La rédaction de questions à choix multiple et de questions à réponse ouverte et courte pour les examens écrits dans les programmes de formation en santé : une étude docimologique des consignes de rédaction

Lachiver, Élise Vachon; St‐Onge, Christina; Cloutier, Jacinthe; Farand, Paul

doi:10.1051/pmed/2018002

Cited by 2 publications

(1 citation statement)

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“…The development of assessment that appropriately and purposefully assesses students’ knowledge and skills, provides feedback, and that yields reliable scores, challenges even the best educators [ 5 – 7 ]. Even more so when one has to limit effects of potential content leakage and thus has to construct new items yearly [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

Joncas¹,

St‐Onge²,

Bourque³

et al. 2018

Perspect Med Educ

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IntroductionTo alleviate some of the burden associated with the development of novel quality questions on a regular basis, medical education programs may favour the use of item banks. This practice answers the real pragmatic need of having to create exams de novo at each administration while benefiting from using psychometrically sound questions to assess students. Unfortunately, programs cannot prevent trainees from engaging in cheating behaviours such as content sharing, and little is known about the impact of re-using items.MethodsWe conducted an exploratory descriptive study to assess the effect of repeated use of banked items within an in-house assessment context. The difficulty and discrimination coefficients for the 16-unit exams of the past 5 years (1,629 questions) were analyzed using repeated measure ANOVAs.ResultsDifficulty coefficients increased significantly (M = 79.8% for the first use of an item, to a mean difficulty coefficient of 85.2% for the fourth use) and discrimination coefficients decreased significantly with repeated uses (M = 0.17, 0.16, 0.14, 0.14 for the first, second, third and fourth uses respectively).DiscussionThe results from our study suggest that using an item three times or more within a short time span may cause a significant risk to its psychometric properties and consequently to the quality of the examination. Pooling items from different institutions or the recourse to automatic generated items could offer a greater pool of questions to administrators and faculty members while limiting the re-use of questions within a short time span.

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Section: Introductionmentioning

confidence: 99%

Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

Joncas¹,

St‐Onge²,

Bourque³

et al. 2018

Perspect Med Educ

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User experience of the Written Exam Question Quality tool to inform the writing of new written-exam questions

Vachon Lachiver,

St-Onge

2024

Can. Med. Ed. J

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Background: Creating new written-exam questions is a burdensome task for faculty members. While several guidelines exist, there had not been a previous attempt to streamline them in a user-friendly tool. We created the Written Exam Question Quality tool (WEQQ) and explored potential users’ perception of this tool when writing their exam questions. Methods: We conducted a descriptive study to explore how four Canadian faculty members used the WEQQ. We conducted structured interviews that were analyzed within and across participants to understand the latter’s perceived usefulness and acceptability of the WEQQ. Quantitative data from a short questionnaire on creating exam questions and their psychometric properties were also collected. Results and conclusion: Participants’ perception of the WEQQ was positive, and they were favorable to its use. The WEQQ seemed to represent a user-friendly, easy way to help faculty members in creating multiple-choice or short-answer questions. Time on task remained the same when using the WEQQ. We were able to identify two user profiles, passive and active, which indicated how faculty members use the WEQQ to create exam questions. Future steps would be to further investigate if the WEQQ can increase the quality of written-exam questions and to understand how to promote an active use of the WEQQ when implementing this tool.

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La rédaction de questions à choix multiple et de questions à réponse ouverte et courte pour les examens écrits dans les programmes de formation en santé : une étude docimologique des consignes de rédaction

Abstract: La rédaction de questions à choix multiple et de questions à réponse ouverte et courte pour les examens écrits dans les programmes de formation en santé : une étude docimologique des consignes de rédaction

Cited by 2 publications

References 20 publications

Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

User experience of the Written Exam Question Quality tool to inform the writing of new written-exam questions

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