Introduction. Apart from the increasing popularity of modern information technologies and the development of e-learning methods used for teaching medicine and health sciences, there was a spike of interest in using modern computer techniques for checking students’ knowledge. Aim. The aim of the study was to compare the opinions of students of Medical University of Warsaw about the examinations and final tests conducted using the e-exam ASK Systems platform, measured by their participation in this form of assessmen knowledge. Material and methods. 148 students; group 1 comprised students participating in an e-exam (59 persons) and group 2 included students not participating in an e-exam (89 persons). A voluntary, anonymous questionnaire study, electronic questionnaire, 58 statements measured using the Likert scale. Questionnaire reliability assessment: analysis of internal consistency with Cronbach’s Alfa coefficient (α>0.70). Statistical analysis: STATISTICA 12.0 licensed to WMU, Mann-Whitney U test. Results. Cronbach’s α coefficient for the scale amounted to 0.70. Members of group 1 were more likely to admit that students need to put in extra effort into participating in an e-exam (p<0.001) and that test results might be worse than in case of a regular exam (p<0.050). Group 1 significantly more often reported that the participation in an e-exam can cause additional examination stress (p<0.002) and makes cheating during exams more probable (p<0.003). Conclusions. 1. An analysis of the questionnaire demonstrated that this tool is reliable and can be used in further studies. 2. The participation in an e-exam slightly influenced the opinions of students on this form of knowledge assessment, which may mean that the students’ expectations concerning e-exams were consistent with the actual course of the exam. Therefore, students do not need any special procedure to prepare for e-exams. 3. This was a pilot study and it needs to be continued among the same group of students before and after the e-exam.

Aim of study: Evaluation of the re-used test questions on the impact of psychometric indicators of test items in examinations in cardiology in Physiotherapy at the Medical University of Warsaw (MUW). Materials and Methods:A case study based on analysis of 132 five-option (528 distractors) multiple-choice questions (MCQs) developed at MUW included in five inhouse exams. Questions repeated at least twice during the period considered and constituted 42.4% of all MCQs. Each MCQ was assessed on the basis of the following three indicators: difficulty index (DI), discrimination power (DP), and the number of non-functioning distractors (N-FD). The change in psychometric indicators of test items was assessed using Krippendorff alpha coefficient (αk). Results:Together with each MCQs repetition, a decrease in the number of questions that would maintaining the analogical DI value towards the initial level of easiness was observed. However, the level of DI compliance was significantly higher, even when there were five consecutive repetitions (coefficient αk for the consecutive repetitions was 0.90, 0.85, 0.78 and 0.75). N-FD number in consecutive repetitions remained on a satisfactory level (good and very good compliance), although there was a significant decrease in this range when there were three or more repetitions (coefficient αk was 0. 80, 0.69, 0.66 and 0.65, respectively). Whereas the level of similarity as for DP for consecutive repetitions was significantly lower in comparison with those noted for DI and DE (DP coefficient αk was 0.28, 0.23, 0.25 and 0.10, respectively). Conclusions:The observed change in the initial values of psychometric indicators together with consecutive use of the same MCQs confirms the examiners' concerns as for the progressive wear of the bank of test questions. However, the level of psychometric MCQs values loss, especially in the area of the easiness and the number of non-functioning distractors was not drastic. It appears that the level of MCQs spread among students of consecutive years is not too high, at least within two consecutive years.

STRESZCZENIECel. Analiza porównawcza wyników zaliczenia testowego z przedmiotów "Badania naukowe w pielęgniarstwie" oraz "Kształcenie w badaniach naukowych w położnictwie" dla studentów WNoZ WUM. Materiał i metody. Baza licząca 182 zadania testowe była przygotowana w formacie pytań wielokrotnego wyboru z jedną opcją prawidłową. Wszystkie pytania były indeksowane i pooddawane parametryzacji za pomocą dwóch współczynników jakościowych -łatwość oraz moc różnicująca. W ocenie wyników uzyskanych z zaliczenia testowego przez studentów położnictwa i pielęgniar-stwa posłużono się elementami statystyki opisowej oraz testami Levene'a, Grubbsa i Shapiro-Wilka. Zastosowano również analizy porównawcze: test t-Studenta dla powtórzonych pomiarów, test t-Studenta dla grup niezależnych oraz dwuczynnikową ANOVA. Wszystkie obliczenia wykonano z użyciem oprogramowania STATISTICA wersja 12.5. Dla wszystkich analiz jako domyślny (a priori) poziom istotności przyjęto α = 0,05. Wyniki. Stopień zróżnicowania punktacji zaliczeniowej dla obu przedmiotów był podobny (test Levena, p=0,39), nie zanotowano danych odstających (test Grubbsa, p=1,00), a częstość rozkładu w niewielkim stopniu była różna od rozkładu normalnego (test Shapiro-Wilka, p=0,04). Studenci położnictwa uzyskiwali wyższe wyniki niż pielęgniarstwa (test t-Studenta: p=0,014). Ponadto obserwowano spadkowy trend w zakresie uzyskiwanej przez studentów punktacji w kolejnych terminach zaliczenia (ANOVA: p<0,001). Te same zadania były trudniejsze dla studentów pielę-gniarstwa (test t-Studenta: p=0,035), natomiast w zakresie mocy różnicującej zadania w grupie studentów pielęgniarstwa osią-gały wyższe wartości. Liczba wyświetlań pytania nie wpływała istotnie na jego łatwość, niezależnie od analizowanego kierunku studiów. ABSTRACT Aim. Comparative analysis of the results of fi nal tests for the Research in Nursing and Education in Research inMidwifery courses for students of the Faculty of Health Science, MUW. Materials and methods. A total of 182 multiple-choice test questions with one correct option. Question parameters: easiness, differentiation power. Descriptive statistics as well as Levene's, Grubbs' and the Shapiro-Wilk tests. Comparative analysis: Student's t test for repeated measurements, Student's t test for independent groups, and two-factor ANOVA. STATISTICA version 12.5, α=0.05. Results. The degree of diversifi cation of scores for both courses was similar (Levene's test, p=0.39), no outliers were found (Grubbs' test, p=1.00), and the frequency of distribution was slightly different from the normal distribution (the Shapiro-Wilk test, p=0.04). Midwifery students obtained better results compared to Nursing students (Student's t test: p=0.014). A declining trend in scores achieved by students at subsequent dates of the test was also observed (ANOVA: p<0.001). The same tasks were more diffi cult for Nursing students (Student's t test: p=0.035), whereas, as far as differentiation power is concerned, tasks reached higher values among Nursing students. The number of screen vie...