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Journal articles on the topic 'Multiple choice questions (MCQs)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Mallick, Ayaz Khurram, and Marya Ahsan. "Multiple Choice Questions: A Potent Tool for Assessment of Medical Students." Indian Journal of Medical and Health Sciences 6, no. 1 (2019): 5–8. http://dx.doi.org/10.21088/ijmhs.2347.9981.6119.1.

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Validity, reliability and feasibility are important attributes for any method of assessment. Increasing objectivity in any method of assessment increases its reliability and validity. Multiple choice questions (MCQs) has only one possible answer hence it is highly objective. However, constructing a good MCQs not only requires good in-depth knowledge of the subject but good amount of planning. Failing to do this can result in technical flaws in MCQs in the form of testwiseness and irrelevant difficulty which reduces its reliability and validity. Effectiveness as an MCQ can be assessment by item

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Iqbal, Muhammad Zafar, Shumaila Irum, and Muhammad Sohaib Yousaf. "MULTIPLE CHOICE QUESTIONS;." Professional Medical Journal 24, no. 09 (2017): 1409–14. http://dx.doi.org/10.29309/tpmj/2017.24.09.824.

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Objectives: The main objective of this study was to judge the quality of MCQs interms of their cognition level and item writing flaws, developed by the faculty of a public sectormedical college. Setting: This study was conducted in Sheikh Zayed Medical College, RahimYar Khan. Duration with Dates: Data was collected between June 2014 to March 2015 andthis study was completed in July 2016. Sample Size: A sample of 500 MCQs collected from25 faculty members were included in the study. Study Design: Quantitative method. StudyType: Cross sectional descriptive analysis. Material and Methods: This qua

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Permasutha, Made Bayu, Gandes Retno Rahayu, Made Kurnia Widiastuti Giri, and Dewa Agung Gde Fanji Pradiptha. "Multiple-Choice Questions in Basic Biomedical Science Module." Jurnal Pendidikan dan Pengajaran 57, no. 1 (2024): 47–56. http://dx.doi.org/10.23887/jpp.v57i1.63314.

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The evaluation process in medical education involves evaluating knowledge, skills, and attitudes based on the achievements and competencies to be achieved. The multiple-choice question (MCQ) instrument is an assessment instrument often used in the medical field. So far, the MCQs have been implemented in Indonesia's national medical competency examination. Furthermore, maintaining the quality of MCQs at the faculty level is very important to maintain the quality of medical graduates. In this study, an evaluation was carried out on 250 items of MCQs in three basic biomedical modules, followed by

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Budiyono, Bartholomeus. "Five-Option vs Four-Option Multiple-Choice Questions." IJET (Indonesian Journal of English Teaching) 8, no. 2 (2019): 1–7. http://dx.doi.org/10.15642/ijet2.2019.8.2.1-7.

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Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two i

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Al Shuriaqi, Somaiya, Abdulrahman Aal Abdulsalam, and Ken Masters. "Generation of Medical Case-Based Multiple-Choice Questions." International Medical Education 3, no. 1 (2023): 12–22. http://dx.doi.org/10.3390/ime3010002.

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This narrative review is a detailed look at how we make multiple-choice questions (MCQs) based on medical cases in today’s medical teaching. Moving from old-style MCQs to ones that are more related to real clinical situations is really important. It helps in growing critical thinking and practical use, especially since MCQs are still the primary method for testing knowledge in medicine. We look at the history, design ideas, and both manual and computer-based methods that have helped create MCQs. Technologies like Artificial Intelligence (AI) and Natural Language Processing (NLP) are receiving

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Jia, Bing, Dan He, and Zhemin Zhu. "QUALITY AND FEATURE OF MULTIPLE-CHOICE QUESTIONS IN EDUCATION." Problems of Education in the 21st Century 78, no. 4 (2020): 576–94. http://dx.doi.org/10.33225/pec/20.78.576.

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The quality of multiple-choice questions (MCQs) as well as the student's solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students’ performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US

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Luger, Sarah. "The Effect of Text Length in Crowdsourced Multiple Choice Questions." Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 3 (March 28, 2016): 16–19. http://dx.doi.org/10.1609/hcomp.v3i1.13268.

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Automated systems that aid in the development of Multiple Choice Questions (MCQs) have value for both educators, who spend large amounts of time creating novel questions, and students, who spend a great deal of effort both practicing for and taking tests. The current approach for measuring question difficulty in MCQs relies on models of how good pupils will perform and contrasts that with their lower-performing peers. MCQs can be difficult in many ways. This paper looks specifically at the effect of both the number of words in the question stem and in the answer options on question difficulty.

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Stringer, J. K., Sally A. Santen, Eun Lee, et al. "Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions." Medical Science Educator 31, no. 4 (2021): 1311–17. http://dx.doi.org/10.1007/s40670-021-01305-y.

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Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and co

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Salam, Abdus, Rabeya Yousuf, and Sheikh Muhammad Abu Bakar. "Multiple Choice Questions in Medical Education: How to Construct High Quality Questions." International Journal of Human and Health Sciences (IJHHS) 4, no. 2 (2020): 79. http://dx.doi.org/10.31344/ijhhs.v4i2.180.

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Multiple choice questions (MCQ) are the most widely used objective test items. Students often learn what we assess, and not what we teach, although teaching and assessment are the two sides of the same coin. So, assessment in medical education is very important to ensure that qualified competent doctors are being produced.A good test is the test that assesses higher level of thinking skills. Many inhouse MCQs are found faulty which assess lower level of thinking skills. The main problems in constructing good MCQs are that (i) very few faculty members have formal training in questions construct

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Adiga, Manoor Narasimha Sachidananda, Swathi Acharya, and Rajendra Holla. "Item Analysis of Multiple-Choice Questions in Pharmacology in an Indian Medical School." Journal of Health and Allied Sciences NU 11, no. 03 (2021): 130–35. http://dx.doi.org/10.1055/s-0041-1722822.

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Abstract Introduction Student assessment by multiple-choice questions (MCQs) is an integral part of student evaluation in medicine. The medical teacher should be trained to construct an item with proper stem and valid options. Periodic item analyses will make the process of assessment more meaningful. Hence, we conducted the study to analyze MCQs (item analysis) tested on a batch of MBBS students in pharmacology in their three internal assessment examinations. Methods The study was conducted in the Department of Pharmacology of a medical college in Mangaluru on 150 students. The MCQs of the th

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Amo-Salas, Mariano, María del Mar Arroyo-Jimenez, David Bustos-Escribano, Eva Fairén-Jiménez, and Jesús López-Fidalgo. "New Indices for Refining Multiple Choice Questions." Journal of Probability and Statistics 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/240263.

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Multiple choice questions (MCQs) are one of the most popular tools to evaluate learning and knowledge in higher education. Nowadays, there are a few indices to measure reliability and validity of these questions, for instance, to check the difficulty of a particular question (item) or the ability to discriminate from less to more knowledge. In this work two new indices have been constructed: (i) the no answer index measures the relationship between the number of errors and the number of no answers; (ii) the homogeneity index measures homogeneity of the wrong responses (distractors). The indice

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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 s

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Jaiswal, Kavita M., Sujata Dudhgaonkar, Piyush Gharade, and Nikita Sharma. "Post-valuation quality check of multiple-choice questions." International Journal of Basic & Clinical Pharmacology 12, no. 1 (2022): 43. http://dx.doi.org/10.18203/2319-2003.ijbcp20223353.

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Background: Multiple choice questions find important place in assessment in medical curriculum. Each MCQ is called item. Item analysis is quality check of MCQs after valuation of response sheets. This serves to recognize flaws in MCQs so that the given questions can be preserved in question bank, modified or deleted. Methods: 140 medical students of second MBBS were assessed pharmacology through 20 single best response type MCQ. Post exam validation of MCQs was done by item analysis. Each item was analyzed for level of difficulty, ability of the question to discriminate between poor and good p

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Kyaruzi, Florence, and Kingtin Kisamo. "Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania." International Journal of Evaluation and Research in Education (IJERE) 14, no. 3 (2025): 2051. https://doi.org/10.11591/ijere.v14i3.30825.

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<span lang="EN-US">Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in cons

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Walsh, Kieran. "Advice on writing multiple choice questions (MCQs)." BMJ 330, no. 7483 (2005): s25.2—s27. http://dx.doi.org/10.1136/bmj.330.7483.s25-a.

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McKenna, Peter. "Multiple choice questions: answering correctly and knowing the answer." Interactive Technology and Smart Education 16, no. 1 (2019): 59–73. http://dx.doi.org/10.1108/itse-09-2018-0071.

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PurposeThis paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.Design/methodology/approachThe paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages

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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

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Söbke, Heinrich. "Exploring (Collaborative) Generation and Exploitation of Multiple Choice Questions: Likes as Quality Proxy Metric." Education Sciences 12, no. 5 (2022): 297. http://dx.doi.org/10.3390/educsci12050297.

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Multiple Choice Questions (MCQs) are an established medium of formal educational contexts. The collaborative generation of MCQs by students follows the perspectives of constructionist and situated learning and is an activity that fosters learning processes. The MCQs generated are—besides the learning processes—further outcomes of collaborative generation processes. Quality MCQs are a valuable resource, so that collaboratively generated quality MCQs might also be exploited in further educational scenarios. However, the quality MCQs first need to be identified from the corpus of all generated MC

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Naseer, Muhammad Ahsan, Yusra Nasir, Afifa Tabassum, and Sobia Ali. "ChatGPT-4 versus human generated multiple choice questions - A study from a medical college in Pakistan." Journal of Shalamar Medical & Dental College - JSHMDC 5, no. 2 (2024): 58–64. https://doi.org/10.53685/jshmdc.v5i2.253.

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Background: There has been a growing interest in using artificial intelligence (AI) generated multiple choice questions (MCQs) to supplement traditional assessments. While AI claims to generate higher-order questions, few studies focus on undergraduate medical education assessment in Pakistan. Objective: To compare the quality of human-developed versus ChatGPT-4-generated MCQs for the final-year MBBS written MCQs examination Methods: This observational study compared ChatGPT-4-generated and human-developed MCQs in four specialties: Pediatrics, Obstetrics and Gynecology (Ob/Gyn), Surgery, and M

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Marsevani, Maya. "ITEM ANALYSIS OF MULTIPLE-CHOICE QUESTIONS: AN ASSESSMENT OF YOUNG LEARNERS." English Review: Journal of English Education 10, no. 2 (2022): 401–8. http://dx.doi.org/10.25134/erjee.v10i2.6241.

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Although English has been taught for decades in Indonesia, the quality of multiple-choice question given to young learners was hardly examined. To touch on the issue, this study aims at determining the quality of 10 multiple-choice questions (MCQs) in a public elementary school in terms of difficulty level (P), discrimination power (D), and distractor efficiency (DE). This study employed a cross-sectional study to obtain information and evaluate MCQs in the students’ tests. It was found the multiple-choice items were efficient in which 80% of them have acceptable difficulty and 20% of them wer

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Srinivas, Mangala, Chandralekha Netharakere, Padmaja Udaykumar, and Nicole Pereira. "Item analysis of multiple-choice questions in pharmacology among medical undergraduates." National Journal of Physiology, Pharmacy and Pharmacology 14, no. 5 (2023): 1. http://dx.doi.org/10.5455/njppp.2023.13.09458202304102023.

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Background: Assessment plays an essential role in the evaluation of learning, and multiple-choice questions (MCQs) are one of the components of examinations. Item analysis enables identifying good MCQs based on difficulty index (DIF I), discrimination index (DI), and distractor effectiveness (DE). The assessment of learning will be more meaningful with routine item analysis. Aims and Objectives: The item analysis helps us to assess the validity and reliability of MCQs and to generate a valid MCQ question bank for future use. Materials and Methods: A set of 30 single best response type MCQs or

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Maheen, Farah, Muhammad Asif, Haseeb Ahmad, et al. "Automatic computer science domain multiple-choice questions generation based on informative sentences." PeerJ Computer Science 8 (August 16, 2022): e1010. http://dx.doi.org/10.7717/peerj-cs.1010.

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Students require continuous feedback for effective learning. Multiple choice questions (MCQs) are extensively used among various assessment methods to provide such feedback. However, manual MCQ generation is a tedious task that requires significant effort, time, and domain knowledge. Therefore, a system must be present that can automatically generate MCQs from the given text. The automatic generation of MCQs can be carried out by following three sequential steps: extracting informative sentences from the textual data, identifying the key, and determining distractors. The dataset comprising of

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Nojomi, Marzieh, and Maryam Mahmoudi. "Assessment of multiple-choice questions by item analysis for medical students’ examinations." Research and Development in Medical Education 11 (December 31, 2022): 24. http://dx.doi.org/10.34172/rdme.2022.024.

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Background: Multiple-choice questions (MCQs) are a common assessment method, and it is crucial to design them carefully. Therefore, this study aimed to determine the item analysis of MCQ exams in clerkship tests for general medicine students. Methods: Following a cross-sectional study, a total of 1202 MCQs designed for fourth-year clerkship medical students in the second semester of 2019 were analyzed. Difficulty and discrimination indices of student scores and taxonomy levels were then computed. Furthermore, the prepared standard structural Millman checklist was utilized. Results: Of the 1202

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Palmer, Edward, and Peter Devitt. "Constructing Multiple Choice Questions as a Method for Learning." Annals of the Academy of Medicine, Singapore 35, no. 9 (2006): 604–8. http://dx.doi.org/10.47102/annals-acadmedsg.v35n9p604.

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Introduction: Many different strategies exist to try and encourage students to increase their knowledge and understanding of a subject. This study was undertaken to measure the effect of student-based construction of multiple choice questions (MCQs) as a stimulus for the learning and understanding of topics in clinical surgery. Materials and Methods: The study was carried out at the University of Adelaide, Australia and had 2 components. Fourth-year students were required to provide a case study during a surgical attachment and half of the group was asked to supplement this with MCQs. These st

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Raju Madri, Vijaya, and Sreenivasulu Meruva. "Semantic-based enhanced logistic regression model with dual mode classification for accurate MCQs generation." Journal of Information and Optimization Sciences 46, no. 2 (2025): 281–89. https://doi.org/10.47974/jios-1913.

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The developments in language models and architectures, such as the transformer, allow us to investigate how teachers benefit from these endeavors. In this research, neural language models are employed to generate Multiple Choice Questions (MCQs) automatically from Wikipedia. MCQs are a common form of assessment. Despite the advantages, creating MCQs manually is difficult, time-consuming, and prone to mistakes. This is because the development of multiple-choice questions requires knowledge from the MCQ developers, as each MCQ consists of a question, a correct answer, and other possibilities. Th

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Davlin-Pater, Christina, and Lisa S. Jutte. "Comparing Human- and ChatGPT-Generated Multiple-Choice Questions in Athletic Training Education." Journal of Athletic Training Education and Practice 21, no. 2 (2025): 51–60. https://doi.org/10.4085/1947-380x-24-066.

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Context Creating well-written multiple-choice questions (MCQs) requires time and attention to detail. Artificial intelligence tools such as ChatGPT have the potential to assist faculty members in creating exam or practice questions. Objective To compare human-generated athletic training–related MCQs with those generated by ChatGPT for quality, clarity, relevance, and difficulty of the questions. Design Cross-sectional study. Patients or Other Participants Ninety-three athletic training faculty teaching in Commission on Accreditation of Athletic Training Education–accredited entry-level athleti

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Przymuszała, Piotr, Katarzyna Piotrowska, Dawid Lipski, Ryszard Marciniak, and Magdalena Cerbin-Koczorowska. "Guidelines on Writing Multiple Choice Questions: A Well-Received and Effective Faculty Development Intervention." SAGE Open 10, no. 3 (2020): 215824402094743. http://dx.doi.org/10.1177/2158244020947432.

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Multiple choice questions (MCQs) are commonly used for assessing students, but medical teachers may lack training in writing them. MCQs often have imperfections called item-writing flaws (IWFs) that can affect students’ results and impede objective evaluation of their knowledge. This study aimed to evaluate a guideline-based faculty development intervention on writing MCQs at Levels 1 and 2 of the Kirkpatrick Model. MCQs written by teachers prior and after the intervention were analyzed with the Shapiro–Wilk test, Student’s t-test, and Wilcoxon signed-rank test as appropriate. In addition, the

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Lam, Yu Yan, Samuel Kai Wah Chu, Elsie Li Chen Ong, et al. "Comparative Study of GenAI (ChatGPT) vs. Human in Generating Multiple Choice Questions Based on the PIRLS Reading Assessment Framework." Proceedings of the Association for Information Science and Technology 61, no. 1 (2024): 537–40. http://dx.doi.org/10.1002/pra2.1054.

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ABSTRACTHuman‐generated multiple‐choice questions (MCQs) are commonly used to ensure objective evaluation in education. However, generating high‐quality questions is difficult and time‐consuming. Generative artificial intelligence (GenAI) has emerged as an automated approach for question generation, but challenges remain in terms of biases and diversity in training data. This study aims to compare the quality of GenAI‐generated MCQs with humans‐created ones. In Part 1 of this study, 16 MCQs were created by humans and GenAI individually with alignment to the Progress in International Reading Li

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Garg, Richa, Vikas Kumar, and Jyoti Maria. "Analysis of multiple choice questions from a formative assessment of medical students of a medical college in Delhi, India." International Journal of Research in Medical Sciences 7, no. 1 (2018): 174. http://dx.doi.org/10.18203/2320-6012.ijrms20185375.

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Background: Assessment is a dominant motivator to direct and drive students learning. Different methods of assessment are used to assess medical knowledge in undergraduate medical education. Multiple choice questions (MCQs) are being used increasingly due to their higher reliability, validity, and ease of scoring. Item analysis enables identifying good MCQs based on difficulty index (DIF I), discrimination index (DI), and distracter efficiency (DE).Methods: Students of second year MBBS appeared in a formative assessment test, that was comprised of 50 “One best response type” MCQs of 50 marks w

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Faridah Amir Ali, Salman Yousuf Sharif, Madiha Ata, et al. "Chat GPT Develops Multiple Choice Questions (MCQs) for Postgraduate Specialty Assessment – A Reality or a Myth?" Pakistan Journal Of Neurological Surgery 28, no. 1 (2024): 142–49. http://dx.doi.org/10.36552/pjns.v28i1.963.

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Objective: Multiple Choice Questions (MCQs) are a valuable assessment tool, but creating them to match learning goals needs experts. AI, like ChatGPT, might offer an alternative. A study showed MCQs made for medical programs by ChatGPT and the faculty. This study compares faculty-made MCQs to ChatGPT-made ones for a post-grad program. Material & Methods: Specific learning objectives of a module from a medical and surgical program were extracted. One mid-level faculty and the AI software developed MCQ from each learning objective with a clinical scenario. Two subject and medical education e

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Rehman, Quddus Ur, Farhat Humayun, M. Adeel Alam Shah, Sajjad Ghani, Kamran Afzal, and Rifat Humayun. "Item Analysis of Multiple Choice Questions of Anatomy at Aziz Fatimah Medical and Dental College, Faisalabad." Pakistan Journal of Medical and Health Sciences 16, no. 2 (2022): 1120–23. http://dx.doi.org/10.53350/pjmhs221621120.

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Objective: The aim of our study was to evaluate MCQs in send up exam of 2nd year MBBS. To discard or change poor items with low discriminatory index, very easy and very difficult items and items with more than one non functional distracters. Study design: The cross-sectional study. Place: Department of Anatomy, Aziz Fatimah Medical and Dental College. Faisalabad. Duration of study: One month (December 2021) Methodology: Total 45 MCQs for the subject of Anatomy were constructed for 100 students of 2nd year MBBS send up Examination 2021. The MCQs consisted of one statement with four distractor &

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Wilkie, Richard M., Clare Harley, and Catriona Morrison. "High Level Multiple Choice Questions in Advanced Psychology Modules." Psychology Learning & Teaching 8, no. 2 (2009): 30–36. http://dx.doi.org/10.2304/plat.2009.8.2.30.

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Traditional approaches to assessing students assume that multiple choice questions (MCQs) are adequate in assessing only basic, low-level knowledge at the early stages of the higher education (HE) curriculum. Increasingly, however, teachers of HE across a variety of subject areas are keen to explore the opportunities for developing higher-level MCQ formats for assessing more advanced stages of the curriculum. This has many benefits: students are unable to question-spot and are required to demonstrate a breadth as well as a depth of knowledge, tests can be administered electronically, and becau

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Gulia, Rashmi, and Tapan Kumar Saha. "Analyse des éléments des questions à choix multiples utilisées comme évaluation sommative dans un institut médical à Haryana." Batna Journal of Medical Sciences (BJMS) 9, no. 1 (2022): 24–28. http://dx.doi.org/10.48087/bjmsoa.2022.9105.

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Introduction: Multiple choice questions (MCQs) are one of the popular tools used for evaluating medical students since they can be used to test a large number of candidates with only minimal human intervention. These MCQs also need testing for quality and standard which will ultimately improve the teaching-learning process. This study is conducted to assess the quality of MCQs of our in-use question bank. Methods: A total of 80 MCQs from the biochemistry internal examinations conducted in 2021 held at Al-Falah Medical College, Haryana for 147 students of 1st year Bachelor of Medicine and Bache

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Kwon, Hyo-Jin, Su Jin Chae, and Joo Hyun Park. "Educational implications of assessing learning outcomes with multiple choice questions and short essay questions." Korean Journal of Medical Education 35, no. 3 (2023): 285–90. http://dx.doi.org/10.3946/kjme.2023.266.

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Purpose: This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.Methods: Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.Results: The correlation analysis indicated that there was a significant correlation between SEQs and

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Jaleel, Anila, Zohra Khanum, Imran Siddiqi, Mohsin Ali, Saba Khalid, and Rukshan Khursheed. "Discriminant Validity and Reliability of Scores of Multiple Choice and Short Essay Questions." BioMedica 36, no. 2 (2020): 193–98. http://dx.doi.org/10.24911/biomedica/5-136.

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<p><strong>Background and Objective:</strong> Assessment of learning plays a vital role in curriculum allowing faculty to evaluate the achievement of student and educational process. Quality assurance of the assessments is done to assess the quality of teaching and learning. A study is therefore conducted to find the discriminant validity and reliability of scores of Multiple Choices and Short Answer Questions.<br /><strong>Methods:</strong> A correlation study was conducted on 272 second year MBBS students of Fatima Memorial College of Medicine and Dentistr

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Ng, Wen Lee, Noor Farah Wan Shamsuddin Wan, Chia Wei Lim, Nur Adilin Mohd Anuardi Muhammad, Swee Heng Chan, and Nadzimah Abdullah Ain. "Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 553–68. https://doi.org/10.5281/zenodo.6321594.

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Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus gr

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van Wijk, Elise V., Roemer J. Janse, Bastian N. Ruijter, et al. "Use of very short answer questions compared to multiple choice questions in undergraduate medical students: An external validation study." PLOS ONE 18, no. 7 (2023): e0288558. http://dx.doi.org/10.1371/journal.pone.0288558.

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Multiple choice questions (MCQs) offer high reliability and easy machine-marking, but allow for cueing and stimulate recognition-based learning. Very short answer questions (VSAQs), which are open-ended questions requiring a very short answer, may circumvent these limitations. Although VSAQ use in medical assessment increases, almost all research on reliability and validity of VSAQs in medical education has been performed by a single research group with extensive experience in the development of VSAQs. Therefore, we aimed to validate previous findings about VSAQ reliability, discrimination, an

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Patel, Dr Kartik A., and Dr Neeraj R. Mahajan. "Itemized Analysis of Questions of Multiple Choice Question (MCQ) Exam." International Journal of Scientific Research 2, no. 2 (2012): 279–80. http://dx.doi.org/10.15373/22778179/feb2013/94.

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Lamees, Al, and Salati Sajad. "Item analysis of multiple-choice questions in an undergraduate surgery course: An assessment of an assessment tool." Sanamed, no. 00 (2024): 58. http://dx.doi.org/10.5937/sanamed0-50691.

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Introduction: In the field of medical education, multiple-choice questions (MCQs) represent the most commonly utilized method of assessment. It is necessary to analyze the assessment results through item analysis to ensure the quality is appropriate. This study evaluated the quality of the MCQs utilized for summative evaluation of the students in the General Surgery Course conducted in the year 2023-24, at the College of Medicine (Unaizah), Qassim University, Saudi Arabia. Methods: Using a number of established parameters for item analysis, the study evaluated the multiplechoice questions for

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Al-kafawein, Jumaa Khalil, and Mohammed Al-Hilal. "Assessing Students' Progress in Chemistry: Using Multiple-Choice Questions and Performance-Based Assessments." Journal of Curriculum and Teaching 14, no. 1 (2025): 174. https://doi.org/10.5430/jct.v14n1p174.

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This article aims to investigate the progress of preparatory year students in a single-quarter chemistry course at King Faisal University, using multiple-choice questions (MCQs) and performance-based assessments. The article evaluates students' conceptual understanding and application of chemistry concepts, compares the effectiveness of these assessment methods, and identifies areas for instructional improvement. The results of MCQs showed significant improvement in conceptual understanding throughout the quarter, with average scores steadily increasing. Performance-based assessments, such as

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ALzoubi, Naser Yousef, and Asma Shafe Assaf. "Suitability of Multiple-choice Questions in Evaluating the Objectives of Academic Educational Process of Accounting Specialization." International Business Research 10, no. 6 (2017): 46. http://dx.doi.org/10.5539/ibr.v10n6p46.

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This study attempt to investigate and explore the use of multiple-choice questions (MCQs) at Jordanian public and private universities, from the point view of faculty member who are teaching accounting specialization and use MCQs in examinations of accountancy subjects. The study seeks to identify the extent MCQs can achieve regarding level of knowledge among students, assess the deep understanding and In-depth learning to measure and evaluate the range of learning in subjects of accounting specialization. To achieve the objectives of the study, a questionnaire designed according to the requir

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Date, Amit P., Archana S. Borkar, Rupesh T. Badwaik, Riaz A. Siddiqui, Tanaji R. Shende, and Amruta V. Dashputra. "Item analysis as tool to validate multiple choice question bank in pharmacology." International Journal of Basic & Clinical Pharmacology 8, no. 9 (2019): 1999. http://dx.doi.org/10.18203/2319-2003.ijbcp20194106.

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Background: Multiple choice questions (MCQs) are a common method for formative and summative assessment of medical students. Item analysis enables identifying good MCQs based on difficulty index (DIF I), discrimination index (DI), distracter efficiency (DE). The objective of this study was to assess the quality of MCQs currently in use in pharmacology by item analysis and develop a MCQ bank with quality items.Methods: This cross-sectional study was conducted in 148 second year MBBS students at NKP Salve institute of medical sciences from January 2018 to August 2018. Forty MCQs twenty each from

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Lee, Ng Wen, Wan Noor Farah Wan Shamsuddin, Lim Chia Wei, Muhammad Nur Adilin Mohd Anuardi, Chan Swee Heng, and Ain Nadzimah Abdullah. "Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 553. http://dx.doi.org/10.11591/ijere.v10i2.21008.

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<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks con

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Ingale, Abhijeet S., Purushottam A. Giri, and Mohan K. Doibale. "Study on item and test analysis of multiple choice questions amongst undergraduate medical students." International Journal Of Community Medicine And Public Health 4, no. 5 (2017): 1562. http://dx.doi.org/10.18203/2394-6040.ijcmph20171764.

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Background: Item analysis is the process of collecting, summarizing and using information from students’ response to assess the quality of test items. However it is said that MCQs emphasize recall of factual information rather than conceptual understanding and interpretation of concepts. There is more to writing good MCQs than writing good questions. The objectives of the study was to assess the item and test quality of multiple choice questions and to deal with the learning difficulties of students, identify the low achievers in the test. Methods: The hundred MBBS students from Government med

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Ghossein, Jamie, Meltem Tuna, and Carl van Walraven. "Direct comparison of GPT-4 and human physicians in MKSAP-19 multiple-choice questions." Canadian Journal of General Internal Medicine 19, no. 3 (2024): 133–36. http://dx.doi.org/10.3138/cjgim.2024.0011.

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Several studies have compared scores of artificial intelligence (AI) algorithms on medical multiple-choice questions (MCQs) with reference standards. In this study, the authors directly compared scores of an AI algorithm (Generative Pre-trained Transformer 4 [GPT-4]) with those of clinicians. A stratified random sample of 600 Medical Knowledge Self-Assessment Program-19 (MKSAP) MCQs were inputted into GPT-4. The proportion of questions answered correctly was compared with the answer selected by the majority of the MKSAP clinician testing group (consensus clinicians) and the proportion of the M

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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 ind

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Alemu, Ayenew Takele, Hiwot Tesfa, Addisu Mulugeta, Enyew Tale Fenta, and Mahider Awoke Belay. "Quality of multiple choice question items: item analysis." International Journal of Scientific Reports 10, no. 6 (2024): 195–99. http://dx.doi.org/10.18203/issn.2454-2156.intjscirep20241316.

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Background: There are different types of exam formats for educational assessment. Multiple choice questions (MCQs) are frequently utilized assessment tools in health education. Considering the reliability and validity in developing MCQ items is vital. Educators often face the difficulty of developing credible distractors in MCQ items. Poorly constructed MCQ items make an exam easier or too difficult to be answered correctly by students as intended learning objectives. Checking the quality of MCQ items is overlooked and too little is known about it. Therefore, this study aimed to assess the qua

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Magi M, Jayagandhi S, Dinesh Kumar V, Rajprasath R, Bhavani Prasad G, and Rema Devi. "Analysing the Effect of Incorporating Images While Framing MCQs For Online Clinical Anatomy Assessment Among First Year Medical Students." International Journal of Anatomy and Research 10, no. 4 (2022): 8482–88. http://dx.doi.org/10.16965/ijar.2022.225.

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The disruptions caused by COVID-19 pandemic has significantly affected the assessment component of the undergraduate medical curriculum. The lack of physical ascertainment of the learning outcomes has forced the medical educators across the world to adopt online modes of assessment. Though multiple options like true / false, short answers and viva were available, the most common tool for many was multiple choice questions as they could be arranged according to the cognitive hierarchy of Miller’s pyramid. The present study was undertaken to analyze the effect of incorporating images while frami

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Ali, Syed Haris, Patrick A. Carr, and Kenneth G. Ruit. "Validity and Reliability of Scores Obtained on Multiple-Choice Questions: Why Functioning Distractors Matter." Journal of the Scholarship of Teaching and Learning 16, no. 1 (2016): 1–14. http://dx.doi.org/10.14434/josotl.v16i1.19106.

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Purpose Plausible distractors are important for accurate measurement of knowledge via multiple-choice questions (MCQs). This study demonstrates the impact of higher distractor functioning on validity and reliability of scores obtained on MCQs. Methods Free-response (FR) and MCQ versions of a neurohistology practice exam were given to four cohorts of Year 1 medical students. Consistently non-functioning multiple-choice distractors (<5% selection frequency) were replaced with those developed from incorrect responses on FR version of the items, followed by administration of the revised MCQ ver

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Wright, Daniel B., and Elin M. Skagerberg. "A dialogue about MCQs, reliability, and item response modelling." Psychology Teaching Review 12, no. 1 (2006): 68–81. http://dx.doi.org/10.53841/bpsptr.2006.12.1.68.

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Multiple choice questions (MCQs) are becoming more common in UK psychology departments and the need to assess their reliability is apparent. Having examined the reliability of MCQs in our department we faced many questions from colleagues about why we were examining reliability, what it was that we were doing, and what should be reported when examining the reliability of MCQ exams. This paper addresses the most frequently asked questions.

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