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

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

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.

Interpreting Students' Interpretations of Research

1988 ◽  
Vol 15 (3) ◽  
pp. 156-158 ◽  
Author(s):  
Richard B. May ◽  
Michael A. Hunter
Keyword(s):  
Statistical Model ◽  
Causal Inference ◽  
Research Methods ◽  
Random Sampling ◽  
Multiple Choice ◽  
Random Assignment ◽  
Multiple Choice Questions ◽  
Research Results ◽  
Assignment Model

This article examines the role of random sampling and random assignment in the interpretation of research results. Students and faculty were asked two multiple-choice questions about research methods. When questioned about the role of random sampling, 75% of all subjects correctly associated it with generality inference (generalizability). When asked about the role of random assignment, however, only 27% of all subjects correctly associated it with causal inference. The remaining subjects allocated at least some part of the role of random assignment to generalizability. We suggest that these findings reflect a bias in psychologists' training due to teaching a statistical model that stresses random sampling and generality inference. We discuss the random assignment model, which focuses on causal inference, and recommend that both models be taught in introductory methods and statistics courses.

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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