Key questions in zoo and aquarium studies: a study and revision guide

2021 ◽  
Keyword(s):  
Multiple Choice ◽  
Animal Behaviour ◽  
Multiple Choice Questions ◽  
Environmentally Conscious ◽  
Conservation Medicine ◽  
Wide Range ◽  
Conservation Breeding ◽  
Key Questions

Abstract This 229-paged book discussed the role of zoos in a modern, environmentally conscious society. It does this by offering the reader the opportunity to answer 600 multiple-choice questions on a wide range of topics including zoo history, enclosure design, aquarium management, animal behaviour and welfare, zoo research, conservation breeding, zoo visitor behaviour, conservation medicine, zoo legislation and many more.

scholarly journals Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

2012 ◽  
Vol 11 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Joyce M. Parker ◽  
Charles W. Anderson ◽  
Merle Heidemann ◽  
John Merrill ◽  
Brett Merritt ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Conservation Of Energy ◽  
Basic Understanding ◽  
Scientific Principles ◽  
Hierarchical Nature ◽  
Diagnostic Question ◽  
True False

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.

scholarly journals Assessment of Global Health Education: The Role of Multiple-Choice Questions

2021 ◽  
Vol 9 ◽  
Author(s):  
Nathan T. Douthit ◽  
John Norcini ◽  
Keren Mazuz ◽  
Michael Alkan ◽  
Marie-Therese Feuerstein ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Multiple Choice ◽  
International Health ◽  
Biomedical Science ◽  
Multiple Choice Questions ◽  
Global Health Education ◽  
Item Writing ◽  
Difficulty Index

Introduction: The standardization of global health education and assessment remains a significant issue among global health educators. This paper explores the role of multiple choice questions (MCQs) in global health education: whether MCQs are appropriate in written assessment of what may be perceived to be a broad curriculum packed with fewer facts than biomedical science curricula; what form the MCQs might take; what we want to test; how to select the most appropriate question format; the challenge of quality item-writing; and, which aspects of the curriculum MCQs may be used to assess.Materials and Methods: The Medical School for International Health (MSIH) global health curriculum was blue-printed by content experts and course teachers. A 30-question, 1-h examination was produced after exhaustive item writing and revision by teachers of the course. Reliability, difficulty index and discrimination were calculated and examination results were analyzed using SPSS software.Results: Twenty-nine students sat the 1-h examination. All students passed (scores above 67% - in accordance with University criteria). Twenty-three (77%) questions were found to be easy, 4 (14%) of moderate difficulty, and 3 (9%) difficult (using examinations department difficulty index calculations). Eight questions (27%) were considered discriminatory and 20 (67%) were non-discriminatory according to examinations department calculations and criteria. The reliability score was 0.27.Discussion: Our experience shows that there may be a role for single-best-option (SBO) MCQ assessment in global health education. MCQs may be written that cover the majority of the curriculum. Aspects of the curriculum may be better addressed by non-SBO format MCQs. MCQ assessment might usefully complement other forms of assessment that assess skills, attitude and behavior. Preparation of effective MCQs is an exhaustive process, but high quality MCQs in global health may serve as an important driver of learning.

The Role of Faculty Development in Improving the Quality of Multiple-Choice Questions in Dental Education

2020 ◽  
Vol 84 (3) ◽  
pp. 316-322
Author(s):  
Saleem Shaikh ◽  
S. Karthiga Kannan ◽  
Zuber Ahamed Naqvi ◽  
Zameer Pasha ◽  
Mazood Ahamad
Keyword(s):  
Faculty Development ◽  
Dental Education ◽  
Multiple Choice ◽  
Multiple Choice Questions

The role of retrieval in answering multiple-choice questions.

2019 ◽  
Vol 45 (8) ◽  
pp. 1473-1485 ◽  
Author(s):  
Jeri L. Little ◽  
Elise A. Frickey ◽  
Alexandra K. Fung
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions

Key questions in hydrology and watershed management: a study and revision guide

2021 ◽  
Keyword(s):  
Water Management ◽  
Watershed Management ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Key Questions ◽  
True False

Abstract This book is a study and revision guide about key questions in hydrology and water management. It includes five sections where each section contains a certain type of questions. These are divided into multiple choice questions, matching questions, fill-in-the-blank questions, true/false questions, and image-based questions. Some of the questions test knowledge, understanding and judgement skills. Ideally, the questions are aimed at making the student 'think'.

Role of Grammatical Clues in Multiple Choice Questions: An Empirical Study

1983 ◽  
Vol 5 (4) ◽  
pp. 146-148 ◽  
Author(s):  
Peter D. Slade ◽  
Michael E. Dewey
Keyword(s):  
Empirical Study ◽  
Multiple Choice ◽  
Multiple Choice Questions

scholarly journals Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Paula Kangasniemi
Keyword(s):  
Self Regulation ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Self Evaluation ◽  
Teaching Objectives ◽  
Web Based Learning ◽  
Important Addition ◽  
Evaluation Feedback

The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University.In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning.What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on.The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right) are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

scholarly journals Role of adaptor protein p66Shc in renal pathologies

2018 ◽  
Vol 314 (2) ◽  
pp. F143-F153 ◽  
Author(s):  
Kevin D. Wright ◽  
Alexander Staruschenko ◽  
Andrey Sorokin
Keyword(s):  
Reactive Oxygen Species ◽  
Adaptor Protein ◽  
Adaptor Proteins ◽  
Review Article ◽  
Oxygen Species ◽  
Kidney Physiology ◽  
Signaling Mechanisms ◽  
Wide Range ◽  
Key Questions

p66Shc is one of the three adaptor proteins encoded by the Shc1 gene, which are expressed in many organs, including the kidney. Recent studies shed new light on several key questions concerning the signaling mechanisms mediated by p66Shc. The central goal of this review article is to summarize recent findings on p66Shc and the role it plays in kidney physiology and pathology. This article provides a review of the various mechanisms whereby p66Shc has been shown to function within the kidney through a wide range of actions. The mitochondrial and cytoplasmic signaling of p66Shc, as it relates to production of reactive oxygen species (ROS) and renal pathologies, is further discussed.

Institutions collaborating on an information literacy assessment tool

2014 ◽  
Vol 35 (8/9) ◽  
pp. 538-546 ◽  
Author(s):  
Sara Sharun ◽  
Michelle Edwards Thomson ◽  
Nancy Goebel ◽  
Jessica Knoch
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Clear Understanding ◽  
Multiple Choice Questions ◽  
Student Responses ◽  
Content Type ◽  
Wide Range

Purpose – The purpose of this paper is to create an information literacy (IL) instruction assessment tool that responds to the unique needs of individual institutions and provides a strategic and relevant model for assessing IL skills among undergraduate students. Design/methodology/approach – The research team designed a post-test questionnaire comprised of two demographic questions, two open-ended questions and a pool of skill-based multiple-choice questions mapped to Association of College and Research Libraries Information Literacy (ACRL IL) Competency Standards for Higher Education. Participating librarians used a customized questionnaire to assess student learning at the end of their one-shot instruction sessions. Findings – In their responses to the multiple-choice questions, students demonstrated a clear understanding of ethical use of information and a strong ability to select appropriate tools for accessing information sources. Student responses to the open-ended questions revealed a wide range of confidence and ability levels, and provided insight into the frequency, depth and breadth with which various ACRL Standards are being addressed in library sessions. Research limitations/implications – This paper reports on student responses to questions that have subsequently been identified as problematic; therefore, strong inferences cannot be made about student learning from these responses. Questions have since been improved with further revision. In addition, the sample sizes for individual questions were too small to be generalizable. Practical implications – The intentional and strategic approach to the development of the assessment tool and its implementation is that it be practical and easy to implement for partner libraries. It is intended to make assessment of IL in the undergraduate context be assessable to all academic librarians who desire to participate. Originality/value – This paper describes a unique assessment tool that is designed to be responsive to local needs and provide a cost-free assessment option for academic libraries.

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