The Multiple True‐False Item Format: A Status Review

Frisbie, David A.

doi:10.1111/j.1745-3992.1992.tb00259.x

Cited by 26 publications

(22 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The remainder of this paper is organized as follows: Section 2 describes some examples of multimedia item types; a strategy to improve adaptive testing is discussed in Section 3; Section 4 outlines an approach to automatically change the difficulty level in certain types of questions, before the work is concluded in Section 5. Multimedia item types [12,29] are intended to make testing more fun and enjoyable for students. Instead of paper-and-pencil and multiple-choice questions, the goal is to design different types of multimedia formats in a way that allows many questions to be asked without changing the testing interface.…”

Section: Immediate Test Scoringmentioning

confidence: 99%

Improving Multimedia Innovative Item Types for Computer Based Testing

Cheng

Basu

2006

Eighth IEEE International Symposium on Multimedia (ISM'06)

View full text Add to dashboard Cite

Instead of computer games, animations, cartoons, and videos being used only for entertainment by kids, there is now an interest in using some of these media for educational purposes as well. Along with content creation, multimedia has potential for use in "innovative testing." Rather than traditional paperand-pencil tests, audio, video and graphics are being conceived as alternative means for more effective testing in the future [1,17,21,28,29,30,33,42,44,49,50]. For example, we would like to use animation and games to help in learning concepts; consider how image, graphics and audio tools can be used for innovative testing; and develop techniques for measuring the impact of multimedia in improving performance or arousing interest in students. In this paper we discuss some examples of multimedia item types for testing, followed by a strategy for adaptive testing using those item types. We also show how techniques for perceptual evaluations can be used to improve strategies for adaptive testing.

show abstract

Section: Immediate Test Scoringmentioning

confidence: 99%

Improving Multimedia Innovative Item Types for Computer Based Testing

Cheng

Basu

2006

Eighth IEEE International Symposium on Multimedia (ISM'06)

View full text Add to dashboard Cite

show abstract

“…The research on its characteristics has been summarized by Frisbie (1992). There are several advantages that prompted Haladyna (1992b) to recommend it as an effective substitute for the CMC format.…”

Section: Mtf Formatmentioning

confidence: 99%

“…This translated into reviewing a relatively modest collection of studies, many of which were conducted in the healthcare professions, and the latest variations on the multiple-choice theme. Fortunately, several excellent reviews by Albanese (1993), Frisbie (1992), and Haladyna (1992aHaladyna ( , 1992bHaladyna ( , 1994) facilitated this process. The result is the following "consumer's guide" to multiple-choice item types.…”

mentioning

confidence: 99%

The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students

O’Mara¹,

Canny

Rothnie³

et al. 2015

Medical Journal of Australia

View full text Add to dashboard Cite

Objectives: To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Design: Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. Setting and participants: 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Main outcome measures: Rasch estimates of preclinical basic and clinical science knowledge. Results: Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate‐entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P < 0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end‐of‐year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. Conclusions: An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

show abstract

“…About the MTF item format Frisbie (1992) states: Each MTF cluster may have any number of items true, and the correctness of any one item is judged independently of the correctness of other items within the same cluster. ...unlike an MC item stem, the MTF cluster stem cannot be a question, and it should not ask the respondent to compare options in any way (p. 22).…”

Section: A Definition Of Mtf Itemsmentioning

confidence: 99%

“…The form of a test refers to its physical appearance which depends on the form of the items comprising the test (Cohen, 1994). According to Frisbie (1992) the purpose of an item is to elicit information. Each item has two parts: one, called the stem, is for eliciting information; and the other, called the response, is for the answer to the stem.…”

Section: Introductionmentioning

confidence: 99%