A review of relationships between item sequence and performance on multiple-choice exams.

2017 ◽  
Vol 3 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Kendall B. Hauck ◽  
Maya A. Mingo ◽  
Robert L. Williams
Keyword(s):  
Multiple Choice ◽  
And Performance

Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams

2006 ◽  
Vol 15 (3) ◽  
pp. 170-180 ◽  
Author(s):  
Briana Hautau ◽  
Haley C. Turner ◽  
Erin Carroll ◽  
Kathryn Jaspers ◽  
Katy Krohn ◽  
...  
Keyword(s):  
Multiple Choice ◽  
And Performance ◽  
Daily Writing

scholarly journals Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

2021 ◽  
Author(s):  
Ridwan Daud Mahande ◽  
Fitrah Asma Darmawan ◽  
Jasruddin Daud Malago
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Vocational Education ◽  
Multiple Choice ◽  
Assessment Method ◽  
Project Based Learning ◽  
Skill Assessment ◽  
Learning Assessments ◽  
And Performance ◽  
Metacognitive Assessment

Online or blended learning assessments through LMS-MOOCs carried out in the world of education today tend to be multiple-choice assessments that are only based on low-level cognitive. In fact, to measure the metacognitive of students is quite difficult, if only using the form of multiple choice questions. Therefore, it takes the form of questions and assessments that allow students to explore their reflective and metacognitive thinking according to the characteristics of the education they are attending. Vocational education tends to apply a project-based learning (PjBL) model that requires authentic and performance-based learning assessment methods. Therefore, it is necessary to develop an appropriate blended metacognitive skill assessment rubric instrument for vocational education. Metacognitive assessment was developed using research and development procedures, with students as subjects in vocational education in Makassar, Indonesia. The integration between elements of metacognitive skills: planning, monitoring, and evaluation with self-peer-teacher assessment can be an assessment method to measure students’ metacognitive thinking skills in PjBL. Especially metacognitive assessment through blended learning practice MOOCs that are in accordance with the characteristics of vocational education and can be adopted by general education.

scholarly journals Multiple Choice Examinations: Their Predictive Value in the Preliminary Test and the Membership Examination

1978 ◽  
Vol 2 (06) ◽  
pp. 101-103 ◽  
Author(s):  
Christine Hassall ◽  
W. H. Trethowan
Keyword(s):  
Predictive Value ◽  
Multiple Choice ◽  
Preliminary Test ◽  
Pass Rates ◽  
Multiple Choice Questionnaire ◽  
And Performance ◽  
First Time ◽  
The Relationship

Earlier analyses (Hassall and Trethowan, 1974, 1976) have examined the pass rates in the Preliminary Test and Membership Examinations in relation to the characteristics of the candidates and after separating those sitting for the first time and those re-sitting. This paper explores the relationship between performance in the Multiple Choice Questionnaire (MCQ) and performance in the examination as a whole, though without distinguishing between candidates making first and those making later attempts.

scholarly journals A Pilot Study Assessing Knowledge of Clinical Signs and Physical Examination Skills in Incoming Medicine Residents

2010 ◽  
Vol 2 (2) ◽  
pp. 232-235 ◽  
Author(s):  
Subha Ramani ◽  
Brandi N. Ring ◽  
Robert Lowe ◽  
David Hunter
Keyword(s):  
Clinical Skills ◽  
Multiple Choice ◽  
Clinical Signs ◽  
Skills Training ◽  
Physical Exam ◽  
Multiple Choice Question ◽  
Internal Medicine Residents ◽  
And Performance ◽  
Physical Findings ◽  
Selection Of

Abstract Background Physical exam skills of medical trainees are declining, but most residencies do not offer systematic clinical skills teaching or assessment. Objective To assess knowledge of clinical signs and physical exam performance among incoming internal medicine residents. Method For this study, 45 incoming residents completed a multiple choice question test to assess knowledge of clinical signs. A random selection of 20 underwent a faculty-observed objective structured clinical examination (OSCE) using patients with abnormal physical findings. Mean percentage scores were computed for the multiple choice question test, overall OSCE, and the 5 individual OSCE systems. Results The mean scores were 58.4% (14.6 of 25; SD 11. 5) for the multiple choice question test and 54.7% (31.7 of 58; SD 11.0) for the overall OSCE. Mean OSCE scores by system were cardiovascular 30.0%, pulmonary 69.2%, abdominal 61.6%, neurologic 67.0%, and musculoskeletal 41.7%. Analysis of variance showed a difference in OSCE system scores (P < .001) with cardiovascular and musculoskeletal scores significantly lower than other systems. Conclusion Overall, physical exam knowledge and performance of new residents were unsatisfactory. There appears to be a pressing need for additional clinical skills training during medical school and residency training and we are planning a new clinical skills curriculum to address this deficiency.

Speed and Performance on College Course Examinations

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1090-1090 ◽  
Author(s):  
David Lester
Keyword(s):  
Multiple Choice ◽  
Abnormal Psychology ◽  
College Course ◽  
And Performance

In two undergraduate courses ( ns of 41 and 30), no association was found between speed and performance on a multiple-choice examination in abnormal psychology.

Differential Daily Writing Contingencies and Performance on Major Multiple-Choice Exams

2006 ◽  
Vol 15 (4) ◽  
pp. 256-273 ◽  
Author(s):  
Briana Hautau ◽  
Haley C. Turner ◽  
Erin Carroll ◽  
Kathryn Jaspers ◽  
Megan Parker ◽  
...  
Keyword(s):  
Multiple Choice ◽  
And Performance ◽  
Daily Writing
Sign in / Sign up

Export Citation Format

Share Document