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Journal articles on the topic 'Examination questions'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Ahmed, Fazeel Zubair, and Ravi Hanumanthappa Kudthni. "Questionnaire feedback from MBBS second year students about current examination trends and their opinion for perspective changes." International Journal of Basic & Clinical Pharmacology 10, no. 5 (April 26, 2021): 483. http://dx.doi.org/10.18203/2319-2003.ijbcp20211640.

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Background: All subjects of MBBS do not have same examination pattern especially concerning to question paper pattern and distribution of marks. As a result, students are experiencing variety of examination patterns during their study. Neither is their uniformity of examination pattern throughout the country nor there is uniformity within a university. In such situation, it would be wise to take feedback from students which could help in redesigning the examination pattern. This study was done to collect students’ opinion regarding current examination methods and possible changes that might be required in existing assessment methods.Methods: Questionnaire based study was done on MBBS second year students of Viswabharathi medical college. Questionnaire consisted of 10 questions about examinations faced by the students. Each question had five options arranged according to 5-point Likert scale.Results: 99 students participated in this study. 51.52% students preferred having two essay questions and 42.42% preferred having one essay question in final theory exam. 52.53% preferred to have 40 marks as weightage of one paper. 50.51% supported having illustration-based questions in their final theory examinations. 79.80% stated that at least 30 days of preparation holidays are required for them before their final exams. 48.48% preferred having five very short answer questions. 48.48% stated that weekend tests conducted by their institute were helpful to them. 66.66% disagreed upon increasing number of questions in final examination. 63.63% agreed on having MCQ’s. 48.48% agreed on having viva voce during every internal examination. Consensus could not be reached upon frequency of institutional tests.Conclusions: This study highlighted certain shortcomings in medical education with respect to examinations. Weightage and number of questions might be increased marginally to have a uniform pattern. Question paper should have more very short answer questions and less essay questions. Illustration based questions should also be introduced. 30 days of preparation holidays must be given before final exams for self-study.
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Carroll, R. G. "Evaluation of vignette-type examination items for testing medical physiology." Advances in Physiology Education 264, no. 6 (June 1993): S11. http://dx.doi.org/10.1152/advances.1993.264.6.s11.

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Step 1 of the United States Medical Licensing Examination has now replaced the National Board of Medical Examiners part 1 examination as the initial step in medical licensure. The new examination format places an increased emphasis on clinical vignettes to test basic physiological concepts. Suggestions from a question-writing workshop were incorporated into cardiovascular items in a midcourse physiology examination. Item analysis indicated that the overall examination difficulty was not different from examinations administered in the preceding years. Within the examination, however, the vignette questions had significantly higher discrimination indexes than other question types. The slope of the difficulty-to-discrimination relationship was significantly higher in 1992 than in previous years. This means that questions of equivalent difficulty were more discriminating in 1992 than in previous years. Finally, this report suggests a method of identifying questions with both high discrimination and high difficulty index for the development of an (informal) test item bank. The clinical vignette question types are a valuable method of examining basic physiological principles.
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SAPOZHNYK, Dmytro, and Lesia PELYK. "RAISING QUESTIONS ABOUT THE APPOINTMENT OF CUSTOMS EXPERTISE IN ORDER TO CONTROL THE CORRECT CLASSIFICATION OF GOODS UNDER HS." Herald of Khmelnytskyi National University. Technical sciences 315, no. 6(1) (December 29, 2022): 198–202. http://dx.doi.org/10.31891/2307-5732-2022-315-6-198-202.

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The article considers the importance of the quality of questioning when appointing a customs examination, the procedure and rules for posing such questions, assessing their correctness, shows the algorithm for the correct formulation of the question regarding the appointment of a customs examination. The necessity of updating the methodological recommendations for posing questions to the expert is emphasized, since even the best methodological recommendations are useless if they are not applied in practice. Based on this, the expediency of introducing an appropriate training course and training for customs officials authorized to appoint commodity customs examinations and studies, in particular in the field of valuation of intellectual property, is shown. It is shown that when appointing a customs examination by a customs official, the expert should be assigned a specific task and set the range and content of issues on which the examination should be carried out. At the same time, it is not allowed to raise questions: that go beyond the competence of the expert (this may be grounds for refusal to conduct an examination); for the explanation of which no special expert knowledge is required; are of a legal nature; which may relate to the object of study due to its properties. The algorithm and the sequence of raising the question regarding the appointment of a customs examination, which allows to assess its correctness in accordance with the criteria established by law, which contain a prohibition on the absence of a certain (clear) semantic content in the question, or possible ambiguity (the possibility of interpretation) of the essence of the question, are analyzed. The necessity of formulating qualitative questions in compliance with the theory of their formulation and taking into account the specifics of the questions, taking into account the grounds for their occurrence, as well as the nature of the information the absence of which is indicated by the question (the so-called “whether-question” and “what-question”) is proved. The conclusion is made that in order to prevent problems in the interaction of customs authorities and expert institutions in the process of organizing and conducting customs examinations, it is important to take into account the peculiarities of questioning when appointing examinations and to comply with the rules for asking questions to the expert.
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SAPOZHNYK, Dmytro, and Lesia PELYK. "RAISING QUESTIONS ABOUT THE APPOINTMENT OF CUSTOMS EXPERTISE IN ORDER TO CONTROL THE CORRECT CLASSIFICATION OF GOODS UNDER HS." Herald of Khmelnytskyi National University. Economic sciences 312, no. 6(1) (December 29, 2022): 208–12. http://dx.doi.org/10.31891/2307-5740-2022-312-6(1)-31.

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The article considers the importance of the quality of questioning when appointing a customs examination, the procedure and rules for posing such questions, assessing their correctness, shows the algorithm for the correct formulation of the question regarding the appointment of a customs examination. The necessity of updating the methodological recommendations for posing questions to the expert is emphasized, since even the best methodological recommendations are useless if they are not applied in practice. Based on this, the expediency of introducing an appropriate training course and training for customs officials authorized to appoint commodity customs examinations and studies, in particular in the field of valuation of intellectual property, is shown. It is shown that when appointing a customs examination by a customs official, the expert should be assigned a specific task and set the range and content of issues on which the examination should be carried out. At the same time, it is not allowed to raise questions: that go beyond the competence of the expert (this may be grounds for refusal to conduct an examination); for the explanation of which no special expert knowledge is required; are of a legal nature; which may relate to the object of study due to its properties. The algorithm and the sequence of raising the question regarding the appointment of a customs examination, which allows to assess its correctness in accordance with the criteria established by law, which contain a prohibition on the absence of a certain (clear) semantic content in the question, or possible ambiguity (the possibility of interpretation) of the essence of the question, are analyzed. The necessity of formulating qualitative questions in compliance with the theory of their formulation and taking into account the specifics of the questions, taking into account the grounds for their occurrence, as well as the nature of the information the absence of which is indicated by the question (the so-called “whether-question” and “what-question”) is proved. The conclusion is made that in order to prevent problems in the interaction of customs authorities and expert institutions in the process of organizing and conducting customs examinations, it is important to take into account the peculiarities of questioning when appointing examinations and to comply with the rules for asking questions to the expert.
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5

Wang, Xudong. "Proposals on Reform of Test Questions of Senior High School Entrance Examination and National College Entrance Examination Based on Educational Measurement." Theory and Practice of Chinese Pedagogy 1, no. 1 (June 28, 2022): 9–15. http://dx.doi.org/10.48014/tpcp.20220327001.

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Question setting technology of senior high school entrance examination and national college entrance examination awaits some reform. on the basis of educational measurement principles.Following are seven proposals on such reform. for respective question types in the two examinations,for the reference of question originators.Firstly,the number of the correct choice(s) for choice questions can be made uncertain, disturbance options can be added,and point assigning can be conducted in accordance with different ratings.Secondly,multiple answers can be provided for certain blank-filling questions.Thirdly,redundant known conditions can be given for calculating questions,and points may be made respectively for different solutions.Fourthly,experiment questions shall attach greater importance to examining students’ abilities of assimilating and applying experimental methods,of questioning and detecting,and of exploring and innovating, as well as the rigorousness of their scientific attitude.Fifthly,some unnecessary,useless and even false information can be offered for question-and-answer questions.Sixth,self-selected topics can be set for composition writing,and assessing technology shall be optimized.Seventh,integrated interdisciplinary questions can be taken into the test.Eighth,audio questions can be added to test students’ hearing and observing abilities.
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Goh, Thing Thing, Nor Azliana Akmal Jamaludin, Hassan Mohamed, Mohd Nazri Ismail, and Huangshen Chua. "Semantic Similarity Analysis for Examination Questions Classification Using WordNet." Applied Sciences 13, no. 14 (July 19, 2023): 8323. http://dx.doi.org/10.3390/app13148323.

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Question classification based on Bloom’s Taxonomy (BT) has been widely accepted and used as a guideline in designing examination questions in many institutions of higher learning. The misclassification of questions may happen when the classification task is conducted manually due to a discrepancy in the understanding of BT by academics. Hence, several automated examination question classification systems have been proposed by researchers to perform question classification accurately. Most of this research has focused on specific subject areas only or single-sentence type questions. There has been a lack of research on question classification for multi-sentence type and multi-subject questions. This paper proposes a question classification system (QCS) to perform the examination of question classification using a semantic and synthetic approach. The questions were taken from various subjects of an engineering diploma course, and the questions were either single- or multiple-sentence types. The QCS was developed using a natural language toolkit (NLTK), Stanford POS tagger (SPOS), Stanford parser’s universal dependencies (UD), and WordNet similarity approaches. The QCS used the NLTK to process the questions into sentences and then word tokens, such as SPOS, to tag the word tokens and UD to identify the important word tokens, which were the verbs of the examination questions. The identified verbs were then compared with the BT’s verbs list in terms of word sense using the WordNet similarity approach before finally classifying the questions according to BT. The developed QCS achieved an overall 83% accuracy in the classification of a set of 200 examination questions, according to BT.
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7

Waldo, M. "Hot items: Certification examination questions." Insight - the Journal of the American Society of Ophthalmic Registered Nurses 24, no. 3 (September 1999): 94–95. http://dx.doi.org/10.1016/s1060-135x(99)90079-9.

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8

Tikkanen, Greta, and Maija Aksela. "Analysis of Finnish chemistry Matriculation Examination questions according to Cognitive Complexity." Nordic Studies in Science Education 8, no. 3 (December 12, 2012): 257–68. http://dx.doi.org/10.5617/nordina.532.

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This paper presents an analysis of Finnish chemistry matriculation examination questions according to cognitive complexity. The research data consisted of 257 questions from 28 matriculation examinations between 1996 and 2009. Qualitative approach and theory-driven content analysis method using Bloom’s revised Taxonomy of Cognitive Objectives were employed in the research. The categories of the higher-order (HOCS) and lower-order cognitive skills (LOCS) were formed on the basis of earlier research. This research was guided by the following question: What kinds of cognitive skills and knowledge do Finnish chemistry matriculation examination questions require? The research indicates that the examinations were cognitively demanding. The majority (77%) of the questions required higher-order cognitive skills. The Bloom’s revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing chemistry summative assessment tools. All three higher-order cognitive skills (HOCS) categories should be more evenly presented in chemistry matriculation examinations.
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9

Thote, Prashant, and Gowri S. "ANALYSIS OF SENIOR SECONDARY EXAMINATION QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY COMPLEXITY." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 25, 2020): 119–27. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.136.

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In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives. Higher order thinking, middle order thinking and lower order thinking skills based questions are structured. The present research is guided by research question “What kind of cognitive skills and knowledge do grade 11 examination questions require?” Result of the study reveals that year end examinations are demanding. 52% questions are from higher order cognitive skills. Revised Bloom’s Taxonomy is used for designing the assessment tool. The two higher order thinking skills categories should be more evenly present in the exam.
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10

Motlhabane, Abraham. "UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 919–31. http://dx.doi.org/10.33225/jbse/17.16.919.

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The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.
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11

Chen, Yi Shan, Dong Ming Ran, and Xin Hua Zhu. "Automatic Generation of Standard Examination Questions Based on Ontology." Applied Mechanics and Materials 373-375 (August 2013): 1747–50. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1747.

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Examination question is one of the important tools that reflect students' learning situation and teachers' teaching effectiveness. Traditional questions were generated by the teacher manual, which will lead to the disadvantages of inefficient work and no reusable examination. In order to overcome these disadvantages, the paper proposes an ontology-based approach to standardized examination questions, which automatically generates questions and focuses on the multiple-option questions.
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12

Tikkanen, Greta, and Maija Aksela. "Test Item Formats in Finnish Chemistry Matriculation Examinations." International Journal of Physics and Chemistry Education 4, no. 2 (August 19, 2012): 157–72. http://dx.doi.org/10.51724/ijpce.v4i2.104.

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Summative assessment plays an essential role in the chemistry education. This paper presents an analysis of Finnish chemistry matriculation examination questions according to test item format, and some examples of the analysis and examination questions. The research data consisted of 257 chemistry questions from 28 matriculation examinations between 1996 and 2009. Qualitative approach and theory-driven content analysis method were employed in the research. This research was guided by the following question: What kinds of test item formats are used in chemistry matriculation examinations? The research indicates that summative assessment was used diversely in chemistry matriculation examinations. The tests included various test item formats, and their combinations. The majority of the test questions were constructed-response items that were either verbal, quantitative, or laboratory-related items, symbol items, or combinations of the aforementioned. The studied chemistry matriculation examinations seldom included selected-response items that can be either multiple-choice, binary-choice, or matching items. The classification framework developed in the research can be applied in chemistry and science education, and also in educational research.
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Azzopardi, Carmel, and Marthese Azzopardi. "Analysing Maltese Biology Examination Questions according to Cognitive Complexity." European Journal of Teaching and Education 2, no. 4 (December 30, 2020): 32–41. http://dx.doi.org/10.33422/ejte.v2i4.524.

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This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understanding and Applying and lower-order cognitive skills (LOCS) comprising Analysing, Evaluating and Creating on the basis of earlier research. Data was given with tables as percentage. This research was guided by the following two questions: What kinds of cognitive skills and knowledge do Maltese Advanced Biology comprehension examination questions require? What is the proportion of marks being awarded to the different cognitive levels? In the National examination questions were allocated to five of the cognitive categories while less, four, in the Institution. Over a 10-year period, the majority of the questions (91.6% in Institution; 81.6% in National) required LOCS. In both types of examination, the highest percentage of questions were in the Remembering objective (53% in Institution; 48% in National), followed by Understanding (31.84% in Institution; 22% in National) and finally Applying (6% in Institution; 11% in National). The study highlighted that the Analysing objective was absent in every comprehension and the Creating category was represented by a mere1% in the National examination. The investigation was extended to determine the marks allocated to the different cognitive levels. The majority of the marks, (92.0% in Institution; 81.7% in National examinations) belonged to the LOCS, being allocated mostly in the Remembering and Understanding objectives. The research indicates that the examinations were overall, not cognitively demanding, but the National one was more intellectually challenging for a number of reasons, including a larger percentage of questions and marks categorised as HOCS. The Bloom’s Revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing biology summative assessment tools. All three higher-order cognitive skills categories should be more evenly presented in future biology examinations.
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Palmer, Nikolaus, and Farida Fortune. "MJDF: frequently asked questions." Bulletin of the Royal College of Surgeons of England 89, no. 5 (May 1, 2007): 172–73. http://dx.doi.org/10.1308/147363507x198079.

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The MJDF is the new Diploma of Membership of the joint dental faculties, the Faculty of Dental Surgery (FDS) and Faculty of General Dental Practice (UK) (FGDP(UK)). It will progressively replace the existing membership examinations of each faculty (MFDS and MFGDP(UK)) from autumn 2007. The examination is designed to assess the competencies set out in the new Department of Health foundation training (GPT) curriculum, but is relevant and available to all dentists wishing to obtain a postgraduate qualification.
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15

Greenslade, Thomas B. "Examination questions based on historical apparatus." Physics Teacher 37, no. 3 (March 1999): 172–73. http://dx.doi.org/10.1119/1.880208.

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KARWATOWSKI, W. S. S. "Ophthalmology—Examination Techniques Questions and Answers." Postgraduate Medical Journal 76, no. 902 (December 1, 2000): 815.2–815. http://dx.doi.org/10.1136/pgmj.76.902.815-a.

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KARWATOWSKI, W. S. S. "Ophthalmology---Examination Techniques Questions and Answers." Postgraduate Medical Journal 76, no. 902 (December 1, 2000): 815a—815. http://dx.doi.org/10.1136/pmj.76.902.815a.

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18

Randolph, Cheryl. "CEN Examination Review Questions Online Only." Journal of Emergency Nursing 38, no. 1 (January 2012): e1-e2. http://dx.doi.org/10.1016/j.jen.2011.09.014.

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19

Alghamdi, Abdulrahman Abdullah, Mohammed Ateeq Alanezi, and Faizal Khan. "Design and Implementation of a Computer Aided Intelligent Examination System." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 30. http://dx.doi.org/10.3991/ijet.v15i01.11102.

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Developing a computer based system for examinations are the substitute for the current examination system based on paper. In recent days, the e-learning has become more popular because of its adaptability, integrity and user friendliness. In terms of the paper based examinations, major challenge is the proctoring techniques used. In this paper, a novel method to avoid the presence of a proctor throughout the examination is proposed by an intelligent based examination system. This method is proposed to improve the e-learning using intelligent question bank and examination system. The system is designed with different complexity levels among the questions and also it acts as a tool to assessing the understanding of student from the teaching materials. This system can be timesaving and more efficient with an adequate level of security. The proposed methodology can be classified in to two main phases such as the design of question bank along with its database, design of the Artificial Intelligence (AI) based system for examination and its evaluation in order to improve the e-learning. Future works in this system can be the addition of theory-based questions and the integration of biometric based systems for enhancing the level of security.
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Žuvela Blažević, Tania, and Mara Ruža Blažević. "The application of critical thinking in matriculation examination papers in the subject of biology." Školski vjesnik 71, no. 1 (2022): 156–70. http://dx.doi.org/10.38003/sv.71.1.7.

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Recent reforms in the Croatian national educational system due to the Republic of Croatia’s accession to the European Union have as one focus to raise the level of critical thinking required by students. An important component of national education is the high stakes matriculation or ‘matura’ examinations. A study was made of biology examinations in both the countries of Australia and the Republic of Croatia. The comparison aimed to determine the level of critical thinking demanded based on the questions in the examination. This analysis of examination questions relied on the presumption of consequential validity of high stakes examinations; matriculation papers, where, if demanded by the examination, students will adopt certain skills, in this case, critical thinking. A hierarchical critical thinking taxonomy was subsequently developed based on similar taxonomies in existing literature to research the questions in the matriculation examination papers of biology in Australia and the Republic of Croatia respectively. The examination questions were classified according to this taxonomy and the results are displayed according to the level of critical thinking demanded in these examination papers.
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Chen, Tse Chian, Evan Multala, Patrick Kearns, Johnny Delashaw, Aaron Dumont, Demetrius Maraganore, and Arthur Wang. "Assessment of ChatGPT’s performance on neurology written board examination questions." BMJ Neurology Open 5, no. 2 (November 2023): e000530. http://dx.doi.org/10.1136/bmjno-2023-000530.

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Background and objectivesChatGPT has shown promise in healthcare. To assess the utility of this novel tool in healthcare education, we evaluated ChatGPT’s performance in answering neurology board exam questions.MethodsNeurology board-style examination questions were accessed from BoardVitals, a commercial neurology question bank. ChatGPT was provided a full question prompt and multiple answer choices. First attempts and additional attempts up to three tries were given to ChatGPT to select the correct answer. A total of 560 questions (14 blocks of 40 questions) were used, although any image-based questions were disregarded due to ChatGPT’s inability to process visual input. The artificial intelligence (AI) answers were then compared with human user data provided by the question bank to gauge its performance.ResultsOut of 509 eligible questions over 14 question blocks, ChatGPT correctly answered 335 questions (65.8%) on the first attempt/iteration and 383 (75.3%) over three attempts/iterations, scoring at approximately the 26th and 50th percentiles, respectively. The highest performing subjects were pain (100%), epilepsy & seizures (85%) and genetic (82%) while the lowest performing subjects were imaging/diagnostic studies (27%), critical care (41%) and cranial nerves (48%).DiscussionThis study found that ChatGPT performed similarly to its human counterparts. The accuracy of the AI increased with multiple attempts and performance fell within the expected range of neurology resident learners. This study demonstrates ChatGPT’s potential in processing specialised medical information. Future studies would better define the scope to which AI would be able to integrate into medical decision making.
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Shu Yang, Cheng. "Police interpretation examinations in Taiwan during the period of Japanese rule." Asian Education and Development Studies 3, no. 3 (September 30, 2014): 253–66. http://dx.doi.org/10.1108/aeds-07-2014-0032.

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Purpose – During the period of Japanese rule after 1895, the language barrier resulted in social and political problems. Thus, the Japanese implemented an interpretation examination system, with an aim of encouraging rank-and-file members of the police force to learn interpretation. The system included tiers and stipends, and offered incentives such as career advancement. This policy, which started at the early period of Japanese rule, lasted up to 40 years. The purpose of this paper is to conduct an analysis of the contents of examinations and statements from interpreters in the system of multiple role interpreters during the period of Japanese rule in Taiwan. Design/methodology/approach – Through analysis of several hundred examination questions on Japanese-Taiwanese interpretation, and dozens of pieces of literature examining the interpreter reactions toward this system and the examination questions, this study will explore the examination methodology, content of examination questions, and the difficulty of the examinations. Findings – The tangible aspects of colonial rule can be seen through the contents of the examinations, and the roles and functions granted by the rulers to the interpreters can be described. Originality/value – The establishment of a database for police interpretation examination questions and analysis of said questions in database.
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Seuren, Lucas M. "Questioning in court: The construction of direct examinations." Discourse Studies 21, no. 3 (May 3, 2018): 340–57. http://dx.doi.org/10.1177/1461445618770483.

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While courtroom examinations are often recognized as a distinct speech-exchange system, little is known about how participants do an examination beyond its unique turn-taking system. This article attempts to shed some light on this issue by studying the question design during the direct examination in an American criminal court case using Conversation Analysis. It shows that attorneys use different question forms compared to casual conversation: declaratives are far less prevalent and questions are often designed as requests for action. In addition, attorneys make use of forms that are not found in other types of interaction, such as the tag ( is that) correct. The way in which attorneys design their questions additionally shows that the rules of the courtroom have procedural consequences for how the interaction is done. But these rules have to be enacted, and it is in their violation that participants bring about categories such as leading questions.
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Norton, J. M. "A comparison of methods for dealing with troublesome examination questions." Advances in Physiology Education 271, no. 6 (December 1996): S55. http://dx.doi.org/10.1152/advances.1996.271.6.s55.

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This study compared two methods for identifying troublesome examination questions: a postexam student "challenge committee" process and a "question citation" procedure allowing students to identify troublesome questions during an exam. Challenged and cited questions on eight examinations given to second-year medical students were compared with respect to the percentage of correct responses (%CR) and the discrimination index (DI). Challenged questions had a significantly lower mean value for %CR (53.2 +/- 22.5, n = 74) than unchallenged questions (84.7 +/- 15.4, n = 428) but the two groups did not differ with respect to DI. For cited questions, the number of citations was correlated with %CR (r = -0.5480, p < 0.001) but not with DI. The group of questions that received three or more citations (n = 145) included 67.6% of all challenged questions and 78.3% of challenges that eventually led to a change in an answer key. A simple citation procedure completed during an exam could replace a complicated, post-exam challenge committee process and achieve the same goal of identifying troublesome questions.
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Klein, Brandon, Joshua Giordano, Jacob Barmann, Peter B. White, Randy M. Cohn, and Adam D. Bitterman. "Cross-Sectional Analysis of Foot and Ankle Questions on the Orthopaedic In-Training Examination: A Guide for Resident Preparation." Foot & Ankle Orthopaedics 7, no. 3 (July 2022): 247301142211197. http://dx.doi.org/10.1177/24730114221119754.

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Background: The Orthopaedic In-Training Examination (OITE) is a standardized examination administered annually to orthopaedic surgery residents. The examination is designed to evaluate resident knowledge and academic performance of residency programs. Methods: All OITE foot and ankle questions from 2009 through 2012 and 2017 through 2020 were analyzed. Subtopics, taxonomy, references, and use of imaging modalities were recorded. Results: There were a total of 167 foot and ankle (F&A)–related questions across 8 years of OITE examinations. Trauma remained the most commonly tested subtopic of F&A across both subsets, followed by rehabilitation, tendon disorders, and arthritis. We found an increase in questions related to arthritis ( P = .05) and a decrease of questions related to the diabetic foot ( P = .02). Taxonomy 3 questions constituted 49.5% of F&A questions from 2009 through 2012 compared with 44.7% of questions from 2017 to 2020 ( P = .54). Radiography was the most commonly used imaging modality in both subsets. From 2009 to 2012, 63.6% of questions included a radiograph compared with 76.5% in 2017 through 2020 ( P = .13). FAI ( Foot & Ankle International), JAAOS ( Journal of the American Academy of Orthopaedic Surgeons), and JBJS ( The Journal of Bone and Joint Surgery) were the most commonly cited journals, making up more than 50% of total citations. Citations per question increased from 2.20 to 2.42 from 2009-2012 to 2017-2020 ( P = .01). The average lag time in the early subset was 8.2 years and 8.9 years in the later subset. Conclusion: This study provides a detailed analysis of the F&A section of the OITE. Use of this analysis can provide residents with a guide on how to better prepare for the OITE examination. Level of Evidence: Level IV, cross-sectional review of Orthopaedic In-Training Examination questions
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Ndegwa Ndirangu, Peter, Elizaphan Maina Muuro, and John Kihoro. "A Literature Review on Automatic Generation of Examinations." OPEN JOURNAL FOR INFORMATION TECHNOLOGY 4, no. 2 (December 30, 2021): 77–84. http://dx.doi.org/10.32591/coas.ojit.0402.04077n.

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The examination is a key activity in determining what the learner has gained from the study. Institutions of higher learning (IHL) perform this activity through various assessment methods (test/examination, practical, etc.). The world today is focused on automation of exam generation which is ongoing with dire need during this period of the COVID-19 pandemic when education is greatly affected, leading to embracing online learning and examination. A text/exam comprises questions and answers that focus on evaluation to determine the student’s conversant level in the area of study. Each question has a cognitive level as described by (Armstrong, 2016) in the revised Bloom’s taxonomy. Questions chosen have cognitive levels based on the level of study and standardization of the exam. There is, therefore, a need to consider the question’s cognitive level along with other factors when generating an examination by incorporating deep learning algorithms.
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Kline, Stephen A., and Sandford Fleming. "Passing the Oral Examination for Specialist Qualification in Psychiatry: Part II*." Canadian Journal of Psychiatry 34, no. 9 (December 1989): 925–26. http://dx.doi.org/10.1177/070674378903400914.

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The nature of the relationship between candidates and their examiners is explored, and suggestions made as to how candidates might comport themselves during the oral examinations. In addition, the authors describe some of the organizing principles for responding to questions during the question and answer portion of the examination.
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Grandizio, Louis C., James C. Huston, Stephanie S. Shim, Jove Graham, and Joel C. Klena. "Levels of Evidence for Hand Questions on the Orthopaedic In-Training Examination." HAND 11, no. 4 (July 7, 2016): 484–88. http://dx.doi.org/10.1177/1558944715620793.

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Background: Although analyses of the Orthopaedic In-Training Examination (OITE) subspecialty content domains have been performed, few studies have analyzed the levels of evidence (LoEs) for journal articles used as references to create OITE questions. We present an analysis of reference characteristics and question taxonomy for the hand surgery content domain on the OITE. We aim to determine whether level of evidence (LoE) for hand surgery questions have increased over a 15-year period. Methods: All questions and references in the hand surgery content domain on the OITE from 1995-1997 and 2010-2012 were reviewed. The taxonomic classification was determined for each question. Publication characteristics were defined for each reference, and each primary journal article was assigned a LoE. Results: A total of 129 questions containing 222 references met inclusion criteria: 76 questions from 1995-1997 and 53 from 2010-2012. The Journal of Hand Surgery American and European Volumes, Journal of Bone and Joint Surgery American and British Volumes, and the Journal of the American Academy of Orthopaedic Surgeons were the most frequently cited journals overall. Recent examinations were more likely to have Buckwalter T3 complex clinical management questions. There was a statically significant increase in the LoE used to create hand questions on the 2010-2012 compared with the 1995-1997 OITE. Conclusions: Primary journal articles cited on the hand surgery content domain of the OITE frequently included recent publications from both general and subspecialty journals. More recent examination questions appear to test clinical management scenarios. LoE for hand questions has increased over a 15-year period. Our results can be used as a guide to help prepare orthopedic residents for the OITE.
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Johnson, Martin, Filio Constantinou, and Victoria Crisp. "How do question writers compose external examination questions? Question writing as a socio-cognitive process." British Educational Research Journal 43, no. 4 (May 4, 2017): 700–719. http://dx.doi.org/10.1002/berj.3281.

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Schubert, Marc Cicero, Wolfgang Wick, and Varun Venkataramani. "Performance of Large Language Models on a Neurology Board–Style Examination." JAMA Network Open 6, no. 12 (December 7, 2023): e2346721. http://dx.doi.org/10.1001/jamanetworkopen.2023.46721.

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ImportanceRecent advancements in large language models (LLMs) have shown potential in a wide array of applications, including health care. While LLMs showed heterogeneous results across specialized medical board examinations, the performance of these models in neurology board examinations remains unexplored.ObjectiveTo assess the performance of LLMs on neurology board–style examinations.Design, Setting, and ParticipantsThis cross-sectional study was conducted between May 17 and May 31, 2023. The evaluation utilized a question bank approved by the American Board of Psychiatry and Neurology and was validated with a small question cohort by the European Board for Neurology. All questions were categorized into lower-order (recall, understanding) and higher-order (apply, analyze, synthesize) questions based on the Bloom taxonomy for learning and assessment. Performance by LLM ChatGPT versions 3.5 (LLM 1) and 4 (LLM 2) was assessed in relation to overall scores, question type, and topics, along with the confidence level and reproducibility of answers.Main Outcomes and MeasuresOverall percentage scores of 2 LLMs.ResultsLLM 2 significantly outperformed LLM 1 by correctly answering 1662 of 1956 questions (85.0%) vs 1306 questions (66.8%) for LLM 1. Notably, LLM 2’s performance was greater than the mean human score of 73.8%, effectively achieving near-passing and passing grades in the neurology board examination. LLM 2 outperformed human users in behavioral, cognitive, and psychological–related questions and demonstrated superior performance to LLM 1 in 6 categories. Both LLMs performed better on lower-order than higher-order questions, with LLM 2 excelling in both lower-order and higher-order questions. Both models consistently used confident language, even when providing incorrect answers. Reproducible answers of both LLMs were associated with a higher percentage of correct answers than inconsistent answers.Conclusions and RelevanceDespite the absence of neurology-specific training, LLM 2 demonstrated commendable performance, whereas LLM 1 performed slightly below the human average. While higher-order cognitive tasks were more challenging for both models, LLM 2’s results were equivalent to passing grades in specialized neurology examinations. These findings suggest that LLMs could have significant applications in clinical neurology and health care with further refinements.
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Jeong, Jin-su, and Yong-Seong Kim. "An Analysis of Examination Question Trends in the field of Biology Education on Secondary Biology Teacher Appointment Examination from 2014 to 2024." Brain, Digital, & Learning 14, no. 1 (March 31, 2024): 61–83. http://dx.doi.org/10.31216/bdl.20240005.

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This study aims to analyze the examination trend of questions related to the field of biology education among the questions of the secondary biology teacher appointment examination from 2014 to 2024. The analysis of examination question trends was conducted by using the contents of the evaluation area and the sub-evaluation content elements of the biology subject suggested by the Korea Institute for Curriculum Evaluation (KICE) as a framework. The results of the study are as follows. First, only 75% of the evaluation content elements were linked to the set questions, and it was found that only biology teaching-learning theory, biology teaching-learning practice, and biology teaching-learning evaluation areas had questions linked to all evaluation content elements. Second, the biology teachinglearning theory, biology teaching-learning practice, and biology inquiry areas accounted for 67% of the total questions. Third, it was found that no question was set in the biology education environment and support area. These results show that the secondary biology teacher appointment exam is biased towards certain areas and evaluation content elements. Furthermore, since the evaluation area and evaluation content elements also affect the education for the professionalism of prospective biology teachers, it shows the need to comprehensively review and improve the content of the evaluation area and evaluation content elements, considering teachers’ competency and educational factors for the successful progress of field education.
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Rahma, Endah Anisa, and Rusma Setiyana. "Sosialisasi Trik Menjawab Soal Reading dalam Ujian Nasional Bahasa Inggris di SMKN 1 Samatiga Aceh Barat." Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar 1, no. 1 (December 28, 2019): 101. http://dx.doi.org/10.35308/baktiku.v1i1.1436.

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Reading is one of the types of questions asked in National Examination. Senior High School/ MA/ SMK students face difficulties in answering reading questions because they require to analize and compare the passage. Based on the results of a study by the Research Center of the Ministry of Education and Culture (2019), only under 50% of students were able to answer the English National Examination questions. Based on these facts, it is necessary to hold a socialization about understanding English test questions and the types of questions asked in the National Examination. In this community service activity, students of SMKN 1 Samatiga who will face the National Examination are the target of the activity. This activity was carried out by lecturing, discussion and simulation test questions. After being given an understanding of the tricks in answering reading questions, the test results showed that students get scores above 50 for each aspect of the question discussed, namely: main ideas, direct and indirect questions, pronoun references, and vocabulary meaning.
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Lonsdale, Maria dos Santos. "Does typographic design of examination materials affect performance?" Information Design Journal 15, no. 2 (August 10, 2007): 114–39. http://dx.doi.org/10.1075/idj.15.2.04lon.

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The present paper reports three experiments investigating the effect typographic design of examination materials has on performance. Significant differences in performance were always found in all three experiments. These differences were always in favour of text and/or question and answer sheet layouts conforming to legibility guidelines. Participants also considered the questions with these layouts easy to answer. The main conclusion was that text and question and answer sheet layouts displaying a combination of typographic features intended to improve legibility facilitate efficient search reading and answering of questions at the perceptual level of reading. The effect of typographic layout on performance should therefore be considered in order to construct valid and reliable examination materials.
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Kalender-Rich, Jessica L., Jonathan D. Mahnken, Lei Dong, Anthony M. Paolo, Deon Cox Hayley, and Sally K. Rigler. "Development of an Ambulatory Geriatrics Knowledge Examination for Internal Medicine Residents." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 678–80. http://dx.doi.org/10.4300/jgme-d-13-00123.1.

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Abstract Background The number of older adults needing primary care exceeds the capacity of trained geriatricians to accommodate them. All physicians should have basic knowledge of optimal outpatient care of older adults to enhance the capacity of the system to serve this patient group. To date, there is no knowledge-assessment tool that focuses specifically on geriatric ambulatory care. Objective We developed an examination to assess internal medicine residents' knowledge of ambulatory geriatrics. Methods A consensus panel developed a 30-question examination based on topics in the American Board of Internal Medicine (ABIM) Certification Examination Blueprint, the ABIM in-training examinations, and the American Geriatrics Society Goals and Objectives. Questions were reviewed, edited, and then administered to medical students, internal medicine residents, primary care providers, and geriatricians. Results Ninety-eight individuals (20 fourth-year medical students, 57 internal medicine residents, 11 primary care faculty members, and 10 geriatrics fellowship-trained physicians) took the examination. Based on psychometric analysis of the results, 5 questions were deleted because of poor discriminatory power. The Cronbach α coefficient of the remaining 25 questions was 0.48; however, assessment of interitem consistency may not be an appropriate measure, given the variety of clinical topics on which questions were based. Scores increased with higher levels of training in geriatrics (P &lt; .001). Conclusion Our preliminary study suggests that the examination we developed is a reasonably valid method to assess knowledge of ambulatory geriatric care and may be useful in assessing residents.
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Roos, Jonas, Adnan Kasapovic, Tom Jansen, and Robert Kaczmarczyk. "Artificial Intelligence in Medical Education: Comparative Analysis of ChatGPT, Bing, and Medical Students in Germany." JMIR Medical Education 9 (September 4, 2023): e46482. http://dx.doi.org/10.2196/46482.

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Background Large language models (LLMs) have demonstrated significant potential in diverse domains, including medicine. Nonetheless, there is a scarcity of studies examining their performance in medical examinations, especially those conducted in languages other than English, and in direct comparison with medical students. Analyzing the performance of LLMs in state medical examinations can provide insights into their capabilities and limitations and evaluate their potential role in medical education and examination preparation. Objective This study aimed to assess and compare the performance of 3 LLMs, GPT-4, Bing, and GPT-3.5-Turbo, in the German Medical State Examinations of 2022 and to evaluate their performance relative to that of medical students. Methods The LLMs were assessed on a total of 630 questions from the spring and fall German Medical State Examinations of 2022. The performance was evaluated with and without media-related questions. Statistical analyses included 1-way ANOVA and independent samples t tests for pairwise comparisons. The relative strength of the LLMs in comparison with that of the students was also evaluated. Results GPT-4 achieved the highest overall performance, correctly answering 88.1% of questions, closely followed by Bing (86.0%) and GPT-3.5-Turbo (65.7%). The students had an average correct answer rate of 74.6%. Both GPT-4 and Bing significantly outperformed the students in both examinations. When media questions were excluded, Bing achieved the highest performance of 90.7%, closely followed by GPT-4 (90.4%), while GPT-3.5-Turbo lagged (68.2%). There was a significant decline in the performance of GPT-4 and Bing in the fall 2022 examination, which was attributed to a higher proportion of media-related questions and a potential increase in question difficulty. Conclusions LLMs, particularly GPT-4 and Bing, demonstrate potential as valuable tools in medical education and for pretesting examination questions. Their high performance, even relative to that of medical students, indicates promising avenues for further development and integration into the educational and clinical landscape.
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Raja, M. Palaninatha, and A. M. Abirami. "Item Analysis Technique for improving Course Outcome Attainment." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 234–42. http://dx.doi.org/10.16920/jeet/2022/v35is1/22034.

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It has become a challenging task to derive information on attainment of cognitive skills by analysing students’ performance. There are certain subjective critical factors such as understanding of basic concepts, quality of teaching, quality of question papers, and the mode of evaluation, which influence of students accomplishment. The authors feel that it is necessary to examine the attributes of end semester examination question papers. It is essential to assess the type of questions posed in the examinations using the statistical techniques and measures. This paper analyse the analysis of quality of questions used in the end semester examinations. The proposed methodology uses ‘item analysis’ technique for improving the course outcome attainment. Statistical results indicate that the question setters may consider the resulted norms while examining the students by standardizing the assessment questions, which in turn yield better academic performance by students. Keywords: Item Analysis, Course Outcome Attainment, Student Performance, Question Paper Quality
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"Examination Questions." Annals of Allergy, Asthma & Immunology 84, no. 2 (February 2000): 197–98. http://dx.doi.org/10.1016/s1081-1206(10)62751-2.

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Elkhatat, Ahmed M. "Practical randomly selected question exam design to address replicated and sequential questions in online examinations." International Journal for Educational Integrity 18, no. 1 (April 12, 2022). http://dx.doi.org/10.1007/s40979-022-00103-2.

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AbstractExaminations form part of the assessment processes that constitute the basis for benchmarking individual educational progress, and must consequently fulfill credibility, reliability, and transparency standards in order to promote learning outcomes and ensure academic integrity. A randomly selected question examination (RSQE) is considered to be an effective solution to mitigate sharing of questions between students by addressing replicated inter-examination questions that compromise examination integrity and sequential intra- examination questions that compromise examination comprehensivity. In this study, a Monte Carlo approach was used to design six examination schemes for the purpose of generating and evaluating 600 RSQEs in order to investigate the effects of RSQE design on replicated inter-examination and sequential and intra-examination questions. Results revealed that the number of randomly selected questions from the pool and the number of sub-pools inversely affected the replication and sequencing of the examination questions. Thus, by designing the RSQE in many sub-pools, in equivalence to the number of examination questions and selecting only one question from each sub-pool, and updating the sub-pools after each examination, the passing of information can be prevented, ensuring the integrity of the examinations.
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"FESSH examination questions." Journal of Hand Surgery (European Volume) 40, no. 5 (May 22, 2015): 550. http://dx.doi.org/10.1177/1753193415585690.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 40, no. 6 (June 22, 2015): 656. http://dx.doi.org/10.1177/1753193415586337.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 40, no. 7 (August 11, 2015): 763. http://dx.doi.org/10.1177/1753193415586339.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 40, no. 8 (September 18, 2015): 886. http://dx.doi.org/10.1177/1753193415586342.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 40, no. 9 (October 22, 2015): 1019. http://dx.doi.org/10.1177/1753193415586344.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 41, no. 1 (December 17, 2015): 116. http://dx.doi.org/10.1177/1753193415619728.

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"FESSH examination questions." Journal of Hand Surgery (European Volume) 41, no. 2 (January 25, 2016): 238. http://dx.doi.org/10.1177/1753193415623727.

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"FESSH Examination Questions." Journal of Hand Surgery (European Volume) 41, no. 4 (April 13, 2016): 464. http://dx.doi.org/10.1177/1753193416637028.

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"FESSH Examination Questions." Journal of Hand Surgery (European Volume) 41, no. 5 (May 13, 2016): 566. http://dx.doi.org/10.1177/1753193416642945.

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"FESSH Examination Questions." Journal of Hand Surgery (European Volume) 41, no. 6 (June 13, 2016): 670. http://dx.doi.org/10.1177/1753193416642950.

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"FESSH Examination Questions." Journal of Hand Surgery (European Volume) 41, no. 7 (August 18, 2016): 784. http://dx.doi.org/10.1177/1753193416661909.

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"FESSH Examination Questions." Journal of Hand Surgery (European Volume) 41, no. 8 (September 21, 2016): 892. http://dx.doi.org/10.1177/1753193416666202.

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