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Academic literature on the topic 'MCQs at university'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "MCQs at university"

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Tenzin, Karma, Thinley Dorji, and Tashi Tenzin. "Construction of Multiple Choice Questions Before and After An Educational Intervention." Journal of Nepal Medical Association 56, no. 205 (2017): 112–16. http://dx.doi.org/10.31729/jnma.2976.

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Introduction: Khesar Gyalpo University of Medical Sciences of Bhutan, established in 2014, has ushered in a new era in medical education in Bhutan. Multiple Choice Questions are a common means of written assessment in medical education. Methods: This was a quasi-experimental study conducted at the Faculty of Postgraduate Medicine, KGUMSB, Thimphu in December 2016. A total of 8 MCQs were prepared by four teaching faculties from different fields who had no prior training on construction of MCQs. It was delivered to a group of 16 randomly selected intern doctors. A 2 hours long workshop on construction of MCQs was conducted. After the workshop, the same MCQs were modified according to standard guidelines on developing MCQs and were tested in the same group of intern doctors. An analysis on the performance, difficulty factor, discrimination index and distractor analysis was done on the two sets of MCQs using Microsoft Excel and SPSS 20.0. Results: For the pre- and post-workshop questions respectively, the pass percentage was 69.8% (11) and 81.3% (13), difficulty factor was 0.51 and 0.53, discrimination index was 0.59 and 0.47, distractor effectiveness was 83.3% and 74.9%. Conclusions: The workshop on MCQ development apparently seemed highly valuable and effective in changing the learning and performances of medical educators in the development of MCQs. Keywords: difficulty factor; discrimination index; faculty development; medical education.

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Pepple, Dagogo J., Lauriann E. Young, and Robert G. Carroll. "A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)." Advances in Physiology Education 34, no. 2 (2010): 86–89. http://dx.doi.org/10.1152/advan.00087.2009.

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This retrospective study compared the performance of preclinical medical students in the multiple-choice question (MCQ) and long essay question components of a comprehensive physiology final examination. During the 3 yr analyzed, 307 students had an average score of 47% (SD 9.9) in the long essay questions and 64% (SD 9.9) in the MCQs. Regression analysis showed a significant correlation ( r = 0.62, P < 0.01) between MCQs and long essay questions. When student performance was grouped by final course grade, a statistically significant correlation between MCQ and long essay scores existed only for the 210 students who received a passing grade ( r = 0.20, P < 0.01). The MCQ and long essay question scores were not correlated for the 57 students who failed ( r = 0.25, P = 0.06) or for the 40 students who achieved honors and distinctions ( r = −0.27, P = 0.11). MCQ scores were significantly higher ( P < 0.01) than essay scores for each of the groups when analyzed by two-way ANOVA. The results of this study suggest that for most students, the strong correlation between scores on MCQs and essay questions indicates that student performance was independent of testing format. For students at either end on the performance spectrum, the lack of correlation suggests that the performance in one of the testing formats had a strong influence on the final course grade. In addition, those students who failed the course were likely to be weak in both testing modalities, whereas students in all grade groups were more likely to perform better in the MCQs than in the long essay questions.

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Kheyami, Deena, Ahmed Jaradat, Tareq Al-Shibani, and Fuad A. Ali. "Item Analysis of Multiple Choice Questions at the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 1 (2018): 68. http://dx.doi.org/10.18295/squmj.2018.18.01.011.

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Objectives: The current study aimed to carry out a post-validation item analysis of multiple choice questions (MCQs) in medical examinations in order to evaluate correlations between item difficulty, item discrimination and distraction effectiveness so as to determine whether questions should be included, modified or discarded. In addition, the optimal number of options per MCQ was analysed. Methods: This cross-sectional study was performed in the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain. A total of 800 MCQs and 4,000 distractors were analysed between November 2013 and June 2016. Results: The mean difficulty index ranged from 36.70–73.14%. The mean discrimination index ranged from 0.20–0.34. The mean distractor efficiency ranged from 66.50–90.00%. Of the items, 48.4%, 35.3%, 11.4%, 3.9% and 1.1% had zero, one, two, three and four nonfunctional distractors (NFDs), respectively. Using three or four rather than five options in each MCQ resulted in 95% or 83.6% of items having zero NFDs, respectively. The distractor efficiency was 91.87%, 85.83% and 64.13% for difficult, acceptable and easy items, respectively (P <0.005). Distractor efficiency was 83.33%, 83.24% and 77.56% for items with excellent, acceptable and poor discrimination, respectively (P <0.005). The average Kuder-Richardson formula 20 reliability coefficient was 0.76. Conclusion: A considerable number of the MCQ items were within acceptable ranges. However, some items needed to be discarded or revised. Using three or four rather than five options in MCQs is recommended to reduce the number of NFDs and improve the overall quality of the examination.

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Ibrahim, Azza Fathi. "Development of multiple choice questions' instructional plan for the nursing educators." Journal of Nursing Education and Practice 9, no. 9 (2019): 12. http://dx.doi.org/10.5430/jnep.v9n9p12.

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Multiple-choice questions (MCQs) are commonly employed tests configuration in healthcare sciences for several years. They are efficient means for formative and summative evaluation of the students in nursing education. If the MCQs are designed competently, it will be a resourceful measurement for a valid assessment of the nursing students. The present study aimed to evaluate the construction quality of MCQs and its common item flaws in core nursing subjects at Faculty of Nursing, then develop an instructional plan for MCQs construction (one best answer format) to guide nursing educators. The study passed through exploratory-descriptive and methodological research designs at the Faculty of Nursing, Alexandria University, Egypt. Two samples were selected: First, 253 MCQs were selected from the different final exams (2017-2018) of the core twelve nursing subjects; Second, 21 academic nursing educators for evaluating of the suggested instructional plan. Both samples were chosen by convenience sampling technique. MCQs Assessment Form (MCQAF) was the first tool used to assess the construction quality of MCQs development and its items flaws. The second tool was MCQs' Instructional Plan Evaluation Sheet (MCQ IPES) which measured the content and face validity of the suggested instructional plan. The results revealed that 45.5% (115 MCQs) of the study sample contained ten item flaws. As regards the assessment of MCQs construction quality, evidently, the majority of nursing subject's exams has mean scores around a satisfactory level in MCQs quality construction. After submitting the developed plan to the expert group, almost the entire group found that the developed plan is accurate, with sound information, considered the useful and valued educational resource. Moreover, it has appropriate content in vocabulary, sentence structure, grammar, and concepts. Likewise, the experts reported that the developed plan is clear enough to be used by nursing educators and it is attractive and interesting self-reference tool. Conclusion & recommendation: less than one half of the study MCQs has ten item flaws and almost all of them obtained satisfactory mean scores in MCQs quality construction. The developed instructional plan is a beginning and beneficial step for nursing educators and considered an instructional mean for MCQs construction guidance. Further studies are application of the developed plan among nursing educators and investigation of the awareness and compliance of nursing educators with the MCQs construction rules is needed.

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Thomson, Alan, Dwight Harley, Marie Cave, and Jean Clandinin. "Enhancement of medical student performance through narrative reflective practice: a pilot project." Canadian Medical Education Journal 4, no. 1 (2013): e69-e74. http://dx.doi.org/10.36834/cmej.36592.

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Background: Narrative Reflective Practice (NRP) is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students’ performance on multiple choice question exams (MCQs), on objective structured clinical examinations (OSCEs), and on subjective clinical evaluations (SCEs). Methods: The MCQs, OSCEs and SCEs test scores from 139 third year University of Alberta medical students from the same class doing their Internal Medicine rotation were collected over a 12 month period. All preceptors followed the same one-hour clinical teaching format, except for the single preceptor who incorporated 2 weeks of NRP in the usual clinical teaching of 16 students. The testing was done at the end of each 8-week rotation, and all students within each cohort received the same MCQs, OSCE and SCEs Results: Independent t-tests were used to assess group differences in the mean MCQ, OSCE and SCE scores. The group receiving NRP training scored 4.7 % higher on the MCQ component than those who did not. The mean differences for OSCE and SCE scores were non-significant. Conclusions: Two weeks NRP exposure produced an absolute increase in students’ MCQ score. Longer periods of NRP exposure may also increase the OSCE and SCE scores. This promising pilot project needs to be confirmed using several trained preceptors and trainees at different levels of their clinical experience.

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Aras, Irwin, Gandes Retno Rahayu, and Yayi Suryo Prabandari. "Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (2014): 162. http://dx.doi.org/10.22146/jpki.25240.

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Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.

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Kowash, Mawlood, Iyad Hussein, and Manal Al Halabi. "Evaluating the Quality of Multiple Choice Question in Paediatric Dentistry Postgraduate Examinations." Sultan Qaboos University Medical Journal [SQUMJ] 19, no. 2 (2019): 135. http://dx.doi.org/10.18295/squmj.2019.19.02.009.

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ABSTRACT: Objectives: This study aimed to evaluate the quality of multiple choice question (MCQ) items in two postgraduate paediatric dentistry (PD) examinations by determining item writing flaws (IWFs), difficulty index (DI)and cognitive level. Methods: This study was conducted at Mohamed Bin Rashid University of Medicine and Health Sciences, Dubai, UAE. Virtual platform-based summative versions of the general paediatric medicine (GPM) and prevention of oral diseases (POD) examinations administered during the second semester of the 2017–2018 academic year were used. Two PD faculty members independently reviewed each question to assess IWFs, DI and cognitive level. Results: A total of 185 single best answer MCQs with 4–5 options were analysed. Most of the questions (81%) required information recall, with the remainder (19%) requiring higher levels of thinking and data explanation. The most common errors among IWFs were the use of “except” or “not” in the lead-in, tricky or unfocussed stems and opportunities for students to use convergence strategies. There were more IWFs in the GPM than the POD examination, but this was not statistically significant (P = 0.105). The MCQs in the GPM and POD examination were considered easy since the mean DIs (89.1% ± 8.9% and 76.5% ± 7.9%, respectively) were more than 70%. Conclusion: Training is an essential element of adequate MCQ writing. A general comprehensive review of all programme’s MCQs is needed to emphasise the importance of avoiding IWFs. A faculty development programme is recommended to improve question-writing skills in order to align examinations with programme learning outcomes and enhance the ability to measure student competency through questions requiring higher level thinking. Keywords: Examination Question; Student; Educational Measurement; Discriminant Analysis; Pediatric Dentistry; United Arab Emirates.

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Obon, April Marqueses, and Kristel Anne M. Rey. "Analysis of Multiple-Choice Questions (MCQs): Item and Test Statistics from the 2nd year Nursing Qualifying Exam in a University in Cavite, Philippines." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 499–511. http://dx.doi.org/10.35974/isc.v7i1.1128.

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Introduction:Multiple Choice Questions (MCQs) is used extensively as a test format in nursing education. However, making MCQs still remains a challenge to educators. To avoid issues about its quality, this should undergo item analysis. Thus, the study evaluated item and test quality using difficulty index (DIF) and discrimination indices (DI), with distractor efficiency (DE); determined the reliability usingKuder-Richardson 20 coefficients (KR20); and identified which valid measure was developed. Methodology: The study was conducted among 41 level two nursing students in the College of Nursing. The qualifying examination comprised of 194 MCQs. Data were entered in Microsoft Excel 2010 and SPSS22 and were analyzed. Results: According to DIF, out of 194 items, 115 (59.53%) had right difficultyand 79 (40.7%) were difficult. Regarding DI, 17 (8.8%) MCQs were considered very gooditems to discriminate the low and high performer students. While 21 (10.8%), 32 (16.5%), 24 (12.4%), and 100 (51.5%) demonstrated good, fair quality, potentially poor, and potentially very pooritems, respectively. On the other hand, the number of items that had 100% distractor effectiveness is 57 (29.4%), as 65 (33.5%), 49 (25.3%), and 23 (11.9%) revealed 66.6%, 33.3% and 0%, respectively. The reliability of the test using KR20 is 0.9, suggesting that the test is highly reliable with considered good internal consistency. After careful analysis of each item, 55 (28.35%) items were retained without revisions. Further, the stem of the 24 (12.37%) items, the distractors of the 66 (34.02%) items and both the stem and distractors of 46 (23.71%) items were modified, and 3 (1.55%) items were removed. Discussion:The researcher recommends doing an analysis between upper and lower scorers and its relationship to DE. For future study, it will be beneficial to explore other factors like student’s ability, quality of instructions, and number of students in relation to quality of MCQs.

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Jaleel, Anila, and Zohra Khanum. "Pre and Post examination evaluation of MCQs and SEQs Items in Undergraduate MBBS mock examination." Professional Medical Journal 27, no. 12 (2020): 2749–54. http://dx.doi.org/10.29309/tpmj/2020.27.12.4474.

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Objectives: To evaluate the quality of MCQs and SEQs pre and post Mock examination of physiology and biochemistry and correlation between the scores of both at private medical college Lahore. Study Design: Descriptive study and convenient sampling was done. Setting: Fatima Memorial College of Medicine and Dentistry, Lahore. Period: September 2016 to September 2017. Material & Methods: 149 students in Physiology and 143 in biochemistry took Mock examination. 45 MCQs and 9 SEQs each in biochemistry and physiology were prepared according to the table of specification provided by University of Health Sciences (UHS) Lahore, Pakistan. Item assessment according to Blooms taxonomy was done and item flaws identified with cover test done for structural validity of the paper before the exam by two medical educationists. Item analysis with difficulty index, discrimination index and distraction efficiency were done post examination. Results: 84.4% in physiology and 51.1% in biochemistry were of recall type (C1 level according to Blooms taxonomy), and 58% SEQs in physiology and 50% in biochemistry were C1. 20% and 28% MCQs in physiology and biochemistry respectively pass cover test and were without item writing flaws. Difficulty index shows that 53.3% in physiology and 48.8% in biochemistry needs modifications. 48.8% of MCQs in physiology and 15.5% in biochemistry need modification in discriminatory index. Similarly 59.5% and 64.0 % of MCQs had functional distractors in physiology and biochemistry respectively. Conclusion: The study concluded that Mock examination in subjects of physiology and biochemistry had item writing flaws, more MCQs were of C1 level and showed majority items in good difficulty, discriminatory index with two third functional distractors were present

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Selivanova, I. A., I. Yu Markovina, I. R. Ilyasov, A. K. Zhevlakova, and R. P. Terekhov. "Test Items Validation in the Context of Education Export." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (2020): 136–43. http://dx.doi.org/10.31992/0869-3617-2020-6-136-143.

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It is necessary to develop special assessment tools for international students, which will comply with the principles of evidence-based education. This is especially important in the context of Russian higher education export. Multiple choice questions (MCQs) are an essential part of the assessment and are suited for assessing the knowledge level of international students. The “Organic chemistry” is a basic course for pharmaceutical students, which is necessary for the understanding of principal subjects. The study objective was to develop a normative-oriented model of the “Organic chemistry” MCQs based examination for international students (the specialty 33.05.01 “Pharmacy”) in accordance with the recommendations of the Association for Medical Education in Europe (AMEE). The previously developed interactive “Organic Chemistry Test Simulator”, created at the Sechenov University, was used as the basis for the examination MSQs bank. It was analyzed by five independent experts, who work as teachers of organic chemistry. The average timing and the cut score were determined by the Angoff method, 90 sec and 64%, respectively. Among analyzed MCQs the 3% were found irrelevant, 22% were recommended for revision and modernization. Valid MSCs (600 items) served as the basis for the creation of extended examination MSQs bank. An algorithm for modeling the “Organic chemistry” MCQs based examination was proposed. The standardized examination test has 30 MSQs of different types. The standardized normative-oriented model of the “Organic chemistry” MCQs based examination for international students (the specialty 33.05.01 “Pharmacy”) was validated in terms of relevance and representativeness, optimized in time and cut score.

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Dissertations / Theses on the topic "MCQs at university"

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Cristache, Alex. "Hybrid recommender system using association rules a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/822.

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Li, Chun. "SMS-based vocabulary learning for ESL students a dissertation submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access resource online, 2009. http://aut.researchgateway.ac.nz/handle/10292/746.

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Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print ( ix,139 leaves : ill., charts. ; 30 cm.) in the Archive at the City Campus (T 371.33 LI)

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Eggert, Silke. "Exegesis and screenplay for a film entitled : Spaces between us a thesis submitted to the AUT University in partial fulfilment of the degree of Masters of Communication studies (MCS), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/482.

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Licorish, Sherlock Anthony. "Tool support for social risk mitigation in agile projects a thesis submitted in partial fulfilment of the degree of Master of Computer and Information Sciences (MCIS) at the Auckland University of Technology, Auckland, June 2007 /." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1354/.

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Thesis (MCIS - Computer and Information Sciences) -- AUT University, 2007.<br>Primary supervisor: Anne Philpott. Co-supervisor: Professor Stephen MacDonell. Includes bibliographical references. Also held in print (x, 147 leaves : ill. ; 30 cm.) in City Campus Theses Collection (T 005.12 LIC)

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Motupally, Praveen Kumar. "Using satisfaction arguments and rich traceability in requirements prioritisation a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/793.

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Abdul, Halim Syafnidar. "Exploring wireless network security in Auckland City through warwalking a dissertation submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2007." Abstract. Full dissertation, 2007.

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McKessar, Anna Meredith. "Five hours with Raja ethics and the documentary interview : an exegesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Communication Studies (MCS), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/685.

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This thesis is a study of a young woman coming to terms with her grief. It unpacks how an invitation to film an unusual and life-changing event developed into an opportunity to question the ethics of the interview. It examines how the intricacies of a trust relationship influence the very threads and textures of the resulting documentary. This paper is a partnership between a practical documentary project and a more traditional written discussion. The documentary Five Hours with Raja is weighted at eighty per cent of the final thesis and the written exegesis makes up the remaining twenty per cent. Together these two elements investigate the developing relationship between Claudia – the documentary’s key protagonist, and the filmmaker, investigating how their relationship has affected the style, method, content and even the fundamental story line of a documentary. It also discusses the consequential ethical considerations and dilemmas behind creative and practical decisions, investigating ways that a filmmaker can draw the participant into the process to allow a greater degree of ownership, a stronger voice and a more immediate sense of intimacy with the final audience.

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McEwan, Rufus William. "Radio on the internet opportunities for new public spheres? : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Communication Studies (MCS), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/524.

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This thesis investigates the potential for radio on the Internet to enhance processes of communication and media practice in the form of new a public sphere. Drawing on the work of Marshall McLuhan, the early stages of this thesis present an enquiry into the unique positive qualities of both radio and the Internet. The argument that follows contends that radio presented on the Internet can draw from the perceived technological benefits of each individual medium, combining as a potential site for public spheres. Both Habermas’s liberal public sphere and contemporary critiques of the concept are examined to define a range of principles that could be tested against relevant examples. The increasing commercialisation of the Internet is presented as a challenge to the normative ideals of a public sphere and counter-balances the optimism of a technologically determinist approach. A series of thematic codes are developed from the relevant theory and combined with qualitative interviews. This forms the framework for a thematic analysis of three individual case studies: Unwelcome Guests, an anti-corporate radio programme, SW Radio Africa, “the independent voice of Zimbabwe,” and NH Making Waves, the radio arm of a community peace activist group. The study investigates opportunities for these three individual case studies to act as public spheres, by examining the interplay that occurs between both Internet and radio practices. As the thematic analysis will demonstrate, placing radio content on the Internet presents new opportunities to diversify content and audiences through collaborative production and improved distribution. Recommendations for further research emphasise the need to pursue the Internet’s role in the public sphere potential of radio.

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Zheng, Michael. "Deriving activity from RFID detection records in an assisted living context a dissertation submitted to Auckland University of Technology in partial fufilment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/538.

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Thesis (MCIS - Computer and Information Sciences) -- AUT University, 2007.<br>Includes bibliographical references. Also held in print (xii, 126 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 621.384191 ZHE)

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Tsai, Tsung-Chun. "Map compression for a RFID-based two-dimensional indoor navigation system a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Computer and Information Science (MCIS), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/652.

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Thesis (MCIS - Computer and Information Sciences) -- AUT University, 2008.<br>Includes bibliographical references. Also held in print (ix, 98, xxvi leaves : ill. ; 30 cm. + 1 cd-rom) in the Archive at the City Campus (T 526 TSA)

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Books on the topic "MCQs at university"

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Konovalova, L. I. Stanovlenie i razvitie professionalʹnoĭ pedagogiki v Sankt-Peterburgskom universitete GPS MChS Rossii, 1906-2006: K 100-letii︠u︡ Sankt-Peterburgskogo universiteta GPS MChS Rossii : monografii︠a︡. Renome, 2007.

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Vinogradov, V. N. Pokolenie voennykh let: Ocherki o veteranakh Sankt-Peterburgskogo universiteta GPS MChS Rossii. Sankt-Peterburgskiĭ universitet GPS MChS Rossii, 2010.

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STOCHASTIC PROCESSES AND STATISTICAL INFERENCE: [Meeting, held at the School of Mathematics, Computer/ Information Sciences (MCIS), University of Hyderabad, during March 1992]. New Age International Ltd., 1996.

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Book chapters on the topic "MCQs at university"

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Gnandev, Phutane, Keng Yin Loh, M. I. Nurjahan, S. Roland, and A. R. Noor. "Comparison Study on End-of-Posting OSCE Versus MCQ Scores in Anaesthesiology Posting, Taylor’s University School of Medicine." In Assessment for Learning Within and Beyond the Classroom. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_32.

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Ring, Johannes, Bernadette Eberlein-König, and Heidrun Behrendt. "Der umweltbelastete Patient: Praktisches Vorgehen beim „Öko-Syndrom“ („multiple chemical sensitivity“, MCS)." In Vorträge und Dia-Klinik der 16. Fortbildungswoche 1998 Fortbildungswoche für Praktische Dermatologie und Venerologie e.V. c/o Klinik und Poliklinik für Dermatologie und Allergologie Ludwig-Maximilians-Universität München in Verbindung mit dem Berufsverband der Deutschen Dermatologen e.V. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-662-01058-7_56.

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Lechner, Robert J., and Ali Moezzi. "SYNTHESIS OF ENCODED PLAS11This research was supported by the National Science Foundation under grants MCS 8108695 at Northeastern University and MCS 8305571 at Lowell University." In Spectral Techniques and Fault Detection. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-400060-5.50007-0.

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Green, Cordell, and David Barstow. "On Program Synthesis Knowledge**This research was supported in part by the Advanced Research Projects Agency under ARPA Order 2494, Contract MDA903–76–C–0206, and in part by the National Science Foundation under NSF Grant MCS 77–05740. A major portion of the work described herein was done while the authors were in the Computer Science Department of Stanford University. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of Stanford University, Yale University, Systems Control Inc. or the U.S. Government." In Readings in Artificial Intelligence and Software Engineering. Elsevier, 1986. http://dx.doi.org/10.1016/b978-0-934613-12-5.50039-2.

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SOLOWAY, ELLIOT, and KATE EHRLICH. "Empirical Studies of Programming Knowledge This work was supported in part by the National Science Foundation, under NSF Grants MCS-8302382 and IST-8310659, and by a contribution from the Burroughs Corporation. However, the views expressed in this paper do not necessarily reflect those of the Burroughs Corporation. Portions of this paper appear in the Proceedings of the Conference on the Nature of Expertise, Carnegie-Mellon University, Pittsburgh, PA, October 1983." In Readings in Artificial Intelligence and Software Engineering. Elsevier, 1986. http://dx.doi.org/10.1016/b978-0-934613-12-5.50042-2.

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HOFFMAN, D. D., and W. A. RICHARDS. "Parts of recognition**We are grateful to Thomas Banchoff, Aaron Bobick, Mike Brady, Carmen Egido, Jerry Fodor, Jim Hodgson, Jan Koenderink, Jay Lebed, Alex Pentland, John Rubin, Joseph Scheuhammer, and Andrew Witkin for their helpful discussions and. in some cases, for reading earlier drafts. We are also grateful to Alan Yuille for comments and corrections on the mathematics in the appendices. Preparation of this paper was supported in part by NSF and AFOSR under a combined grant for studies in Natural Computation, grant 79–23110-MCS, and by the AFOSR under an Image Understanding contract F49620–83-C-0135. Technical support was kindly provided by William Gilson; artwork was the creation of Julie Sandell and K. van Buskirk. Reprints may be obtained from D. Hoffman, School of Social Sciences, University of California, Irvine, CA 92717. U.S.A." In Readings in Computer Vision. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-051581-6.50028-3.

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Conference papers on the topic "MCQs at university"

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Slattery, Robyn Maree. "Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5473.

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Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment. The correlation of student performance between units increased proportionally with objective assessment. Student performance in tasks assessed objectively and subjectively was then compared. The findings indicate marker bias contributes to the poor correlation between marks awarded objectively and subjectively. Conclusion: EMQs are a valid method to objectively assess students and their increased inclusion in the assessment process increases the consistency of student marks. The subjective assessment of science communication skills introduces marker bias, indicating a need to identify, validate and implement, more objective methods for their assessment. Keywords: Extended matching question (EMQ); Objective assessment (OA); SA (SA); Marker bias; Discipline-specific assessment; Science communication assessment

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Hope, S., A. Pearce, M. Cortina-Borja, C. Chittleborough, and C. Law. "OP23 Modelling the potential for parenting interventions to reduce inequalities and population prevalence of children’s mental health problems: evidence from the millennium cohort study (mcs)." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.23.

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Pearce, A., S. Hope, L. Griffiths, M. Cortina-Borja, C. Chittleborough, and C. Law. "OP28 Will government targets to increase physical activity in children reduce socio-economic inequalities in childhood overweight? a policy simulation in the uk millennium cohort study (mcs)." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.28.

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Chigogora, S., A. Pearce, C. Law, R. Viner, and S. Hope. "OP70 Could population prevalence and socio-economic inequalities in children’s mental health problems be reduced by increasing physical activity? a policy simulation in the UK millennium cohort study (MCS)." In Society for Social Medicine 62nd Annual Scientific Meeting, Hosted by the MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 5–7 September 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jech-2018-ssmabstracts.69.

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