scholarly journals Psychometric Characteristics of the Central Mathematics Test for the First Intermediate Grade in Al-Madinah Almunawarah's schools: الخصائص السيكومترية لاختبار الرياضيات المركزي للصف الأول المتوسط  بمنطقة المدينة المنورة

2020 ◽  
Vol 4 (17) ◽  
Author(s):  
Ibrahim Bin Abdul-Rahman Al-Harbi
Keyword(s):  
Multiple Choice ◽  
Intermediate Stage ◽  
First Grade ◽  
Multiple Choice Questions ◽  
Psychometric Characteristics ◽  
Mathematics Test ◽  
Highly Effective ◽  
And Training ◽  
Very High

The present study aimed at identifying the psychometric characteristics of the central mathematics test For the first grade, which was applied during the second semester of 1438/1439 AH, The study covered objective questions of (40) multiple-choice clauses and (10) true or false questions, in order to achieve the objectives of the study, (372) students were selected among (12484) students, After being introduced and analyzed through the (SPSS) program, Version 25, the study found a number of results as the stability coefficient of the Alpha Cronbach (0.89) which means that it is very high, There was found that the validity of the test was very high and that was supported by strong indicators. In view of the characteristics of the questions, the difficulty coefficient of the statements of the questions ranged between (0.30- 0.82), Their ability to discrimination factor is very acceptable, with most of them ranging from (0.20 – 0.58), The distractors were very effective in attracting student attention, which emphasizes the quality of the psychometric properties of the statements of the questions. Based on the results of this study, it is shown that the quality of the psychometric characteristics of this test is very high. The researcher recommended expanding the application of the test optimization project (central tests) to include all the subjects in the intermediate stage, taking into consideration the availability of indicators of the validity of the content, And training those in charge of this project and teachers in general on the skill of formulating highly effective vocabulary in multiple-choice questions, and the researcher recommends that teachers use the materials more to build a question bank, which can be used later in preparing pictures equivalent to the tests, Which was not addressed in this study and training those in charge of this project and teachers in general on the skill of formulating highly effective vocabulary in multiple-choice questions, and the researcher recommends that teachers use the materials more to build a question bank, which can be used later in preparing pictures equivalent to the tests.

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.

scholarly journals Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Belinda Huntley ◽  
Johann Engelbrecht ◽  
Ansie Harding
Keyword(s):  
Alternative Assessment ◽  
Multiple Choice ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Undergraduate Mathematics ◽  
Test Items ◽  
Mathematics Test ◽  
Assessment Format

In this study we propose a taxonomy for assessment in mathematics, which we call the assessment component taxonomy, to identify those components of mathematics that can be successfully assessed using alternative assessment formats. Based on the literature on assessment models and taxonomies in mathematics, this taxonomy consists of seven mathematics assessment components, hierarchically ordered by cognitive level, as well as the nature of the mathematical tasks associated with each component. Using a model that we developed earlier for measuring the quality of mathematics test items, we investigate which of the assessment components can be successfully assessed in the provided response question (PRQ) format, in particular multiple choice questions (MCQs), and which can be better assessed in the constructed response question (CRQ) format. The results of this study show that MCQs can be constructed to evaluate higher order levels of thinking and learning. The conclusion is that MCQs can be successfully used as an assessment format in undergraduate mathematics, more so in some assessment components than in others. The inclusion of the PRQ assessment format in all seven assessment components can reduce the large marking loads, associated with continuous assessment practices in undergraduate mathematics, without compromising the validity of the assessment.

Peer review improves psychometric characteristics of multiple choice questions

2017 ◽  
Vol 39 (sup1) ◽  
pp. S50-S54 ◽  
Author(s):  
Hani Abozaid ◽  
Yoon Soo Park ◽  
Ara Tekian
Keyword(s):  
Peer Review ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Psychometric Characteristics

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

Multiple choice questions: answering correctly and knowing the answer

2019 ◽  
Vol 16 (1) ◽  
pp. 59-73 ◽  
Author(s):  
Peter McKenna
Keyword(s):  
Experimental Study ◽  
Multiple Choice ◽  
Pass Rates ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Critical Areas ◽  
Summative Assessments ◽  
Reliable Assessment ◽  
Objective Tests ◽  
And Training

PurposeThis paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.Design/methodology/approachThe paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages and pass rates.FindingsMost students who excelled in the MCQ test did not do so in the CRQ test. Students could do well without necessarily understanding the principles being tested.Research limitations/implicationsConclusions are limited by the small number of questions in each test and by delivery of the tests at different times. This meant that statistical average data would be too coarse to use, and that some students took one test but not the other. Conclusions concerning CRQs are limited to disciplines where numerical answers or short and constrained text answers are appropriate.Practical implicationsMCQs, while useful in formative assessment, are best avoided for summative assessments. Where appropriate, CRQs should be used instead.Social implicationsMCQs are commonplace as summative assessments in education and training. Increasing the use of CRQs in place of MCQs should increase the reliability of tests, including those administered in safety-critical areas.Originality/valueWhile others have recommended that MCQs should not be used (Hinchliffe 2014, Srivastavaet al., 2004) because they are vulnerable to guessing, this paper presents an experimental study designed to demonstrate whether this hypothesis is correct.

scholarly journals Comparison in the quality of distractors in three and four options type of multiple choice questions

2017 ◽  
Vol Volume 8 ◽  
pp. 287-291 ◽  
Author(s):  
AAG Rahma ◽  
Mahdi Shamad ◽  
Muawia E A Idris ◽  
Omer Elfaki ◽  
Walyeldin Elfakey ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions

Multiple Choice Questions of Information Entropy Analysis of Equivalent Options

2014 ◽  
Vol 556-562 ◽  
pp. 3726-3729
Author(s):  
Peng Dong Du ◽  
Tao Sun
Keyword(s):  
Information Entropy ◽  
Multiple Choice ◽  
Calculation Formula ◽  
Entropy Analysis ◽  
Multiple Choice Questions ◽  
Single Item ◽  
Problem Number

Single choice is one of the most extensive use of various types of test after test, the effectiveness of each option subject judgment can provide an important reference for the evaluation of the quality of test. In this paper, through the analysis of the single item choice information entropy problem, provides the calculation formula of this kind of problem number of equivalent options K.

scholarly journals EFFECTS OF 2% 02, 50% CO2, AND THE COMBINATION ON FLAVOR QUALITY AND FERMENTATION PRODUCTS OF STRAWBERRIES AND BLUEBERRIES

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 677e-677
Author(s):  
Diana Dostal Lange ◽  
Randolph M. Beaudry
Keyword(s):  
Storage Period ◽  
Taste Panel ◽  
Flavor Quality ◽  
Ambient Conditions ◽  
Fermentation Products ◽  
Fermentation Product ◽  
Highly Effective ◽  
Off Flavors ◽  
Very High

Low O2 and high CO2 concentrations can be used effectively to slow respiration and retard decay, but anaerobic and C02-injurious conditions must be avoided. The objective of this research was to: 1) determine the effects of low O2 and very high-C02 on flavor quality and accumulation of fermentation products. Strawberries and blueberries were stored in 2% O2/0% CO2, 20% 02/50% CO2, 2% O2/50% CO2, and 20% 02/0% CO2 for 0, 2, 4, 6, and 8 days at 20C. A taste panel evaluated the berries at the end of each storage period and again after 2 days under ambient conditions. Ethanol was the primary fermentation product that accumulated in response to low O2 and high CO2 concentrations. However, acetaldehyde was produced preferentially in response to elevated C02 levels. The flavor quality of the strawberries and blueberries was only acceptable for 2 days for treatments containing 50% CO2. The most intense off-flavors were detected in the 2% 02/50% CO2 and 20% O2/50% CO2 samples. 50% CO2 was highly effective in preventing decay, but this concentration was too high for acceptable flavor quality for storage periods greater than 2 days.

scholarly journals TEACHING METHODOLOGIES;

2012 ◽  
Vol 19 (05) ◽  
pp. 597-603
Author(s):  
Fatima MUKHTAR ◽  
NOREEN HASHMI ◽  
MUHAMMAD ALI RAUF ◽  
Amna Anzar ◽  
Khurram Islam Butt ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Multiple Choice ◽  
Problem Based Learning ◽  
Good Teacher ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Skills Laboratory

Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

scholarly journals Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis

2017 ◽  
Vol 6 (6) ◽  
pp. 1265
Author(s):  
Manju K. Nair ◽  
Dawnji S. R.
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Response Type ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Best Response ◽  
Difficulty Index ◽  
Upper Third

Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and the least score at the bottom. Only the upper third and lower third were included. The response to each item was entered in Microsoft excel 2010. Difficulty index, Discrimination index and number of non functional distractors per item were calculated.Results: 40 multiple choice questions and 120 distractors were analysed in this study. 72.5% items were good with a difficulty index between 30%-70%. 25% items were difficult and 2.5% items were easy. 27.5% items showed excellent discrimination between high scoring and low scoring students. One item had a negative discrimination index (-0.1). There were 9 items with non functional distractors.Conclusions: This study emphasises the need for improving the quality of multiple choice questions. Hence repeated evaluation by item analysis and modification of non functional distractors may be performed to enhance standard of teaching in Pharmacology.

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