The Influence of Response Lines on Response Behavior in the Context of Open-Question Formats

2007 ◽  
Vol 66 (2) ◽  
pp. 103-107 ◽  
Author(s):  
Matthias Spörrle ◽  
Beatrice Gerber-Braun ◽  
Friedrich Försterling
Keyword(s):  
Rating Scales ◽  
Multiple Choice ◽  
Response Behavior ◽  
Multiple Choice Questions ◽  
Response Quality ◽  
Constant Increase ◽  
Open Question ◽  
Question Formats ◽  
Formal Features

Research on questionnaire design has shown that respondents take a questionnaire’s formal aspects into account when formulating their answers to closed-ended questions (e.g., rating scales, multiple-choice questions). As similar research on open-response questions has been scanty, the objective of this study was to investigate the systematic influence of formal features of open-response questions on response behavior. Specifically, in two studies using different topics of opinion, we examined how the responses to open-ended questions vary as a function of the number of lines provided for the response. In both studies, increasing the number of response lines resulted in a constant increase in response length (quantity). It also resulted in an increase in the number of arguments in a response (quality) when only a few response lines were provided, which plateaued when many lines were provided. Overall, these results demonstrate that formal features of open-response questions implicitly communicate the expected quantity and quality of the answer.

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

Data quality comparison between computers and smartphones in different web survey modes and question formats

2020 ◽  
Vol 30 (6) ◽  
pp. 1763-1781
Author(s):  
Louisa Ha ◽  
Chenjie Zhang ◽  
Weiwei Jiang
Keyword(s):  
Survey Response ◽  
Computer Assisted ◽  
Web Survey ◽  
Web Surveys ◽  
Online Surveys ◽  
Response Quality ◽  
Content Type ◽  
Survey Modes ◽  
Question Formats

PurposeLow response rates in web surveys and the use of different devices in entering web survey responses are the two main challenges to response quality of web surveys. The purpose of this study is to compare the effects of using interviewers to recruit participants in computer-assisted self-administered interviews (CASI) vs computer-assisted personal interviews (CAPI) and smartphones vs computers on participation rate and web survey response quality.Design/methodology/approachTwo field experiments using two similar media use studies on US college students were conducted to compare response quality in different survey modes and response devices.FindingsResponse quality of computer entry was better than smartphone entry in both studies for open-ended and closed-ended question formats. Device effect was only significant on overall completion rate when interviewers were present.Practical implicationsSurvey researchers are given guidance how to conduct online surveys using different devices and choice of question format to maximize survey response quality. The benefits and limitations of using an interviewer to recruit participants and smartphones as web survey response devices are discussed.Social implicationsIt shows how computer-assisted self-interviews and smartphones can improve response quality and participation for underprivileged groups.Originality/valueThis is the first study to compare response quality in different question formats between CASI, e-mailed delivered online surveys and CAPI. It demonstrates the importance of human factor in creating sense of obligation to improve response quality.

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

2017 ◽  
Vol Volume 8 ◽  
pp. 287-291 ◽  
Author(s):  
AAG Rahma ◽  
Mahdi Shamad ◽  
Muawia E A Idris ◽  
Omer Elfaki ◽  
Walyeldin Elfakey ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions

Multiple Choice Questions of Information Entropy Analysis of Equivalent Options

2014 ◽  
Vol 556-562 ◽  
pp. 3726-3729
Author(s):  
Peng Dong Du ◽  
Tao Sun
Keyword(s):  
Information Entropy ◽  
Multiple Choice ◽  
Calculation Formula ◽  
Entropy Analysis ◽  
Multiple Choice Questions ◽  
Single Item ◽  
Problem Number

Single choice is one of the most extensive use of various types of test after test, the effectiveness of each option subject judgment can provide an important reference for the evaluation of the quality of test. In this paper, through the analysis of the single item choice information entropy problem, provides the calculation formula of this kind of problem number of equivalent options K.

scholarly journals TEACHING METHODOLOGIES;

2012 ◽  
Vol 19 (05) ◽  
pp. 597-603
Author(s):  
Fatima MUKHTAR ◽  
NOREEN HASHMI ◽  
MUHAMMAD ALI RAUF ◽  
Amna Anzar ◽  
Khurram Islam Butt ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Multiple Choice ◽  
Problem Based Learning ◽  
Good Teacher ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Skills Laboratory

Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

scholarly journals Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis

2017 ◽  
Vol 6 (6) ◽  
pp. 1265
Author(s):  
Manju K. Nair ◽  
Dawnji S. R.
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Response Type ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Best Response ◽  
Difficulty Index ◽  
Upper Third

Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and the least score at the bottom. Only the upper third and lower third were included. The response to each item was entered in Microsoft excel 2010. Difficulty index, Discrimination index and number of non functional distractors per item were calculated.Results: 40 multiple choice questions and 120 distractors were analysed in this study. 72.5% items were good with a difficulty index between 30%-70%. 25% items were difficult and 2.5% items were easy. 27.5% items showed excellent discrimination between high scoring and low scoring students. One item had a negative discrimination index (-0.1). There were 9 items with non functional distractors.Conclusions: This study emphasises the need for improving the quality of multiple choice questions. Hence repeated evaluation by item analysis and modification of non functional distractors may be performed to enhance standard of teaching in Pharmacology.

scholarly journals Newborn Life Support Course: Does it make me more confident when resuscitating a newborn?

2020 ◽  
Author(s):  
Laurent RENESME ◽  
Maria Merched ◽  
Olivier Tandonnet ◽  
Julien Naud
Keyword(s):  
Quality Of Care ◽  
Life Support ◽  
Multiple Choice ◽  
Neonatal Resuscitation ◽  
Tertiary Level ◽  
Job Tenure ◽  
Maternity Ward ◽  
Multiple Choice Questions ◽  
Clinical Applicability

Objective. To describe the effectiveness of the Neonatal Life Support (NLS) course in terms of attendees′ knowledge, perceived self-efficacy, and clinical applicability. Methods. We conducted an electronic survey of NLS course attendees (NLS+ group). The survey had six themes: i) demographic characteristics; ii) NLS clinical applicability; iii) attendee′s perceived proficiency at neonatal resuscitation; iv) attendee′s perceived experience of fluency, security, and quality of care during neonatal resuscitation; v) knowledge (multiple-choice questions); and vi) perceived personal and professional impact of the NLS course. A control group (NLS−) was recruited via our regional perinatal network. The survey data were analysed anonymously. Multiple linear regression analysis examined the following: NLS course, job tenure, maternity level, and profession. Results. The survey completion rate was 62% (200/323) for the NLS+ group. Among participants, 84% had participated in neonatal resuscitation since their course. The scores for positive perceived experience for neonatal resuscitation (fluency, security, and quality of care delivered) were higher in the NLS+ group than the NLS− group (p < 0.006). After adjustment, the independent factors associated with a higher positive perceived experience were the NLS course, work in tertiary level maternity ward, and job tenure > 5 years. The multiple-choice questions score (n = 10) was 8.2 ± 1.3 (NLS+) vs. 6.7 ± 1.5 (NLS−) (p < 0.0001). NLS course, medical degree, and work in a tertiary level maternity ward were independently associated with higher knowledge scores. Conclusion. The NLS course was associated with better knowledge of, and a positive perceived experience regarding, neonatal resuscitation.

scholarly journals Quality Analysis of Islamic Education Problem Based on Higher Order Thinking Skill Class V SDS Budi Mulia Medan

2020 ◽  
Vol 2 (2) ◽  
pp. 610-615
Author(s):  
Ali Imran Sinaga ◽  
Salamuddin ◽  
Alnida Azty
Keyword(s):  
Multiple Choice ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Islamic Education ◽  
Quality Analysis ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
Class V ◽  
The Subject

The purpose of this study was to analyze the theoretical quality of the subjects of Islamic Education class V SDS Budi Mulia is based on Higher Order Thinking Skill (HOTS) based on aspects of material, construction, language and based on HOTS based on Bloom's Taxonomy of cognitive domains. This research was conducted at SDS Budi Mulia Medan Tanjung Mulia Hilir District Medan North Sumatra Province and the subject and object of research are Islamic Education teacher class V and Islamic Education questions in semester I Class V. The research method used is to use a qualitative approach and use the instrument of semester I Islamic Education questions and interviews with Islamic Education teachers to theoretically analyze the quality of items based on material, construction and language aspects and based on quality analysis of HOTS-based items. The results of the study of 35 multiple choice questions obtained the following results: (1) based on the analysis of the item quality aspects of the material feasibility of 91.42% (32 questions) worth using, there are some questions that do not meet the criteria such as material that is not in accordance with the composition, answer choices which is not homogeneous and logical and the existence of questions that do not have the answer key, (2) based on the analysis of the quality of the aspects of the construction feasibility of 88.57% (31 questions) are suitable to be used, there are some questions that do not meet the criteria such as the subject still gives clues to the answer key and the length of the choice of money answers are not the same, (3) based on the analysis of items about the aspect of language worthiness of 42.85% (20 questions) worth using, there are some questions that do not meet the criteria such as using language that is not in accordance with Indonesian language rules, and the choice of answers repeat the same word / group of words, and (4) Based on an analysis of the quality of items according to the Bloom domain's taxonomy cognitive can be concluded from 35 multiple choice questions obtained that there are 17 questions (48.6%) including the LOTS questions category with details C1 (remembering) = 8 questions (22.8%), C2 (understanding) = 3 questions (8 , 7%), C3 (applying) = 6 questions (17.1%). While the rest included in the HOTS questions category, however all of them were in the C4 criteria (Analysis) = 18 questions (51.4%) while none of the questions were in C5 and C6.

Affix-based Distractor Generation for Tamil Multiple Choice Questions using Neural Word Embedding

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Shanthi Murugan ◽  
◽  
Balasundaram S R ◽  
Keyword(s):  
Large Scale ◽  
Research Effort ◽  
Multiple Choice ◽  
Automatic Generation ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Educational Domain ◽  
Part Of Speech ◽  
Educational Applications

Assessment plays an important role in learning and Multiple Choice Questions (MCQs) are quite popular in large-scale evaluations. Technology enabled learning necessitates a smart assessment. Therefore, automatic MCQ generation became increasingly popular in the last two decades. Despite a large amount of research effort, system generated MCQs are not useful in real educational applications. This is because of the inability to produce the diverse and human alike distractors. Distractors are the wrong choices given along with the correct answer (key) to confuse the examinee. Especially, in educational domain (grammar learning) the MCQs deal with affix-based or morphologically transformed distractors. In this paper, we present a method for automatic generation of affix-based distractors for fill-in-the-blanks for learning Tamil Vocabulary. Affix-based distractor generation relies on certain regularities manifest in high dimensional spaces. We investigate the quality of distractors generated by a number of criteria, including Part-Of-Speech, difficulty level, spelling, word co-occurrence, semantic similarity and affixation. We evaluated our proposed method in grammar based Multiple Choice Questions (MCQs) dataset. The result shows that affix-based distractors, yield significantly more plausible outcomes in certain grammar based questions.

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