Multiple choice questions and essay questions in curriculum

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Roha Mariam Kaipa
Keyword(s):  
Multiple Choice ◽  
Reliability And Validity ◽  
The Other ◽  
Student Perspective ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Short Answer ◽  
The Social ◽  
Current Assessment ◽  
Short Answer Questions

PurposeMultiple-choice questions (MCQs) and essays and short answer questions are the most common assessment protocols instructors use in their classrooms. However, the reliability and validity of these assessment protocols are controversial. The current study employed a survey research design using Qualtrics to determine the faculty and student perspective on using MCQs and essay and short answer questions in their courses as well as their rationale for the preference.Design/methodology/approachEighty-five students and 67 faculty within the social sciences discipline participated in the study.Findings65% of the students strongly preferred MCQs over essays and short answer questions. However, faculty did not show a strong preference for one or the other form of assessment (52.30% selected essays and short answer questions, and 47.69% preferred MCQs) in their courses. The study also explores why the students and faculty prefer one form of assessment over the other.Research limitations/implicationsThe findings of this study helped to understand the current assessment practices in a classroom from a faculty and student perspective.Originality/valueThis is one of few studies that evaluated the faculty as well as student perspective on the use of MCQs and essays and short answer questions in the curriculum across the social science discipline.

Written exams

2019 ◽  
pp. 969-982
Keyword(s):  
Medical School ◽  
Multiple Choice ◽  
Skills Assessment ◽  
Multiple Choice Questions ◽  
Essential Requirement ◽  
Short Answer ◽  
Situational Judgement Test ◽  
Different Types ◽  
Short Answer Questions ◽  
Situational Judgement

This chapter covers multiple choice questions (MCQs), extended matching questions (EMQs), short answer questions (SAQs), essays, situational judgement test (SJT exam), and the prescribing skills assessment (PSA exam). It focuses on the importance of exam technique with useful tips for the start, during, and after the exam. The chapter provides examples of different types of questions, and how to best prepare and answer them. More recent additions to the curriculum, such as the SJT and PSA, are explained in detail. The SJT is an essential requirement in the final year of clinical schools nationwide, and the score is considered in ranking Foundation Year applications. The PSA tests a final-year medical student’s ability to prescribe. The examination is online and involves MCQs and some SAQs. This chapter includes important links with further updated information, and is written for both those looking to apply for medicine, and those in medical school.

Preparing for clinical examinations

2019 ◽  
pp. 873-894
Keyword(s):  
Secondary School ◽  
Medical School ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
Poster Presentations ◽  
Written Questions ◽  
Oral Presentations ◽  
Short Answer Questions

This chapter prepares you for the leap between preparing for exams at secondary school and preparing for exams at medical school. The differences in preparation have been broken down into various methods. At university, written exams consist of multiple choice questions, extended matching questions, short answer questions, essays, and others. There will also be the introduction of practical exams in the form of OSCEs, oral presentations, and poster presentations. Top tips and useful resources for preparing as well as examples of written questions have been provided too. There is also advice on dealing with poor results and what those exam results will be used for towards your final qualification.

Impaired Ability of Schizophrenics, Relative to Manics or Depressives, to Appreciate Social Knowledge about their Culture

1990 ◽  
Vol 157 (3) ◽  
pp. 355-358 ◽  
Author(s):  
J. Cutting ◽  
D. Murphy
Keyword(s):  
Multiple Choice ◽  
Objective Measure ◽  
Social Situation ◽  
The Other ◽  
Social Knowledge ◽  
Multiple Choice Questions ◽  
Impaired Ability ◽  
Social Component ◽  
The Social ◽  
Significant Difference

Twenty schizophrenics, 20 manics, and 20 depressives were given two sets of multiple choice questions, one testing the subject's social knowledge of how people tend to act in a social situation and the other tapping their knowledge of events or objects which are relatively free of a social component. Schizophrenics were significantly impaired on the former set of questions relative to manics, and were significantly worse on both than depressives. It is suggested that these results represent an objective measure of the social naïvete of schizophrenics. The significant difference from manics indicates that the results are not merely the general effects of psychosis, particularly because the manics performed worse on an attentional test than the schizophrenics.

scholarly journals Very Short Answer Questions: A Viable Alternative to Multiple Choice Questions

2020 ◽  
Author(s):  
THOMAS PUTHIAPARAMPIL ◽  
Md Mizanur Rahman
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Test Scores ◽  
Multiple Choice ◽  
Viable Alternative ◽  
Rote Learning ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
Short Answer Questions ◽  
True False

Abstract Background Multiple choice questions, used in medical school assessments for decades, have many drawbacks, such as: hard to construct, allow guessing, encourage test-wiseness, promote rote learning, provide no opportunity for examinees to express ideas, and do not provide information about strengths and weakness of candidates. Directly asked and answered questions like Very Short Answer Questions (VSAQ) is considered a better alternative with several advantages. Objectives This study aims to substantiate the superiority of VSAQ by actual tests and obtaining feedback from the stakeholders. Methods Conduct multiple true-false, one best answer and VSAQ tests in two batches of medical students, compare their scores and psychometric indexes of the tests and seek opinions from students and academics regarding these assessment methods. Results Multiple true-false and best answer test scores showed skewed results and low psychometric performance compared to better psychometrics and more balanced student performance in VSAQ tests. The stakeholders’ opinions were significantly in favour of VSAQ. Conclusion and recommendation This study concludes that VSAQ is a viable alternative to multiple choice question tests, and it is widely accepted by medical students and academics in the medical faculty.

scholarly journals Item analysis of multiple choice questions of undergraduate pharmacology examinations in a medical college in Belagavi, Karnataka, India

2018 ◽  
Vol 7 (10) ◽  
pp. 1917
Author(s):  
Netravathi B. Angadi ◽  
Amitha Nagabhushana ◽  
Nayana K. Hashilkar
Keyword(s):  
Simple Procedure ◽  
Item Analysis ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Incorrect Response ◽  
Test Construction ◽  
Multiple Choice Questions ◽  
Course Content ◽  
Medical College ◽  
Difficulty Index

Background: Multiple choice questions (MCQs) are a common method of assessment of medical students. The quality of MCQs is determined by three parameters such as difficulty index (DIF I), discrimination index (DI), and Distractor efficiency (DE). Item analysis is a valuable yet relatively simple procedure, performed after the examination that provides information regarding the reliability and validity of a test item. The objective of this study was to perform an item analysis of MCQs for testing their validity parameters.Methods: 50 items consisting of 150 distractors were selected from the formative exams. A correct response to an item was awarded one mark with no negative marking for incorrect response. Each item was analysed for three parameters such as DIF I, DI, and DE.Results: A total of 50 items consisting of 150 Distractor s were analysed. DIF I of 31 (62%) items were in the acceptable range (DIF I= 30-70%) and 30 had ‘good to excellent’ (DI >0.25). 10 (20%) items were too easy and 9 (18%) items were too difficult (DIF I <30%). There were 4 items with 6 non-functional Distractor s (NFDs), while the rest 46 items did not have any NFDs.Conclusions: Item analysis is a valuable tool as it helps us to retain the valuable MCQs and discard or modify the items which are not useful. It also helps in increasing our skills in test construction and identifies the specific areas of course content which need greater emphasis or clarity.

scholarly journals Analisis Deskriptif Soal Ujian Nasional dan Cambridge Checkpoint Pelajaran Matematika Tingkat Sekolah Menengah Pertama Tahun Ajaran 2014/2015 Berdasarkan Tipe Penyajian Soal dan Ruang Lingkup Materi

2020 ◽  
Author(s):  
Zainal Abidin
Keyword(s):  
National Curriculum ◽  
Multiple Choice ◽  
Secondary Level ◽  
Qualitative Approach ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
National Examination ◽  
Analysis Question ◽  
Short Answer Question ◽  
Mathematics Examination

National Examination and Cambridge Checkpoint are the instrument for evaluating the standard competence ofstudent which organized in Secondary Level. National Examination’s questions based on the National Curriculum ofIndonesia but Cambridge Checkpoint’s questions taken based on Cambridge Curriculum. The aims of this researchis analyzing the type of each question and distribution of each strands in the National Mathematics Examination 2015and Mathematics of Cambridge Checkpoint for Secondary Level 2015. This type of research is a descriptive studywith a qualitative approach. National Mathematics Examination 2015 has one paper only but Mathematics ofCambridge Checkpoint for Secondary Level 2015 has 2 papers for the test. It can be concluded that all question’stype of the National Mathematics Examination for Secondary Level 2015 are multiple choice questions. OnMathematics of Cambridge Checkpoint for Secondary Level 2015, there are various types of questions which consistof 11,43% short-answer question; 68,57% analysis question; 8,57% completing question; and 11,43% match questionfor paper 1, but 22,22% short-answer question; 58,33% analysis question; 11,11% completing question; 2,78% matchquestion; 2,78% multiple choice question; and 2,78% yes/no question for paper 2. Based on strands analyzing result,It can be determined that National Mathematics Examination for Secondary Level 2015 contain of 22,25% number;27,5 algebra; 40% geometry and measurement; 10% statistic and probability. On Mathematics of CambridgeCheckpoint for Secondary Level 2015, It can be explained that 45,72% number; 20% algebra; 17,14% geometry andmeasurement; and 17,14% statistic and probability for paper 1, and 33,33% number; 19,45% algebra; 25% geometryand measurement; and 22,22% statistic and probability for paper 2.

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