scholarly journals The Relationship between Negative Stem and Taxonomy of Multiple-Choice Questions in Residency Pre-Board and Board Exams

2016 ◽  
Vol 5 (1) ◽  
pp. 32-35
Author(s):  
Mohammad Hasan Karegar Maher ◽  
Mohammad Barzegar ◽  
Masoumeh Gasempour
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
The Relationship

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

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.

The relationship between non-functioning distractors and item difficulty of multiple choice questions: A descriptive analysis

2014 ◽  
Vol 2 (4) ◽  
pp. 148 ◽  
Author(s):  
HamzaMohammad Abdulghani ◽  
Farah Ahmad ◽  
Abdulmajeed Aldrees ◽  
MahmoudS Khalil ◽  
GomindaG Ponnamperuma
Keyword(s):  
Item Difficulty ◽  
Descriptive Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
The Relationship

scholarly journals New Indices for Refining Multiple Choice Questions

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Mariano Amo-Salas ◽  
María del Mar Arroyo-Jimenez ◽  
David Bustos-Escribano ◽  
Eva Fairén-Jiménez ◽  
Jesús López-Fidalgo
Keyword(s):  
Multiple Choice ◽  
Reliability And Validity ◽  
Large Database ◽  
Multiple Choice Questions ◽  
Chi Square ◽  
Lack Of Fit ◽  
Question Item ◽  
Measure Reliability ◽  
The Relationship

Multiple choice questions (MCQs) are one of the most popular tools to evaluate learning and knowledge in higher education. Nowadays, there are a few indices to measure reliability and validity of these questions, for instance, to check the difficulty of a particular question (item) or the ability to discriminate from less to more knowledge. In this work two new indices have been constructed: (i) the no answer index measures the relationship between the number of errors and the number of no answers; (ii) the homogeneity index measures homogeneity of the wrong responses (distractors). The indices are based on the lack-of-fit statistic, whose distribution is approximated by a chi-square distribution for a large number of errors. An algorithm combining several traditional and new indices has been developed to refine continuously a database of MCQs. The final objective of this work is the classification of MCQs from a large database of items in order to produce an automated-supervised system of generating tests with specific characteristics, such as more or less difficulty or capacity of discriminating knowledge of the topic.

From Individual Learning to Collaborative Learning— Location, Fun, and Games

2009 ◽  
pp. 102-121 ◽  
Author(s):  
Martin Owen
Keyword(s):  
Collaborative Learning ◽  
Case Studies ◽  
Mobile Learning ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learner Identity ◽  
Mobile Game ◽  
Context Of Learning ◽  
The Relationship ◽  
Specific Learning

This chapter explores mobile learning where location and game like or playful activity adds to the context of learning. The relationship between space, play, and the development of context and learner identity is explored through an examination of the issues concerning the context of space, narratives, and engagement. There is a discussion of the meta-knowledge and specific learning attributes we would want to encounter in mobile game like learning. These issues are further explored in three case studies of learning activities which have been designed such that the context of location and game like or playful learning is significant. The examples include simple games based on multiple choice questions, a complex multi-role simulation and an environmental tagging and hypermedia project. The case is made for the potential of the context of location, and game-like learning in mobile learning.

The Effect of Perceived Interest and Prior Knowledge on L2 Reading Comprehension via Several Assessment Methods in a Higher Education Context

2019 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Ana Cristina Lahuerta Martínez
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Multiple Choice ◽  
Assessment Method ◽  
Multiple Choice Questions ◽  
L2 Reading ◽  
Assessment Tasks ◽  
Written Recall ◽  
The Relationship ◽  
L2 Reading Comprehension

The aim of the present study is to examine the effect of perceived interest and prior knowledge on EFL reading comprehension. Participants were 227 undergraduates with advanced competence in English. With respect to the method, participants had to read a 450-word text entitled Wales. After that, they had to complete a Perceived Interest Questionnaire (PIQ), which consisted of 9 items and two assessment tasks: a written recall and a multiple choice task. The results of our study show the significant effect of perceived interest and prior knowledge on L2 reading comprehension. Thus, comprehension assessed via written recall and multiple choice questions had higher scores when readers read texts related to their interests. Besides, prior knowledge had a positive effect on the reader’s comprehension irrespective of the assessment method used. This study concludes that different assessment tasks may be crucial factors that affect the relationship between factors like interest and prior knowledge, and L2 reading comprehension.

scholarly journals What is the Relationship between Students’ Computational Thinking Performance and School Achievement?

2019 ◽  
pp. 3-19 ◽  
Author(s):  
Yerkhan Mindetbay ◽  
Christian Bokhove ◽  
John Woollard
Keyword(s):  
Performance Test ◽  
School Achievement ◽  
Multiple Choice ◽  
Computational Thinking ◽  
Secondary Data ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
General School ◽  
The Relationship

This study investigates the relationship between computational thinking performance and general school achievement and explores to see if computational thinking performance can be predicted by algebra and informatics achievement. The sample group of 775 grade 8 students was drawn from 28 secondary schools across Kazakhstan. The students responded to a Computational Thinking Performance test of 50 multiple-choice questions and Computational Thinking Scale questionnaire. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are tested using the Item Response Theory. The Likert type questionnaire covers five factors: creativity, algorithmic thinking, cooperation, critical thinking and problem solving. School achievement results (secondary data) include scores for a number of school subjects. The results of the study showed that the multiple-choice questions are valid and a reliable tool to measure computational thinking performance of students. Algebra, general school achievement and students’ perception of their computational thinking skills were significant predictors of computational thinking performance. The results revealed no gender difference in computational thinking performance and perceptions of computational thinking. The findings regarding the relationship between computational thinking performance, the students’ general school achievement and perceptions of computational thinking skills are compared and discussed.

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.

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