Effects of writing-related contingencies on both quality of writing and multiple-choice exam performance in large college courses.

Prescribing a low-protein diet (LPD) is part of the standard management of patients in advanced stages of chronic kidney disease (CKD). However, studies on the quality of life (QoL) of patients on LPDs are lacking, and the impact these diets have on their QoL is often given as a reason for not prescribing one. We, therefore, decided to assess the QoL in a cohort of CKD stage 3–5 patients followed up by a multiple-choice diet approach in an outpatient nephrology clinic in France. To do so, we used the short version of the World Health Organization’s quality of life questionnaire and compared the results with a historical cohort of Italian patients. We enrolled 153 patients, managed with tailored protein restriction in Le Mans, and compared them with 128 patients on similar diets who had been followed in Turin (Italy). We found there were no significant differences in terms of age (median 73 vs. 74 years, respectively), gender, CKD stage, and comorbidities (Charlson’s Comorbidity Index 7 vs. 6). French patients displayed a greater body mass index (29.0 vs. 25.4, p < 0.001) and prevalence of obesity (41.2 vs. 15.0%, p < 0.001). Baseline protein intake was over the target in France (1.2 g/kg of real body weight/day). In both cohorts, the burden of comorbidities was associated with poorer physical health perception while kidney function was inversely correlated to satisfaction with social life, independently of the type of diet. Our study suggests that the type of LPD they follow does not influence QoL in CKD patients and that a personalized approach towards protein restriction is feasible, even in elderly patients.

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

10.36106/7900595 ◽

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.

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Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.

Journal of Experimental Psychology Applied ◽

10.1037/xap0000004 ◽

2014 ◽

Vol 20 (1) ◽

pp. 3-21 ◽

Cited By ~ 51

Author(s):

Kathleen B. McDermott ◽

Pooja K. Agarwal ◽

Laura D'Antonio ◽

Henry L. Roediger ◽

Mark A. McDaniel

Keyword(s):

High School ◽

Multiple Choice ◽

Exam Performance ◽

Short Answer

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Use of Item Analysis to Improve the Quality of Single Best Answer Multiple Choice Question in Summative Assessment of Undergraduate Medical Students in Malaysia

Education in Medicine Journal ◽

10.21315/eimj2017.9.3.4 ◽

2017 ◽

Vol 9 (3) ◽

pp. 33-43

Author(s):

Shahid Hassan ◽

◽

Rafidah Hod ◽

Keyword(s):

Medical Students ◽

Item Analysis ◽

Multiple Choice ◽

Summative Assessment ◽

Multiple Choice Question ◽

Undergraduate Medical Students

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Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

Journal of Marketing Education ◽

10.1177/027347537900100205 ◽

1979 ◽

Vol 1 (2) ◽

pp. 24-33 ◽

Cited By ~ 3

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.

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MSK30: a validated tool to assess clinical musculoskeletal knowledge

BMJ Open Sport & Exercise Medicine ◽

10.1136/bmjsem-2018-000495 ◽

2019 ◽

Vol 5 (1) ◽

pp. e000495

Author(s):

Danielle L Cummings ◽

Matthew Smith ◽

Brian Merrigan ◽

Jeffrey Leggit

Keyword(s):

Medical Students ◽

Large Scale ◽

Assessment Tool ◽

Multiple Choice ◽

School Curriculum ◽

Average Score ◽

Multiple Choice Questions ◽

Modified Delphi ◽

Multiple Choice Exam ◽

Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

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Examination of the Quality of Multiple-choice Items on Classroom Tests

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2011.2.4 ◽

2011 ◽

Vol 2 (2) ◽

Cited By ~ 26

Author(s):

David DiBattista ◽

Laura Kurzawa

Keyword(s):

Nous Avons ◽

Test Scores ◽

Item Analysis ◽

Multiple Choice ◽

Discriminatory Power ◽

Multiple Choice Tests ◽

Choice Tests ◽

Discrimination Coefficient ◽

Multiple Choice Items

Because multiple-choice testing is so widespread in higher education, we assessed the quality of items used on classroom tests by carrying out a statistical item analysis. We examined undergraduates’ responses to 1198 multiple-choice items on sixteen classroom tests in various disciplines. The mean item discrimination coefficient was +0.25, with more than 30% of items having unsatisfactory coefficients less than +0.20. Of the 3819 distractors, 45% were flawed either because less than 5% of examinees selected them or because their selection was positively rather than negatively correlated with test scores. In three tests, more than 40% of the items had an unsatisfactory discrimination coefficient, and in six tests, more than half of the distractors were flawed. Discriminatory power suffered dramatically when the selection of one or more distractors was positively correlated with test scores, but it was only minimally affected by the presence of distractors that were selected by less than 5% of examinees. Our findings indicate that there is considerable room for improvement in the quality of many multiple-choice tests. We suggest that instructors consider improving the quality of their multiple-choice tests by conducting an item analysis and by modifying distractors that impair the discriminatory power of items. Étant donné que les examens à choix multiple sont tellement généralisés dans l’enseignement supérieur, nous avons effectué une analyse statistique des items utilisés dans les examens en classe afin d’en évaluer la qualité. Nous avons analysé les réponses des étudiants de premier cycle à 1198 questions à choix multiples dans 16 examens effectués en classe dans diverses disciplines. Le coefficient moyen de discrimination de l’item était +0.25. Plus de 30 % des items avaient des coefficients insatisfaisants inférieurs à + 0.20. Sur les 3819 distracteurs, 45 % étaient imparfaits parce que moins de 5 % des étudiants les ont choisis ou à cause d’une corrélation négative plutôt que positive avec les résultats des examens. Dans trois examens, le coefficient de discrimination de plus de 40 % des items était insatisfaisant et dans six examens, plus de la moitié des distracteurs était imparfaits. Le pouvoir de discrimination était considérablement affecté en cas de corrélation positive entre un distracteur ou plus et les résultatsde l’examen, mais la présence de distracteurs choisis par moins de 5 % des étudiants avait une influence minime sur ce pouvoir. Nos résultats indiquent que les examens à choix multiple peuvent être considérablement améliorés. Nous suggérons que les enseignants procèdent à une analyse des items et modifient les distracteurs qui compromettent le pouvoir de discrimination des items.

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Assessing the Quality of Multiple-Choice Test Items

Nurse Educator ◽

10.1097/nne.0b013e3181c41fa3 ◽

2010 ◽

Vol 35 (1) ◽

pp. 12-16 ◽

Cited By ~ 20

Author(s):

Sandra L. Clifton ◽

Cheryl L. Schriner

Keyword(s):

Multiple Choice ◽

Choice Test ◽

Multiple Choice Test ◽

Test Items

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Tweede Taalbeheersing Meten Met Een Multiple-Choice Cloze-Toets

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.29.04joc ◽

1987 ◽

Vol 29 ◽

pp. 67-82

Author(s):

W. Jochems ◽

F. Montens

Keyword(s):

Second Language ◽

Empirical Research ◽

Foreign Students ◽

Multiple Choice ◽

Clear Correlation ◽

Technical University ◽

Psychometric Quality ◽

Cloze Test

This article reports on empirical research on the psychometric quality of multiple-choice cloze-tests, specifically their validity. The command of Dutch as a second language of groups of foreign students who attended the course "Dutch for foreigners" at the Technical University of Delft was measured. There were high correlations between the scores on a number of multiple-choice cloze-tests and the achievement in (part of) a four-skills test. In addition a clear correlation was found between the degree of language pro-ficiency and the subjects' scores on a multiple-choice cloze-test. These results suggest that a subject's score on a good quality multiple-choice cloze-test is a good indicator of his proficiency in a second language.

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