Item format statistics and readability of extended matching questions as an effective tool to assess medical students

Abstract

Testing based on multiple choice questions (MCQ) is one of the most established forms of assessment, not only in the medical field. Extended matching questions (EMQ) represent a specific type of MCQ designed to require higher levels of cognition, such as problem-solving. The purpose of this evaluation was to assess the suitability and efficiency of EMQ as an assessment method. EMQ were incorporated into the end-of-semester examination in internal medicine, in which 154 students participated, and compared with three established MCQ types. Item and examination quality were investigated, as well as readability and processing time. EMQ were slightly more difficult to score; however, both item discrimination and discrimination index were higher when compared to other item types. EMQ were found to be significantly longer and required more processing time, but readability was improved. Students judged EMQ as clearly challenging, but attributed significantly higher clinical relevance when compared to established MCQ formats. Using the Spearman-Brown prediction, only ten EMQ items would be needed to reproduce the Cronbach’s alpha value of 0.75 attained for the overall examination. EMQ proved to be both efficient and suitable when assessing medical students, demonstrating powerful characteristics of reliability. Their expanded use in favor of common MCQ could save examination time without losing out on statistical quality.

Comparison between MCQ, Extended matching questions (EMQ) and Script concordance test (SCT) for assessment among first-year medical students – A pilot study

“…Time allotted for each single response of MCQ was 40 sec while for each EMQ was 100 sec as EMQs require more reading and processing time in concordance with various guidelines and medical literature,[ 14 ] but in our study majority of the students felt that the time allotted for EMQ is insufficient.…”

Navigating the assessment landscape: Dental students' perceptions of extended‐matching questions versus single‐correct answers

“…This disparity may arise from the incongruity between activists' active learning preferences and the more reflective nature of EMQs. 27 Activists, who gravitate toward hands-on learning experiences, 13 may perceive EMQs as less harmonious with their learning style. This misalignment suggests that activists, recognized for their inclination for risk-taking, might favor production-based assessments due to their compatibility with the active learning approach often adopted by these students.…”

“…A noteworthy finding emerged when examining activist learners, who exhibited lower agreement that EMQs provide better opportunities for critical thinking compared to other learning style groups (Item 3). This disparity may arise from the incongruity between activists' active learning preferences and the more reflective nature of EMQs 27 . Activists, who gravitate toward hands‐on learning experiences, 13 may perceive EMQs as less harmonious with their learning style.…”