiple Choice Questions (MCQs) is the process of collecting, summarizing and utilizing information from students' responses to evaluate the quality of test items. Difficulty Index (p-value), Discrimination Index (DI) and Distractor Efficiency (DE) are the parameters which help to evaluate the quality of MCQs used in an…

Ministry of Health clinical practice guidelines: Management of Rhinosinusitis and Allergic Rhinitis.

PubMed

Siow, J K; Alshaikh, N A; Balakrishnan, A; Chan, K O; Chao, S S; Goh, L G; Hwang, S Y; Lee, C Y; Leong, J L; Lim, L; Menon, A; Sethi, D S; Tan, H; Wang, D Y

2010-03-01

The Ministry of Health publishes national clinical practice guidelines to provide doctors and patients in Singapore with evidence-based guidance on managing important medical conditions. This article reproduces the introduction and executive summary (with recommendations from the guidelines) from the Ministry of Health clinical practice guidelines on Management of Rhinosinusitis and Allergic Rhinitis, for the information of readers of the Singapore Medical Journal. Chapters, page and figure numbers mentioned in the reproduced extract refer to the full text of the guidelines, which are available from the Ministry of Health website (http://www.moh.gov.sg/mohcorp/publications.aspx?id=24046). The recommendations should be used with reference to the full text of the guidelines. Following this article are multiple choice questions based on the full text of the guidelines.

Spatial abilities and anatomy knowledge assessment: A systematic review.

PubMed

Langlois, Jean; Bellemare, Christian; Toulouse, Josée; Wells, George A

2017-06-01

Anatomy knowledge has been found to include both spatial and non-spatial components. However, no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken. The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and anatomy knowledge assessment. A literature search was done up to March 20, 2014 in Scopus and in several databases on the OvidSP and EBSCOhost platforms. Of the 556 citations obtained, 38 articles were identified and fully reviewed yielding 21 eligible articles and their quality were formally assessed. Non-significant relationships were found between spatial abilities test and anatomy knowledge assessment using essays and non-spatial multiple-choice questions. Significant relationships were observed between spatial abilities test and anatomy knowledge assessment using practical examination, three-dimensional synthesis from two-dimensional views, drawing of views, and cross-sections. Relationships between spatial abilities test and anatomy knowledge assessment using spatial multiple-choice questions were unclear. The results of this systematic review provide evidence for spatial and non-spatial methods of anatomy knowledge assessment. Anat Sci Educ 10: 235-241. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

PubMed Central

2010-01-01

Background Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. Methods We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. Results No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. Conclusions We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision. PMID:20932302

A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery.

PubMed

Wirth, Keith; Malone, Bethany; Turner, Christopher; Schulze, Robert; Widmann, Warren; Sanni, Aliu

2015-04-01

The aim of this study was to evaluate the effect of a resident-driven, student taught educational curriculum on the medical students' performance on the National Board of Medical Examiners surgery subject examination (NBME). On daily morning rounds, medical students or the chief resident delivered preassigned brief presentations on 1 or 2 of the 30 common surgical topics selected for the curriculum. An initial assessment of student knowledge and an end-rotation in-house examination (multiple choice question examination) were conducted. The mean scores on the NBME examination were compared between students in teams using this teaching curriculum and those without it. A total of 57 third-year medical students participated in the study. The mean score on the in-house postclerkship multiple choice question examination was increased by 23.5% (P < .05). The mean NBME scores were significantly higher in the students who underwent the teaching curriculum when compared with their peers who were not exposed to the teaching curriculum (78 vs 72, P < .05). The implementation of a resident-driven structured teaching curriculum improved performance of medical students on the NBME examination. Copyright © 2015 Elsevier Inc. All rights reserved.

Comparison of integrated testlet and constructed-response question formats

NASA Astrophysics Data System (ADS)

Slepkov, Aaron D.; Shiell, Ralph C.

2014-12-01

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized) setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to reward partial knowledge, while efficiently scoring examinations.

[Use of computer programs in the education and self-management of patients with insulin-dependent diabetes mellitus].

PubMed

Picco, P; Di Rocco, M; Buoncompagni, A; Gandullia, P; Lattere, M; Borrone, C

1991-01-01

A computerized program for children and adolescents with insulin dependent diabetes mellitus (IDDM) and their parents has been developed. Our program consists of computed assisted education, of aid to routine insulin dosage self adjustment and of records of home and hospital controls. Technically it has been implemented in DBIII plus: it runs on IBM PC computers (and compatible computers) and MS DOS (version 3.0 and later). Computed assisted education consists of 80 multiples choice questions divided in 2 parts: the first concerns basic informations about diabetes while the second one behavioral attitudes of patient in particular situations. Explanations are displayed after every question, apart from correct of incorrect choice. Help for self-adjustment of routine insulin dosage is offered in the third part. Finally daily home urine and/or blood controls and results of hospital admissions are stored in a database.

FAA Pilot Knowledge Tests: Learning or Rote Memorization?

NASA Technical Reports Server (NTRS)

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

2004-01-01

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

Personality Factors and Occupational Specialty Choice.

ERIC Educational Resources Information Center

Borges, Nicole J.; Jones, Bonnie J.

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

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…

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…

Effective use of multimedia presentations to maximize learning within high school science classrooms

NASA Astrophysics Data System (ADS)

Rapp, Eric

This research used an evidenced-based experimental 2 x 2 factorial design General Linear Model with Repeated Measures Analysis of Covariance (RMANCOVA). For this analysis, time served as the within-subjects factor while treatment group (i.e., static and signaling, dynamic and signaling, static without signaling, and dynamic without signaling) served as the between-subject independent variable. Three dependent variables were used to assess learner outcomes: (a) a 14 multiple-choice pre and post-test to measure knowledge retention, (b) a pre and post-test concept map to measure synthesis and structure of knowledge, and (c) four questions based on a Likert scale asking students to rank the cognitive difficulty of understanding four aspects of the animation they engaged in. A mental rotations test was used in the pretest conditions to establish a control and used as a covariate. The treatment contained a four minute and 53 second animation that served as an introductory multimedia presentation explaining the gravitational effects of the moon and sun on the earth. These interactions occur at predictable times and are responsible for creating the tidal effects experienced on Earth. There were 99 volunteer high school participants enrolled in science classes randomly assigned to one of four treatment conditions. The research was conducted to determine how motion and the principle of signaling, established in The Cognitive Theory of Multimedia Learning affected precollege learners. The experiment controlled for modality, segmenting, temporal contiguity, redundancy, and navigational control. Results of the RMANCOVA indicated statistical significance for the within subjects effect: over time for all participants, with time and knowledge retention measured from the multiple-choice results, and in the category quality of concepts represented in the concept map analysis. However, there were no significant differences in the between groups analysis for knowledge retention based on the multiple-choice assessment, or among groups over time in the concept map variables number of concepts, levels, and quality of concepts. Additionally, when measuring cognitive difficulty when learning from the animations, no significant differences were measured.

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

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

2015-05-01

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

Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

NASA Astrophysics Data System (ADS)

Marulcu, Ismail; Barnett, Michael

2016-01-01

Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.

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

PubMed

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

2017-01-01

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

Definite Integral Automatic Analysis Mechanism Research and Development Using the "Find the Area by Integration" Unit as an Example

ERIC Educational Resources Information Center

Ting, Mu Yu

2017-01-01

Using the capabilities of expert knowledge structures, the researcher prepared test questions on the university calculus topic of "finding the area by integration." The quiz is divided into two types of multiple choice items (one out of four and one out of many). After the calculus course was taught and tested, the results revealed that…

Redefining the L2 Listening Construct within an Integrated Writing Task: Considering the Impacts of Visual-Cue Interpretation and Note-Taking

ERIC Educational Resources Information Center

Cubilo, Justin; Winke, Paula

2013-01-01

Researchers debate whether listening tasks should be supported by visuals. Most empirical research in this area has been conducted on the effects of visual support on listening comprehension tasks employing multiple-choice questions. The present study seeks to expand this research by investigating the effects of video listening passages (vs.…

Identifying Students' Misconceptions in Writing Balanced Equations for Dissolving Ionic Compounds in Water and Using Multiple-Choice Questions at the Symbolic and Particulate Levels to Confront These Misconceptions

ERIC Educational Resources Information Center

Naah, Basil M.

2012-01-01

Students who harbor misconceptions often find chemistry difficult to understand. To improve teaching about the dissolving process, first semester introductory chemistry students were asked to complete a free-response questionnaire on writing balanced equations for dissolving ionic compounds in water. To corroborate errors and misconceptions…

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

ERIC Educational Resources Information Center

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

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

A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems

ERIC Educational Resources Information Center

Ruder, Suzanne M.; Straumanis, Andrei R.

2009-01-01

A critical stage in the process of developing a conceptual understanding of organic chemistry is learning to use curved arrow notation. From this stems the ability to predict reaction products and mechanisms beyond the realm of memorization. Since evaluation (i.e., testing) is known to be a key driver of student learning, it follows that a new…

"MyWallMate": An Investigation into the Use of Mobile Technology in Enhancing Student Engagement

ERIC Educational Resources Information Center

Dobbins, Chelsea; Denton, Philip

2017-01-01

This paper is a report of an investigation in which mobile technologies were used during large lecture-type sessions in tandem with the Textwall™ software. This online program is able to receive and present messages from students' devices that the lecturer may then share. It also can be used to collect student votes on multiple-choice questions,…

Effect of Gender on Students' Academic Performance in Computer Studies in Secondary Schools in New Bussa, Borgu Local Government of Niger State

ERIC Educational Resources Information Center

Adigun, Joseph; Onihunwa, John; Irunokhai, Eric; Sada, Yusuf; Adesina, Olubunmi

2015-01-01

This research studied the relationship between student's gender and academic performance in computer science in New Bussa, Borgu local government of Niger state. Questionnaire which consisted of 30 multiple-choice items drawn from Senior School Certificate Examination past questions as set by the West Africa Examination Council in 2014 multiple…

BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-Form Student Input

ERIC Educational Resources Information Center

Bryfczynski, Samuel Paul

2012-01-01

This dissertation describes a novel intelligent tutoring system, BeSocratic, which aims to help fill the gap between simple multiple-choice systems and free-response systems. BeSocratic focuses on targeting questions that are free-form in nature yet defined to the point which allows for automatic evaluation and analysis. The system includes a set…

Bilingual Test as a Test Accommodation to Determine the Mathematics Achievement of Mainstream Students with Limited English Proficiency

ERIC Educational Resources Information Center

Shanmugam, S. Kanageswari Suppiah; Lan, Ong Saw

2013-01-01

Purpose: This study aims to investigate the validity of using bilingual test to measure the mathematics achievement of students who have limited English proficiency (LEP). The bilingual test and the English-only test consist of 20 computation and 20 word problem multiple-choice questions (from TIMSS 2003 and 2007 released items. The bilingual test…

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

PubMed

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

2014-08-01

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

ABR Core examination preparation: results of a survey of fourth-year radiology residents who took the 2013 examination.

PubMed

Shetty, Anup S; Grajo, Joseph R; Decker, Summer; Heitkamp, Darel E; DeStigter, Kristen K; Mezwa, Duane G; Deitte, Lori

2015-01-01

A survey was administered to fourth-year radiology residents after receiving their results from the first American Board of Radiology (ABR) Core examination in 2013. The purpose was to gather information regarding resources and study strategies to share with program directors and future resident classes. An online survey was distributed to examinees nationwide. The survey included free-response and multiple choice questions that covered examination results, perceived value of enumerated study resources, case-based and didactic teaching conferences, board reviews, study materials for noninterpretive skills, multidisciplinary conference attendance, and free-form comments. Two hundred sixty-six of 1186 residents who took the Core examination responded to the survey. Some resources demonstrated a significant difference in perceived value between residents who passed the examination and residents who failed, including internal board reviews (1.10, P < .01), daily didactic conferences (1.51, P < .01), and daily case conferences (1.43, P < .01). Residents who passed reported that conferences and review sessions at their institutions were modified with multiple choice questions, audience response, and integration of clinical physics and patient safety topics compared to residents who failed. Radiology residents and residency programs have adapted their preparations for the ABR Core examination in a variety of ways. Certain practices and study tools, including daily conferences and internal board reviews, had greater perceived value by residents who passed the examination than by residents who failed. This survey provides insights that can be used to assess and modify current preparation strategies for the ABR Core examination. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2011-01-01

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

An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.

PubMed

Kirschstein, Timo; Wolters, Alexander; Lenz, Jan-Hendrik; Fröhlich, Susanne; Hakenberg, Oliver; Kundt, Günther; Darmüntzel, Martin; Hecker, Michael; Altiner, Attila; Müller-Hilke, Brigitte

2016-01-01

The amendment of the Medical Licensing Act (ÄAppO) in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality. In the spring of 2014, the students' dean commissioned the "core group" for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and - in analogy to impact factors and third party grants - a ranking among faculty. Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

Classifying Chinese Questions Related to Health Care Posted by Consumers Via the Internet.

PubMed

Guo, Haihong; Na, Xu; Hou, Li; Li, Jiao

2017-06-20

In question answering (QA) system development, question classification is crucial for identifying information needs and improving the accuracy of returned answers. Although the questions are domain-specific, they are asked by non-professionals, making the question classification task more challenging. This study aimed to classify health care-related questions posted by the general public (Chinese speakers) on the Internet. A topic-based classification schema for health-related questions was built by manually annotating randomly selected questions. The Kappa statistic was used to measure the interrater reliability of multiple annotation results. Using the above corpus, we developed a machine-learning method to automatically classify these questions into one of the following six classes: Condition Management, Healthy Lifestyle, Diagnosis, Health Provider Choice, Treatment, and Epidemiology. The consumer health question schema was developed with a four-hierarchical-level of specificity, comprising 48 quaternary categories and 35 annotation rules. The 2000 sample questions were coded with 2000 major codes and 607 minor codes. Using natural language processing techniques, we expressed the Chinese questions as a set of lexical, grammatical, and semantic features. Furthermore, the effective features were selected to improve the question classification performance. From the 6-category classification results, we achieved an average precision of 91.41%, recall of 89.62%, and F 1 score of 90.24%. In this study, we developed an automatic method to classify questions related to Chinese health care posted by the general public. It enables Artificial Intelligence (AI) agents to understand Internet users' information needs on health care. ©Haihong Guo, Xu Na, Li Hou, Jiao Li. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 20.06.2017.

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

NASA Astrophysics Data System (ADS)

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

2013-12-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

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.…

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

NASA Astrophysics Data System (ADS)

Thacker, Beth

2017-01-01

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

The Role of Linguistic Modification in Nursing Education.

PubMed

Moore, Brenda S; Clark, Michele C

2016-06-01

English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores. Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination. After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination. Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.]. Copyright 2016, SLACK Incorporated.

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

PubMed

Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

2004-01-01

The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9.5 versus 20.6 +/- 9.1 minutes, P = 0.149). A surgical skills laboratory course on CVC, taught by the principles of cognitive task analysis and using inanimate models, improves the knowledge and technical skills of new surgical interns on this task.

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

Incorporation of core competency questions into an annual national self-assessment examination for residents in physical medicine and rehabilitation: results and implications.

PubMed

Webster, Joseph B

2009-03-01

To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

Ministry of Health Clinical Practice Guidelines: Prevention, Diagnosis and Management of Tuberculosis

PubMed Central

Wang, Yee Tang Sonny; Chee, Cynthia Bin Eng; Hsu, Li Yang; Jagadesan, Raghuram; Kaw, Gregory Jon Leng; Kong, Po Marn; Lew, Yii Jen; Lim, Choon Seng; Lim, Ting Ting Jayne; Lu, Kuo Fan Mark; Ooi, Peng Lim; Sng, Li-Hwei; Thoon, Koh Cheng

2016-01-01

The Ministry of Health (MOH) has developed the clinical practice guidelines on Prevention, Diagnosis and Management of Tuberculosis to provide doctors and patients in Singapore with evidence-based treatment for tuberculosis. This article reproduces the introduction and executive summary (with recommendations from the guidelines) from the MOH clinical practice guidelines on Prevention, Diagnosis and Management of Tuberculosis, for the information of SMJ readers. The chapters and page numbers mentioned in the reproduced extract refer to the full text of the guidelines, which are available from the Ministry of Health website: http://www.moh.gov.sg/content/moh_web/healthprofessionalsportal/doctors/guidelines/cpg_medical.html. The recommendations should be used with reference to the full text of the guidelines. Following this article are multiple choice questions based on the full text of the guidelines. PMID:26996216

CLIPS interface development tools and their application

NASA Technical Reports Server (NTRS)

Engel, Bernard A.; Rewerts, Chris C.; Srinivasan, Raghavan; Rogers, Joseph B.; Jones, Don D.

1990-01-01

A package of C-based PC user interface development functions has been developed and integrated into CLIPS. The primary function is ASK which provides a means to ask the user questions via multiple choice menus or the keyboard and then returns the user response to CLIPS. A parameter-like structure supplies information for the interface. Another function, SHOW, provides a means to paginate and display text. A third function, TITLE, formats and displays title screens. A similar set of C-based functions that are more general and thus will run on UNIX and machines have also been developed. Seven expert system applications were transformed from commercial development environments into CLIPS and utilize ASK, SHOW, and TITLE. Development of numerous new expert system applications using CLIPS and these interface functions has started. These functions greatly reduce the time required to build interfaces for CLIPS applications.

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

NASA Astrophysics Data System (ADS)

Raven, Sara

2015-09-01

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

Measuring physician cognitive load: validity evidence for a physiologic and a psychometric tool.

PubMed

Szulewski, Adam; Gegenfurtner, Andreas; Howes, Daniel W; Sivilotti, Marco L A; van Merriënboer, Jeroen J G

2017-10-01

In general, researchers attempt to quantify cognitive load using physiologic and psychometric measures. Although the construct measured by both of these metrics is thought to represent overall cognitive load, there is a paucity of studies that compares these techniques to one another. The authors compared data obtained from one physiologic tool (pupillometry) to one psychometric tool (Paas scale) to explore whether they actually measured the construct of cognitive load as purported. Thirty-two participants with a range of resuscitation medicine experience and expertise completed resuscitation-medicine based multiple-choice-questions as well as arithmetic questions. Cognitive load, as measured by both tools, was found to be higher for the more difficult questions as well as for questions that were answered incorrectly (p < 0.001). The group with the least medical experience had higher cognitive load than both the intermediate and experienced groups when answering domain-specific questions (p = 0.023 and p = 0.003 respectively for the physiologic tool; p = 0.006 and p < 0.001 respectively for the psychometric tool). There was a strong positive correlation (Spearman's ρ = 0.827, p < 0.001 for arithmetic questions; Spearman's ρ = 0.606, p < 0.001 for medical questions) between the two cognitive load measurement tools. These findings support the validity argument that both physiologic and psychometric metrics measure the construct of cognitive load.

Conceptual Questions and Challenge Problems

NASA Astrophysics Data System (ADS)

Nurrenbern, Susan C.; Robinson, William R.

1998-11-01

The JCE Internet Conceptual Question and Challenge Problem Web site is a source of questions and problems that can be used in teaching and assessing conceptual understanding and problem solving in chemistry. Here you can find a library of free-response and multiple-choice conceptual questions and challenge problems, tips for writing these questions and problems, and a discussion of types of conceptual questions. This site is intended to be a means of sharing conceptual questions and challenge problems among chemical educators. This is a living site that will grow as you share conceptual questions and challenge problems and as we find new sources of information. We would like to make this site as inclusive as possible. Please share your questions and problems with us and alert us to references or Web sites that could be included on the site. You can use email, fax, or regular mail. Email: nurrenbern@purdue.edu or wrrobin@purdue.edu Fax: 765/494-0239 Mailing address: Susan C. Nurrenbern or William R. Robinson; Department of Chemistry; Purdue University; 1393 Brown Building; West Lafayette, IN 47907-1393. The Conceptual Questions and Challenge Problems Web site can be found here.