scholarly journals Item statistics derived from three-option versions of multiple-choice questions are usually as robust as four- or five-option versions: implications for exam design

2018 ◽  
Vol 42 (4) ◽  
pp. 565-575 ◽  
Author(s):  
Catherine Loudon ◽  
Aide Macias-Muñoz
Keyword(s):  
Human Physiology ◽  
Multiple Choice ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Testing Conditions ◽  
Item Statistics ◽  
Assessment Of Student Learning ◽  
Lower Average Score ◽  
Small Improvement ◽  
Undergraduate Class

Different versions of multiple-choice exams were administered to an undergraduate class in human physiology as part of normal testing in the classroom. The goal was to evaluate whether the number of options (possible answers) per question influenced the effectiveness of this assessment. Three exams (each with three versions) were given to each of two sections during an academic quarter. All versions were equally long, with 30 questions: 10 questions with 3 options, 10 questions with 4, and 10 questions with 5 (always one correct answer plus distractors). Each question appeared in all three versions of an exam, with a different number of options in each version (three, four, or five). Discrimination (point biserial and upper-lower discrimination indexes) and difficulty were evaluated for each question. There was a small increase in difficulty (a lower average score on a question) when more options were provided. The upper-lower discrimination index indicated a small improvement in assessment of student learning with more options, although the point biserial did not. The total length of a question (number of words) was associated with a small increase in discrimination and difficulty, independent of the number of options. Quantitative questions were more likely to show an increase in discrimination with more options than nonquantitative questions, but this effect was very small. Therefore, for these testing conditions, there appears to be little advantage in providing more than three options per multiple-choice question, and there are disadvantages, such as needing more time for an exam.

scholarly journals MSK30: a validated tool to assess clinical musculoskeletal knowledge

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.

scholarly journals Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika

2019 ◽  
Vol 4 (3) ◽  
pp. 302
Author(s):  
Nurul Hidayah ◽  
Sutopo Sutopo ◽  
Hari Wisodo
Keyword(s):  
Multiple Choice ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Kinematics Learning ◽  
The Way

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research examines the increase of students’ ability in working with graph. This research is conducted by involving 58 students in class X SMA Negeri 5 Malang as the subjects. Students are given kinematics learning by making models of various representations including graphics. The ability of students are assessed using multiple choice questions in graphic format. The improvement of students’ ability is observed from the average score pretest and posttest. The analysis shows that there is a significant increase (p = 0.00) with the results of the N-Gain calculation of 0.25 including the medium category. Students are able to change the understanding of graph after learning even though the WYSIWYG effect is still very influential on the way students interpretation graph.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini mengkaji peningkatan kemampuan siswa bekerja dengan grafik. Penelitian dilakukan dengan subjek 58 siswa kelas X SMA N 5 Malang. Siswa diberikan pembelajaran kinematika dengan membuat model berbagai representasi termasuk grafik. Kemampuan siswa diukur menggunakan soal-soal <em>multiple choice</em> dalam format grafik. Peningkatan kemampuan siswa ditinjau dari skor rata-rata <em>pretest</em> dan <em>posttest</em>. Analisis menunjukkan ada peningkatan signifikan (<em>p</em>=0,000) dengan hasil perhitungan N-Gain sebesar 0,25 termasuk kategori sedang. Siswa mampu mengubah pemahaman tentang grafik setelah pembelajaran meskipun efek WYSIWYG masih sangat berpengaruh pada cara siswa menginterpretasikan grafik.</p></td></tr></tbody></table></div>

scholarly journals 188 Teaching animal handling through classrooms and hands-on experiences

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 14-15
Author(s):  
Heidi K Carroll ◽  
Maristela Rovai ◽  
Tracey Erickson
Keyword(s):  
Quality Care ◽  
Multiple Choice ◽  
Well Being ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Post Evaluation ◽  
Hands On ◽  
Post Test ◽  
Teaching Animal ◽  
Animal Handling

Abstract The dairy industry’s Farmers Assuring Responsible Management (F.A.R.M.) program expects annual employee training in cattle handling. Offering meaningful, accessible educational courses should be a priority of the industry as consumers demand quality care for cattle from farm to table when they make purchasing decisions. In response to this industry expectation, SDSU Extension offered multiple formats for cattle handling trainings. Methods used with University students and dairy employees to teach skills of proper cattle handling as it relates to quality products and animal well-being will be discussed. The objective is to evaluate knowledge gained and present outcomes learned from the trainings. In 2018, cattle handling and a brief introduction to the F.A.R.M. program was taught in an upperclassman Physiology of Lactation course (n=25 students) through two 50-minute lectures and one 2-hour hands-on cattle lab. Students were evaluated using multiple-choice questions as part of an exam. In 2019, one 50-minute lecture introducing the F.A.R.M. program and one 2-hour lecture/hands-on cattle lab on basic stockmanship skills was presented to the underclassman Introduction to Dairy Science course (n=27 students). Students were evaluated using a 10-question lab worksheet with multiple-choice, true-false, and short answer questions plus seven questions on a later exam. The same year, a pre and post evaluation quiz was implemented with farm employees for cattle handling trainings on a commercial dairy (n=19 employees). Students in 2018 had an average score of 79.43%, while students in 2019 had an average score of 93.60% on the lab worksheet and 84.26% on the exam questions. The employee average score on the pre-test was 78.95% and 87.89% on the post-test. Students scored well overall. Despite improvement in the post-test scores, employees scored high on the pre-test. Further evaluation of cattle handling teaching methods using strategic assessments is needed to better understand whether implementation of proper skills is occurring from the knowledge learned. Adding follow-up accountability may enhance implementation of consistent proper care and maintain consumer confidence in dairy products.

scholarly journals Hubungan Antara Prestasi Belajar Siswa di Kelas Dengan Kemampuan Praktek Siswa Teknik Furniture di SMKN 4 Jakarta

Jurnal PenSil ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Febrianto Juwelsdi
Keyword(s):  
Positive Relationship ◽  
Multiple Choice ◽  
Average Score ◽  
Learning Method ◽  
Multiple Choice Questions ◽  
Learning Achievement ◽  
Construction Engineering ◽  
Wood Construction ◽  
To Receive ◽  
The Relationship

The objectives of this study analyzing the relationship between students learning achievement in the classroom and students of furniture engineering’s practice achievement. This study was conducted in SMKN 4 Jakarta, the population of this study were the year XI students which specialized in Furniture Engineering Competences and wood construction engineering, year 2012/2013 which consist of 18 students. The number of the sample is 12 students. The problem which the writer got from this study was that the students learning achievement was in proportion to the practice achievement, dan the oppositeThe instrument of this study is a test which is used to know the relation between students’ learning achievements in the classroom and the students’ practice achievement. The quesioner shows that the data were valid and the reability was high with r11 = 0.8793, with 30 point of questions (20 multiple choice questions and 10 essay questions). The result of the study showed that students’ learning achievements average score was 76.7 and students practice achievement average score was 78.67.It showed that the practice has a positive relationship (0.942). In other words, students’ learning achievement give contributions to the percentage of practice ability. The students have to prepare themselves to be focus to the lesson or material from the teacher and the teacher should prepare the material and better learning method to help the students to be able to receive all the materials.

Fuzzy Evaluation of Examinees Through Multiple Choice Questions

Informatica ◽  
2017 ◽  
Vol 28 (4) ◽  
pp. 609-628
Author(s):  
Ali Fahmi ◽  
Cengiz Kahraman
Keyword(s):  
Multiple Choice ◽  
Fuzzy Evaluation ◽  
Multiple Choice Questions
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