For Multiple Choice Questions

Anderson, John

doi:10.3109/01421597909010580

Cited by 27 publications

(21 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These observations are similar to those described by others (Pickering, 1979;Anderson, 1979Anderson, , 1981Sax, 1989) and underscore the need for a careful analysis of MCQ before an exam. T h e post-exam scrutiny of MCQ can be facilitated by an item analysis, which will indicate poor questions retrospectively (Sax, 1989).…”

Section: Discussionsupporting

confidence: 74%

“…A common method in the health-related curricula is the multiple-choice question format and its variations, which have been widely debated in medical education (Anderson, 1979(Anderson, , 1981Pickering, 1979;Nnodim, 1992). Multiple-choice questions are a variation of the true-false format and consist of a stem (statement or scenario) followed by a number of options or alternatives from which is chosen a single best response (Sax, 1989).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The use of multiple‐choice tests in anatomy: Common pitfalls and how to avoid them

et al. 1995

View full text Add to dashboard Cite

Multiple-choice questions (MCQ) are widely used to evaluate students in the health sciences, including anatomy. Unusual responses in 90 simple MCQ examinations have been identified and classified as to cause, including a number of illustrated examples. About one-quarter of these errors were attributable to the teacher and could have been avoided by a critical analysis of the questions before use. The increasing use of sophisticated formats of the MCQ in medical education indicates that teachers need to analyze their questions more carefully before and after actual tests to minimize errors.

show abstract

Section: Discussionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

The use of multiple‐choice tests in anatomy: Common pitfalls and how to avoid them

et al. 1995

View full text Add to dashboard Cite

show abstract

“…PeerWise was the first experience that the students had of writing MCQs. Most students are unfamiliar with the revised Bloom's hierarchy, and it is not easy to write MCQs that address the higher levels of thinking even for instructors [29][30][31]. The students also tend to experience questions targeting low-level cognitive skills in formal examinations.…”

Section: Discussionmentioning

confidence: 99%

A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions

Bottomley

Denny

2011

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise-a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students.

show abstract

“…But, MCQs provide an ideal vehicle on which one can assess the body of knowledge. 12 In this scenario our study was important, for evaluation of attitude and perception of MCQs as performanceassessment tool, of pharmacology versus short answer questions (SAQ) among 2 nd MBBS medical students.…”

mentioning

confidence: 99%

A retrospective comparative study of multiple choice questions versus short answer questions as assessment tool in evaluating the performance of the students in medical pharmacology

Walke

Kamat

Bhounsule

2014

Int J Basic Clin Pharmacol

View full text Add to dashboard Cite

INTRODUCTIONAssessment is a powerful driver of innovative changes in education and defines goals for learners and teachers. Assessment is said to drive student learning and define curriculum. However, the assessment of learning is often one of the more difficult and time-consuming aspects of education.1 The performance assessment communicates the students what material is important, motivate the students to study, identify areas of deficiency and the need for further learning. It also identifies areas, where the course or curriculum is weak, and it facilitates modification of the syllabus or curriculum and help in guidance and counselling.2 Success in education, in turn, is largely measured by performance on examinations. If students know that that their success on the examination rests entirely on rote recall of facts, they will adopt a learning style that relies purely on memorization. On the other hand, if students are required to integrate, interpret and apply information they will adopt a strategic learning style in order to drive the highest degree of success. Multiple choice questions (MCQs) are a common type of assessment due to their reliability, validity and ease of scoring. 4MCQs offer advantage of being more versatile in measuring rote memory to more complex knowledge. Large amount of information can be measured in a short time. Scoring is objective and can be reliably completed. With 3-5 options, the effects of guessing can be reduced.Another common type of assessment is short or long essay type questions. This format allows students more flexibility in their response and reflects their individuality of approach in which interpretative skills can be evaluated. 5 ABSTRACT Background:The aim was to assess the effectiveness of multiple choice versus short answer questions (SAQs) as assessment tools for evaluating performance of 2 nd MBBS students. Methods:The study was observational, retrospective study of written pen and paper type assessment that utilized a sample of 100 2 nd year medical students. Study consisted of two parts; part I was multiple-choice questions (MCQs) based on endocrine system where four options were given for a question and the single best answer was to be ticked. MCQ was timed at 20 mins for 30 questions with 1 mark each. There was no negative marking. Part II was SAQ on same system where 16 SAQ were given. SAQ was timed at 60 mins for 30 marks questions. After the test students had to reply on a feedback form. Result: There was a strong correlation between the marks scored in two formats of test and there was no statistical difference between the two set of marks. Conclusion: SAQs are as effective as MCQs in assessing the performance of the students in medical pharmacology.

show abstract

For Multiple Choice Questions

Cited by 27 publications

References 8 publications

The use of multiple‐choice tests in anatomy: Common pitfalls and how to avoid them

The use of multiple‐choice tests in anatomy: Common pitfalls and how to avoid them

A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions

A retrospective comparative study of multiple choice questions versus short answer questions as assessment tool in evaluating the performance of the students in medical pharmacology

Contact Info

Product

Resources

About