Relevant bibliographies by topics / Multiple-answer

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Multiple-answer'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Multiple-answer"

1

To, Christina, and Jason Napolitano. "A multiple choice answer?" Journal of Hospital Medicine 6, no. 3 (July 15, 2010): 171–72. http://dx.doi.org/10.1002/jhm.778.

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&NA;. "Future immunotherapies the answer to multiple sclerosis?" Inpharma Weekly &NA;, no. 935 (April 1994): 5. http://dx.doi.org/10.2165/00128413-199409350-00010.

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Plotnik, Adam N., Patrick Schweder, Rondhir Jithoo, and Katharine J. Drummond. "Multiple cystic ring-enhancing cerebral lesions: Answer." Journal of Clinical Neuroscience 13, no. 9 (November 2006): 976. http://dx.doi.org/10.1016/j.jocn.2006.04.023.

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Ravicz, Joshua R., Marier Hernandez-Perez, and Alejandro A. Gru. "Multiple Erythematous Papules on the Toes: Answer." American Journal of Dermatopathology 43, no. 8 (August 2021): 599–600. http://dx.doi.org/10.1097/dad.0000000000001806.

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Zufall, Alina, Ricardo Guerra, Vernon J. Forrester, Alejandro A. Gru, Connie M. Chung, and Mark A. Russell. "Multiple Lesions Arising Within a Tattoo: Answer." American Journal of Dermatopathology 43, no. 5 (May 2021): 390–91. http://dx.doi.org/10.1097/dad.0000000000001732.

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Li, Lishuang, Anqiao Zhou, Beibei Zhang, and Fengsen Xiao. "Multiple fragment-level interactive networks for answer selection." Neurocomputing 402 (August 2020): 80–88. http://dx.doi.org/10.1016/j.neucom.2020.03.089.

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Muangprathub, Jirapond, Oatchima Shichim, Yuthaya Jaroensuk, and Siriwan Kajornkasirat. "Automatic Grading of Scanned Multiple Choice Answer Sheets." International Journal of Engineering & Technology 7, no. 2.23 (April 20, 2018): 175. http://dx.doi.org/10.14419/ijet.v7i2.23.11910.

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The motivations for automatic grading of image-based multiple choice answer sheets include significant time and cost reductions. The proposed method supports any pencils or pens used on thin papers, as well as low-cost gridded paper that is easy to use in a typical test. Fourteen different scenarios pertaining to 560 answer sheets were evaluated with automatic reporting of the final grading and its summary. The result shows that an average accuracy of 100% for the cases with nearly complete pencil or pen markings. In the cases with incomplete markings, such as small markings, overflow, and deleted or unclean markings, the accuracies were 62.42%, 93.16%, 99.57%, respectively. The proposed system operates 2.5 times faster than the conventional manual method.
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Ransohoff, Katherine, Joyce Teng, and Kerri E. Rieger. "Multiple Mucosal Papules in a Pediatric Patient: Answer." American Journal of Dermatopathology 43, no. 4 (April 2021): 312. http://dx.doi.org/10.1097/dad.0000000000001674.

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Choraria, Anika, and Asif Saifuddin. "Test yourself answer: multiple firm soft tissue masses." Skeletal Radiology 50, no. 10 (March 26, 2021): 2127–28. http://dx.doi.org/10.1007/s00256-021-03762-3.

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Chauhan, Pradip, Girish Rameshbhai Chauhan, Bhoomika Rameshbhai Chauhan, Jayesh Vrajlal Vaza, and Suresh Punjabhai Rathod. "RELATIONSHIP BETWEEN DIFFICULTY INDEX AND DISTRACTER EFFECTIVENESS IN SINGLE BEST-ANSWER STEM TYPE MULTIPLE CHOICE QUESTIONS." International Journal of Anatomy and Research 3, no. 4 (November 30, 2015): 1607–10. http://dx.doi.org/10.16965/ijar.2015.299.

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Dissertations / Theses on the topic "Multiple-answer"

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Thayn, Kim Scott. "An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2450.

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The multiple-choice test question is a popular item format used for tests ranging from classroom assessments to professional licensure exams. The popularity of this format stems from its administration and scoring efficiencies. The most common multiple-choice format consists of a stem that presents a problem to be solved accompanied by a single correct answer and two, three, or four incorrect answers. A well-constructed item using this format can result in a high quality assessment of an examinee's knowledge, skills and abilities. However, for some complex, higher-order knowledge, skills and abilities, a single correct answer is often insufficient. Test developers tend to avoid using multiple correct answers out of a concern about the increased difficulty and lower discrimination of such items. However, by avoiding the use of multiple correct answers, test constructors may inadvertently create validity concerns resulting from incomplete content coverage and construct irrelevant variance. This study explored an alternative way of implementing multiple-choice questions with two or more correct answers by specifying in each question the number of answers examinees should select instead of using the traditional guideline to select all that apply. This study investigated the performance of three operational exams that use a standard multiple-choice format where the examinees are told how many answers they are to select. The collective statistical performance of multiple-choice items that included more than one answer that is keyed as correct was compared with the performance of traditional single-answer, multiple-choice (SA) items within each exam. The results indicate that the multiple-answer, multiple-choice (MA) items evaluated from these three exams performed at least as well as to the single-answer questions within the same exams.
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King, Stephen. ""None of the Above" as an Answer Option in Observatoin Based Multiple-Choice Questions." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/288.

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This study examined the characteristics of items using none of the above (NOT A) as an answer option in observation based multiple-choice questions. Previous research has examined only the use of a NOTA option in academic knowledge based testing, not in visual recognition testing. Item difficulty and discrimination were examined for three different item formats: (a) items without a NOTA option, (b) items with NOTA as a distracter, and (c) items with NOTA as the correct answer. The questions were based on two photographs with similar content. A total of 98 participants from a large southeastern university completed a visual recognition test containing all three item types. Results revealed no difference in item discrimination between items without a NOTA option and items with a NOTA option, but did indicate that items with a NOTA option were more difficulty. A discussion of the results, limitations, and suggestions for future research is provided.
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Sides, Andrea. "The Effectiveness of a "None of the Above" Answer Option in Multiple Choice Grammar Tests." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/377.

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This study examines the use of "none of the above" (NOTA) as an answer option in a multiple-choice grammar test. Results from previous research on this topic have been mixed. Two forms of a grammar test, one without a NOTA option and one with a NOTA option, were developed and administered to a sample of 160 undergraduate students. Differences between the forms in item difficulty and discrimination were examined. Analysis revealed no differences in item discrimination or item difficulty between items without a NOTA option and items with a NOTA option. A discussion of the results, limitations, and suggestions for future research is provided.
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Liao, Jui-Teng. "Multiple-choice and short-answer questions in language assessment: the interplay between item format and second language reading." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6178.

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Multiple-choice (MCQs) and short-answer questions (SAQs) are the most common test formats for assessing English reading proficiency. While the former provides test-takers with prescribed options, the latter requires short written responses. Test developers favor MCQs over SAQs for the following reasons: less time required for rating, high rater agreement, and wide content coverage. This mixed methods dissertation investigated the impacts of test format on reading performance, metacognitive awareness, test-completion processes, and task perceptions. Participants were eighty English as a second language (ESL) learners from a Midwestern community college. They were first divided into two groups of approximately equivalent reading proficiencies and then completed MCQ and SAQ English reading tests in different orders. After completing each format, participants filled out a survey about demographic information, strategy use, and perceptions of test formats. They also completed a 5-point Likert-scale survey to assess their degree of metacognitive awareness. At the end, sixteen participants were randomly chosen to engage in retrospective interviews focusing on their strategy use and task perceptions. This study employed a mixed methods approach in which quantitative and qualitative strands converged to draw an overall meta-inference. For the quantitative strand, descriptive statistics, paired sample t-tests, item analyses, two-way ANOVAs, and correlation analyses were conducted to investigate 1) the differences between MCQ and SAQ test performance and 2) the relationship between test performance and metacognitive awareness. For the qualitative strand, test-takers’ MCQ and SAQ test completion processes and task perceptions were explored using coded interview and survey responses related to strategy use and perceptions of test formats. Results showed that participants performed differently on MCQ and SAQ reading tests, even though both tests were highly correlated. The paired sample t-tests revealed that participants’ English reading and writing proficiencies might account for the MCQ and SAQ performance disparity. Moreover, there was no positive relationship between reading test performance and the degree of metacognitive awareness generated by the frequency of strategy use. Correlation analyses suggested whether a higher or lower English reading proficiency of the participants was more important than strategy use. Although the frequency of strategy use did not benefit test performance, strategies implemented for MCQ and SAQ tests were found to generate interactive processes allowing participants to gain deeper understanding of the source texts. Furthermore, participants’ perceptions toward MCQs, SAQs, and a combination of both revealed positive and negative influences among test format, reading comprehension, and language learning. Therefore, participants’ preferences of test format should be considered when measuring their English reading proficiency. This study has pedagogical implications on the use of various test formats in L2 reading classrooms.
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Singer, Leslie S. "Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7575.

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Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
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"Law in 3-Dimensions." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-03-986.

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This project, overall, involves a theory of law as dimensions. Throughout the history of the study of law, many different theoretical paradigms have emerged proffering different and competing ways to answer the question ‘what is law’? Traditionally, many of these paradigms have been at irreconcilable odds with one another. Notwithstanding this seeming reality, the goal of this project was to attempt to take three of the leading paradigms in legal theory and provide a way to explain how each might fit into a single coherent theory of law. I set out to accomplish this by drawing on the field of theoretical physics and that field’s use of spatial dimensions in explaining various physical phenomena. By engaging in a dimensional analysis of law, I found that I was able to place each paradigm within its own dimension with that dimension being defined by a specific element of time, and in doing so much of the conflict between the paradigms came to be ameliorated. The project has been divided into two main parts. PART I discusses the fundamentals of legal theory (Chapter 1) and the fundamentals of dimensions (Chapter 2). These fundamentals provide a foundation for a dimensional analysis of law which takes place throughout PART II. In Chapter 3, I argue that the three fundamental theses of Positivism coalesce with the 1st-dimension of law, which is defined as law as it exists at any one point in time. From there, I argue in Chapter 4 that the 2nd-dimension of law, being law as it exists between two points in time (i.e. when cases are adjudicated), is characterized by Pragmatism. I then turn, in Chapter 5, to argue that the 3rd-dimension of law, being law as it exists from the very first point in legal time to the ever changing present day, coalesces with the fundamental theses of Naturalism. Ultimately then, I argue that a theory of law as dimensions, through the vantage points of the specific elements of time, provides a more complete account of the nature of law.
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Books on the topic "Multiple-answer"

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A, Thomas Tracy, ed. Questions & answers.: Multiple choice and short answer. Newark, NJ: LexisNexis, 2007.

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Veloso, Vicente S. E. Labor law reviewer: With multiple choice questions & answer key. 2nd ed. Quezon City, Philippines: Central Book Supply, Inc., 2012.

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Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2004.

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Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2004.

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Bernstein, Anita. Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2004.

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Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2003.

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Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2004.

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Levine, Emily Marcus. Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2003.

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Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2007.

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Weaver, Russell L. Questions & answers.: Multiple choice and short answer questions and answers. Newark, NJ: LexisNexis, 2005.

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Book chapters on the topic "Multiple-answer"

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Beiting-Parrish, Magdalen, Jay Verkuilen, Sydne McCluskey, Howard Everson, and Claire Wladis. "Multiple Answer Multiple Choice Items: A Problematic Item Type?" In Springer Proceedings in Mathematics & Statistics, 347–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74772-5_31.

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Bourgne, Gauvain, and Katsumi Inoue. "Query-Driven Coordination of Multiple Answer Sets." In Declarative Agent Languages and Technologies VIII, 40–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20715-0_3.

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Ren, Mucheng, Heyan Huang, Ran Wei, Hongyu Liu, Yu Bai, Yang Wang, and Yang Gao. "Multiple Perspective Answer Reranking for Multi-passage Reading Comprehension." In Natural Language Processing and Chinese Computing, 736–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32236-6_67.

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Heras, Jónathan, Vico Pascual, Ana Romero, and Julio Rubio. "Integrating Multiple Sources to Answer Questions in Algebraic Topology." In Lecture Notes in Computer Science, 331–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14128-7_28.

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Hartrumpf, Sven, Ingo Glöckner, and Johannes Leveling. "Efficient Question Answering with Question Decomposition and Multiple Answer Streams." In Lecture Notes in Computer Science, 421–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04447-2_49.

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Sun, Hong, Furu Wei, and Ming Zhou. "Answer Extraction with Multiple Extraction Engines for Web-Based Question Answering." In Communications in Computer and Information Science, 321–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45924-9_29.

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Duan, Liguo, Jin Zhang, Long Wang, Jianying Gao, and Aiping Li. "An Answer Sorting Method Combining Multiple Neural Networks and Attentional Mechanisms." In Big Data, 96–111. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0705-9_7.

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Gu, Yu, Meng Yang, and Peiqin Lin. "Lightweight Multiple Perspective Fusion with Information Enriching for BERT-Based Answer Selection." In Natural Language Processing and Chinese Computing, 543–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60450-9_43.

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Pessin, M. S., and G. J. del Zoppo. "Intracranial Hemorrhage in Association with Thrombolysis: Multiple Causes and Risk Factors (No Simple Answer)." In Thrombolytic Therapy in Acute Ischemic Stroke III, 242–53. Tokyo: Springer Japan, 1995. http://dx.doi.org/10.1007/978-4-431-68459-6_29.

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Pontelli, Enrico, Tran Cao Son, Chitta Baral, and Gregory Gelfond. "Answer Set Programming and Planning with Knowledge and World-Altering Actions in Multiple Agent Domains." In Correct Reasoning, 509–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30743-0_35.

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Conference papers on the topic "Multiple-answer"

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Petersen, Andrew, Michelle Craig, and Paul Denny. "Employing Multiple-Answer Multiple Choice Questions." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2925503.

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Dong, Yanju, Dongfeng Cai, and Yu Bai. "Evaluating Answer Confidence at Multiple Levels." In Third International Conference on Semantics, Knowledge and Grid (SKG 2007). IEEE, 2007. http://dx.doi.org/10.1109/skg.2007.226.

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Dong, Yanju, Dongfeng Cai, and Yu Bai. "Evaluating Answer Confidence at Multiple Levels." In Third International Conference on Semantics, Knowledge and Grid (SKG 2007). IEEE, 2007. http://dx.doi.org/10.1109/skg.2007.36.

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Chai, Douglas. "Automated marking of printed multiple choice answer sheets." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851785.

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Nakatsuji, Makoto, and Sohei Okui. "Answer Generation through Unified Memories over Multiple Passages." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/529.

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Machine reading comprehension methods that gen- erate answers by referring to multiple passages for a question have gained much attention in AI and NLP communities. The current methods, however, do not investigate the relationships among multi- ple passages in the answer generation process, even though topics correlated among the passages may be answer candidates. Our method, called neural answer Generation through Unified Memories over Multiple Passages (GUM-MP), solves this problem as follows. First, it determines which tokens in the passages are matched to the question. In particular, it investigates matches between tokens in positive passages, which are assigned to the question, and those in negative passages, which are not related to the question. Next, it determines which tokens in the passage are matched to other passages assigned to the same question and at the same time it investi- gates the topics in which they are matched. Finally, it encodes the token sequences with the above two matching results into unified memories in the pas- sage encoders and learns the answer sequence by using an encoder-decoder with a multiple-pointer- generator mechanism. As a result, GUM-MP can generate answers by pointing to important tokens present across passages. Evaluations indicate that GUM-MP generates much more accurate results than the current models do.
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Moholkar, Kavita, and S. H. Patil. "Multiple Choice Question Answer System using Ensemble Deep Neural Network." In 2020 2nd International Conference on Innovative Mechanisms for Industry Applications (ICIMIA). IEEE, 2020. http://dx.doi.org/10.1109/icimia48430.2020.9074855.

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Nugrahaningsih, Nahumi, Marco Porta, and Stefania Ricotti. "Gaze behavior analysis in multiple-answer tests: An Eye tracking investigation." In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671020.

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Simonova, Ivana. "Open-answer or/and multiple-choice test? Comparison of research results." In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671023.

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Supic, Marko, Karla Brkic, Tomislav Hrkac, Zeljka Mihajlovic, and Zoran Kalafatic. "Automatic recognition of handwritten corrections for multiple-choice exam answer sheets." In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859739.

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Tran, Quan Hung, Vu Tran, Tu Vu, Minh Nguyen, and Son Bao Pham. "JAIST: Combining multiple features for Answer Selection in Community Question Answering." In Proceedings of the 9th International Workshop on Semantic Evaluation (SemEval 2015). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/s15-2038.

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