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Dissertations / Theses on the topic 'Multiple-choice questions'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Luger, Sarah Kaitlin Kelly. "Algorithms for assessing the quality and difficulty of multiple choice exam questions." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20986.

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Multiple Choice Questions (MCQs) have long been the backbone of standardized testing in academia and industry. Correspondingly, there is a constant need for the authors of MCQs to write and refine new questions for new versions of standardized tests as well as to support measuring performance in the emerging massive open online courses, (MOOCs). Research that explores what makes a question difficult, or what questions distinguish higher-performing students from lower-performing students can aid in the creation of the next generation of teaching and evaluation tools. In the automated MCQ answer

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2

Alomran, Murtadha. "Automated Optical Mark Recognition Scoring System for Multiple-choice Questions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2137.

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Multiple-choice questions are one of the questions commonly used in assessments. It is widely used because this type of examination can be an effective and reliable way to examine the level of student’s knowledge. So far, this type of examination can either be marked by hand or with specialised answer sheets and scanning equipment. There are specialised answer sheets and scanning equipment to mark multiple-choice questions automatically. However, these are expensive, specialised and restrictive answer sheets and optical mark recognition scanners. This research aims to design and implement a mu

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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 a

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Brits, Gideon Petrus. "University student performance in multiple choice questions : an item analysis of Mathematics assessments." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65477.

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The University of Pretoria has experienced a significant increase in student numbers in recent years. This increase has necessarily impacted on the Department of Mathematics and Applied Mathematics. The department is understaffed in terms of lecturing staff, which impacts negatively on postgraduate study and research outputs. The disproportion between teaching staff and the lecturing load and research demands has led to an excessive grading and administrative load on staff. The department decided to use multiple choice questions in assessments that could be graded by means of computer software

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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

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Hudson, Ross David. "Multiple-choice questions compared to short-answer response: which assesses understanding of chemistry more effectively?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1720.

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The research inquires into the effectiveness of the two predominant forms of questions that are used on the Victorian Certificate of Education (VCE) Victoria Chemistry examination. These are multiple-choice questions and short-answer questions. This research examines not only the style of chemistry question but also the content type examined (recall and application questions) along with gender differences in students’ responses to such questions. The research involved three phases, i) analysis of five years results from the VCE Chemistry examinations, ii) class trial testing students of both g

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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

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Oellermann, Susan Wilma, and der merwe Alexander Dawid Van. "Can Using Online Formative Assessment Boost the Academic Performance of Business Students? An Empirical Study." Kamla-Raj, 2015. http://hdl.handle.net/10321/1571.

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The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant

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Lee, Jia-Ying. "Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2737.

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The main purpose of this study was to compare the strategies used by Chinese- speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts. The strategies were further compared with participants' level of familiarity with different reading topics and their reading scores. Twenty Chinese-speaking participants at the University of Iowa performed three tasks: a topical knowledge vocabulary a

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10

Standifer, Scott. "The influence on learning of short-essay and multiple-choice adjunct questions in a World Wide Web environment /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974687.

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Neupane, Ramesh. "A QUANTITATIVE STUDY EXAMINING THE RELATIONSHIP BETWEEN LEARNING PREFERENCES AND STANDADIZED MULTIPLE CHOICE ACHIEVEMENT TEST PERFORMANCE OF NURSE AIDE STUDENTS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1663.

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The research purpose was to investigate the differences between learning preferences (i.e., Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global) determined by the Index of Learning Style and gender (i.e., Male and Female) in regards to standardized achievement multiple-choice test performance determined by the Illinois Nurse Aide Competency Examination (INACE), i.e., overall INACE performance and INACE performance based on six duty areas (i.e., communicating information, performing basic nursing skills, performing personal care, performing basic restorative skills, prov

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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-pos

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Huntley, Belinda. "Comparing different assessment formats in undergraduate mathematics." Thesis, Pretoria [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01202009-163129.

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Afzal, Naveed. "Unsupervised relation extraction for e-learning applications." Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/299064.

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In this modern era many educational institutes and business organisations are adopting the e-Learning approach as it provides an effective method for educating and testing their students and staff. The continuous development in the area of information technology and increasing use of the internet has resulted in a huge global market and rapid growth for e-Learning. Multiple Choice Tests (MCTs) are a popular form of assessment and are quite frequently used by many e-Learning applications as they are well adapted to assessing factual, conceptual and procedural information. In this thesis, we pre

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Raynaud, Tanguy. "Génération de questions à choix multiples thématiques à partir de bases de connaissances." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSES066.

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L'évaluation de connaissances à travers un support de questions à choix multiples est une méthode fiable et largement utilisée, y compris dans des contextes officiels, comme pour l'examen du code de la route. Cette méthode d'évaluation offre en effet de nombreux avantages, comme une égalité de notation entre les candidats, ou de façon plus pragmatique, une possibilité de correction automatique.L'émergence des MOOCs, des cours dispensés sous un format numérique, a contribué à accroître ce besoin d'évaluation automatique. Les travaux de cette thèse s'inscrivent ainsi dans ce contexte, en proposa

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Södersved, Källestedt Marie-Louise. "In-Hospital Cardiac Arrest : A Study of Education in Cardiopulmonary Resuscitation and its Effects on Knowledge, Skills and Attitudes among Healthcare Professionals and Survival of In-Hospital Cardiac Arrest Patients." Doctoral thesis, Uppsala universitet, Institutionen för kirurgiska vetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-150386.

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This thesis investigated whether outcome after in-hospital cardiac arrest patients could be improved by a cardiopulmonary resuscitation (CPR) educational intervention focusing on all hospital healthcare professionals. Annually in Sweden, approximately 3000 in-hospital patients suffer a cardiac arrest in which CPR is attempted, and which 900 will survive. The thesis is based on five papers: Paper I was a methodological study concluding in a reliable multiple choice questionnaire (MCQ) aimed at measuring CPR knowledge. Paper II was an intervention study. The intervention consisted of educating

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Chaveiro, Tony Babej. "Realidade virtual e e-Aprendizagem: especificação de perguntas de escolha múltipla." Master's thesis, Universidade de Évora, 2022. http://hdl.handle.net/10174/31221.

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Com a proliferação de tecnologias de RV nos dias de hoje, a massificação das mesmas como instrumentos de ensino e aprendizagem é inevitável. Nesse cenário, levantam-se diversas questões e problemas relacionados, tanto com o seu uso como com a sua produção e desenvolvimento. Esta dissertação foca-se na problemática da inclusão de tecnologias de RV no ensino à distância, por parte de utilizadores não-técnicos, com vista a enriquecer e motivar a transmissão de conhecimentos. É apresentada uma solução, suportada por uma Prova de Conceito, em que é demonstrada a possibilidade de, através da utiliza

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Alsubait, Tahani. "Ontology-based multiple-choice question generation." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html.

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Assessment is a well understood educational topic with a really long history and a wealth of literature. Given this level of understanding of the topic, educational practitioners are able to differentiate, for example, between valid and invalid assessments. Despite the fact that we can test for the validity of an assessment, knowing how to systematically generate a valid assessment is still challenging and needs to be understood. In this thesis we introduce a similarity-based method to generate a specific type of questions, namely multiple choice questions, and control their difficulty. This f

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Ziegler, Barbara. "Die diskursive Konstruktion nationaler Identität in dem bundeseinheitlichen Einbürgerungstest der Bundesrepublik Deutschland : Eine diskursanalytische Untersuchung." Thesis, Stockholms universitet, Humanistiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43802.

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The essay analyses the discursive construction of national identity in the present naturalisation test of the Federal Republic of Germany. The essay includes an overview of immigration to Germany, and a survey of political measures to improve the integration of immigrants. The language and structure of representative multiple-choice questions (and answers) of the naturalisation test are analysed by using the method of critical discourse analysis (CDA). The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical di

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Bento, Antônio Carlos. "Uma proposta para tratamento de respostas ao acaso em avaliações utilizando o raciocínio estatístico e lógica difusa." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/18181.

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Made available in DSpace on 2016-04-29T14:23:36Z (GMT). No. of bitstreams: 1 Antonio Carlos Bento.pdf: 19317474 bytes, checksum: 3345ae7a48f0769e446ab9888361725d (MD5) Previous issue date: 2015-06-18<br>The research focuses on the performance evaluation methodology within the models of multiple-choice questions from methodeutics criteria of Fuzzy Logic proposed by Lotfi Zadeh associated with statistical reasoning presented by Santos, Pigari and Tolentino present in the theories of uncertainty discussed by Russell and Norvig and item response theory presented by Fontanive. The study was based

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Silveira, Igor Cataneo. "Solving University entrance assessment using information retrieval." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-04112018-225438/.

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Answering questions posed in natural language is a key task in Artificial Intelligence. However, producing a successful Question Answering (QA) system is challenging, since it requires text understanding, information retrieval, information extraction and text production. This task is made even harder by the difficulties in collecting reliable datasets and in evaluating techniques, two pivotal points for machine learning approaches. This has led many researchers to focus on Multiple-Choice Question Answering (MCQA), a special case of QA where systems must select the correct answers from a small

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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.

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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators

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Wengle, Emil. "CITE för elektroingenjörer : Diagnostiska prov som testar studenternas förståelse av viktiga begrepp." Thesis, Uppsala universitet, Signaler och System, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353340.

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Written exams, which are intended to examine students on the course goals, can sometimes be passed without any conceptual knowledge by memorizing procedures or facts. Because future courses depend on the students’ understanding of concepts in the required courses, not knowing the concepts could be a major issue for the student, for the teacher and for the program board. Here, we focus on developing conceptual multiple-choice questions and the algorithms for understanding the answers to the questions. The goal is to be able to answer questions such as “For how long do the students remember the

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Miranda, Paulo Henrique de Freitas. "AVALIAÇÃO DA APRENDIZAGEM: MÚLTIPLA ESCOLHA VERSUS QUESTÕES ABERTAS EM COMPUTADOR VERSUS PAPEL." Pontifícia Universidade Católica de Goiás, 2015. http://tede2.pucgoias.edu.br:8080/handle/tede/3481.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T14:39:55Z No. of bitstreams: 1 Paulo Henrique de Freitas Miranda.pdf: 2959134 bytes, checksum: 19e3a755635c112cbe515610ba863dda (MD5)<br>Made available in DSpace on 2016-09-12T14:39:55Z (GMT). No. of bitstreams: 1 Paulo Henrique de Freitas Miranda.pdf: 2959134 bytes, checksum: 19e3a755635c112cbe515610ba863dda (MD5) Previous issue date: 2015-09-10<br>The evaluation evolves constantly in search of better educational practices through the development of education. In this perspective, this study aims to contribute by analyzing r

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Chang, Shao-Yuan, and 張少源. "Bayesian Ranking Responses in Multiple-Choice Questions." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48515435706011837525.

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碩士<br>國立交通大學<br>統計學研究所<br>97<br>In many studies, the questionnaire is an important tool for surveying. In the literature, the analyses of multiple-choice questions are not established as in depth as those for single-choice question. Wang (2008a) proposed several methods for ranking the Responses in Multiple-Choice Questions under the usual frequentist setup.However in many situations, there may exist prior information for the ranks of the responses, therefore, establishing a methodology combining the update survey data and the past information for ranking the responses is an essential issue fo

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Tseng, Ya-Min, and 曾雅敏. "Generating Multiple-Choice Reading Comprehension Questions using Paraphrase." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22048097533580729002.

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碩士<br>國立臺灣大學<br>資訊管理學研究所<br>102<br>As online English learning environment becomes more and more ubiquitous, English as a Foreign Language (EFL) learners have more choices to learning English. There is thus an increasing demand for automatic assessment tools that help self-motivated learners evaluate their understanding and comprehension. Existing question generation systems, however, focus on the sentence-to-question surface transformation and the questions could be simply answered by word matching, even without good comprehension. We propose a novel approach to generating multiple-choice read

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Belo, Yolanda Vidigal. "Constructed response or multiple-choice for evaluating Excel questions?: that is the question." Master's thesis, 2018. http://hdl.handle.net/10071/17864.

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Evaluation plays a fundamental role in education, with a view to improve the teaching-learning process, which helps to identify factors that can contribute not only to the teacher in developing pedagogical methods and evaluation tools, but also to an academic evolutionary process of the student, and to achieve the objectives defined in the course or curricular unit. In this dissertation project, it is proposed to develop explanatory models using Data Mining techniques and tools to predict the results obtained by students in performing Excel exams, more specifically, to verify if there i

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李超然. "The Analysis of EEG for Yes-No and Multiple-Choice Questions." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/ur3392.

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碩士<br>國立臺灣師範大學<br>工業教育學系<br>96<br>Abstract In the field of educational psychology and cognitive neuroscience, the analysis on the activities of cerebrum cognition is generally researched at present. This study is not only to analyze and classify the electroencephalography signals in favor of being applied on the Brain Computer Interface, or BCI, but also to discuss the effect on the cognitive thinking which is due to being inducted by different kinds of questions. The analysis of this study is based on the frequently used EEG bands in recent years. By means of the multiple-choice questions, w

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Terblanche, Hester Aletta. "The effective use of multiple-choice questions in assessing scientific calculations." Diss., 2017. http://hdl.handle.net/10500/23185.

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This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculation

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Cheng, Chien-Yin, and 鄭茜尹. "Chinese non multiple choice questions drafting of college entrance examination trend analysis." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04248097527868581580.

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碩士<br>淡江大學<br>中國文學系碩士班<br>104<br>Before 1954, the college entrance examination was held independently by different colleges in Taiwan. Each college drafted questions and set the enrollment standard differently in accordance with its academic selection standard. In 1954, after the Joint College Entrance Examination (“JCEE”) was held for the first time, due to its merits, the Ministry of Education decided to hold it continuously. Since then, it has been held for forty-eight years and ending in 2001. In 1994, the General Scholastic Ability Test (“GSAT”) was implemented, and was held together with

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Sanderson, Penelope Jane. "Multiple-choice questions : linguistic investigation of difficulty for first-language and second-language students." Thesis, 2010. http://hdl.handle.net/10500/4836.

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Multiple-choice questions are acknowledged to be difficult for both English mother-tongue and second-language university students to interpret and answer. In a context in which university tuition policies are demanding explicitly that assessments need to be designed and administered in such a way that no students are disadvantaged by the assessment process, the thesis explores the fairness of multiple-choice questions as a way of testing second-language students in South Africa. It explores the extent to which two multiple-choice Linguistics examinations at Unisa are in fact ‘generally accessi

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Tsai, Shin-Huei, and 蔡馨慧. "The investigation of EFL college students’ strategy uses in multiple choice questions, summary, and opinion listening tests." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5yxp9t.

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碩士<br>國立交通大學<br>英語教學研究所<br>104<br>Listening has gradually gained its importance in the field of language learning. Plenty of researchers thus start to investigate what kind of listening strategies will enhance learners’ listening abilities. However, the relationship between listening test types and learners’ strategy uses is still under development. Most of the previous research investigated learners’ listening strategy uses in closed-ended test types, such as multiple choice questions and true or false questions. Few studies examined learners’ strategy uses in open-ended test questions. There

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Chu, Min-Huang, and 朱民晃. "A learning-based framework to exploit E-HowNet ontology and Wikipedia sources to generate multiple choice questions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/66853853268325976992.

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碩士<br>國立臺灣大學<br>資訊工程學研究所<br>100<br>Automatic question generation is an important tool for e-Learning environment. It is also a useful tool for teachers to reduce workload of generating questions. There are some related works discussed the possibility of automatic question generation. From existing literature, it shows that an automatic question generation system can save lots of effort and time for teachers. Moreover, in some special type of test such as cloze test, it can output materials that can be used in real classes. In this paper, we use E-HowNet ontology database to construct a cross-d

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Chen, Li-Ling, and 陳俐陵. "The problem solving process for Standardized test (multiple-choice questions) on Earth Science: An eye tracking analysis." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ugwaz4.

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博士<br>國立臺灣師範大學<br>科學教育研究所<br>106<br>Since standardized tests are used frequently in measuring student performance, the problem solving process and strategies which help students succeed is concerned. The purpose of this research was to reveal the cognitive features of reading process with eye movement analysis and interview data synthesis, and how scientific epistemological beliefs affect performance. The eighteen standardized Earth Science questions were from the national college entrance examination (CEE) in Taiwan, and were then categorized into four levels according to Revised Bloom's Taxo

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chi, sheng, and 季昇. "A Research on Helping Students Learn Better By Answering Multiple-Choice Questions in a More Complete Way." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ftcy2e.

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碩士<br>中原大學<br>資訊工程研究所<br>107<br>For a long time, traditional multiple-choice questions have often been used as exercises or exams. Students have been completely accustomed to reading and answering questions. This mode is easy to cause bad habits, such as reading keywords. For reading and thinking, this quick mode of answering is easy to follow the question of "incomplete understanding of the meaning of the question", "easy to read the wrong word, confused with the concept that was previously done". When you practice, you don''t pay attention to the details. When the "official exam" i

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Lin, Yi-Chen, and 林奕辰. "The Impact of Student''s Learning Performance for Multiple-Choice Questions with Hot Item Strategies." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2drha4.

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碩士<br>中原大學<br>資訊工程研究所<br>107<br>No matter which age of learning environment is, most students learn because of examination. They study only few days ago before test. This study way might work temporarily but most of their learning contents are piece by piece instead of integration. Furthermore, it’s easy to forget, and the learning effect is bad. Herd behavior is a bandwagon effect, which means that there is a higher tendency to blindly follow the actions of others no matter right or wrong. In other words, it’s a coattail effect. Some research used Herd behavior as a tool. When students face

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Marchant, Jacob Rhys. "Assessing the Validity of Multiple-Choice Questions, Using them to Undertake Comparative Analysis on Student Cohort Performance, and Evaluating the Methodologies Used." Thesis, 2021. https://hdl.handle.net/2440/132705.

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Multiple-choice questions (MCQs) have been used in all four first-year Chemistry courses at The University of Adelaide for many years to assess the students both during the semester and within the final examinations. Ensuring that the assessment tasks and the items used within them are a valid method of determining student competency is an important part of reviewing the results of the assessments. Throughout this research all the MCQ assessment tasks and items used in first-year Chemistry courses between 2012-2015 were reviewed and analysed using Classical Test Theory (CTT) and Rasch Analysis

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Jose, Michelle. "Exploring the Relationship Between the Performance of Student-Generated Multiple-Choice Questions and Students’ Learning Performance in Organic Chemistry." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2mk2ku.

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碩士<br>國立臺北教育大學<br>學習與教學國際碩士學位學程<br>107<br>Students need to learn organic chemistry because it is a “fundamental domain – topics are interwoven into physical, life, and applied science courses” (Lopez et al., 2011, p. 133). However, a previous study found that among the different chemistry topics, students consider organic chemistry to be one of the hardest (Childs & Sheehan, 2009). Another study found that difficulty in learning organic chemistry is among the main reasons why students leave the science field (Lovecchio & Dundes, 2002). More meaningful and student-centered learning of organic

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Yang, Ming-Shyang, and 楊明祥. "The Creation and Development of a Game-Based Assessment System – A Case Study on Multiple Choice Questions for Elementary School Math." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/xzpks7.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>99<br>The incorporation of information technology in teaching not only provides a more dynamic experience and enables broader possibilities as compared to traditional teaching methods, it also raises students’ learning interests. After observing the strengths and weaknesses of the existing “virtual manipulatives” and “item bank-Based assessment system”, the researcher aims to develop new assessment tools that feature on-line and off-line operability, easy accessibility, and gaming elements. The purposes of this research are to: (1) develop a game-based

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Chiao-YiChen and 陳巧宜. "The Effects of Teacher-designed and Student-designed Feedback for Multiple-Choice Questions during Online Drill-and-Practice on Elementary School Students’ Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gfe796.

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Tseng, Wan-Chi, and 曾琬棋. "Analysis of Non-Multiple Choice Questions of Chinese Literature for the General Scholastic Ability Test from 97-105 Academic Year - Course of PISA Reading Comprehension." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/d3v8dv.

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碩士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>105<br>The aim of this study is to investigate the relationship between the course of reading comprehension of non-multiple choice questions, student scoring as well as time for answering for Chinese Literature of the General Scholastic Ability Test for academic year s 97-105. In order to accomplish the research objective, the study utilized the Content Analysis Method, with “course of reading comprehension for PISA” as category to analyze non-multiple choice test questions for Chinese Literature of the General Scholastic Ability Test for academic years 97-105.

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Ribeiro, Ana Margarida da Silva. "Prep-PNA/SmashMedicine: A Escrita de Perguntas de Escolha Múltipla pelos Estudantes como Método de Estudo." Master's thesis, 2020. http://hdl.handle.net/10316/97815.

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Trabalho Final do Mestrado Integrado em Medicina apresentado à Faculdade de Medicina<br>A avaliação nas escolas médicas nacionais e na prova final de acesso à Formação Especializada assenta predominantemente em testes escritos, baseados em perguntas de escolha múltipla (PEM).Enquanto que no passado se defendia que as PEM avaliavam apenas a recordação de factos isolados, agora sabemos que, se corretamente construídas, as PEM podem ser tão válidas para testar o raciocínio clínico e a capacidade de resolução de problemas como outros instrumentos ou tipologias de teste.Com o intuito de dirigir o s

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Genemo, Hussein. "A Design Science Approach to Assessment of Multi-Steps Questions in Mathematics." Thesis, 2019. https://vuir.vu.edu.au/40204/.

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Academic assessment that is used to assist in producing knowledge having a lasting effect should be the concern of all stakeholders. Subjective assessment contributes to achieving this type of knowledge. In particular for multi-steps questions (MSQ) human assessors play important roles. This evaluation includes assessing solution strategies, working produced from employing those strategies, and the final answer. This assessment can reveal levels of conceptual understanding displayed by students. Subjective assessment gives options to students to express their understanding of the topic. Howeve

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Lemos, Tiago Luís Fernandes. "An Educational Game about Math and Magic." Master's thesis, 2018. http://hdl.handle.net/10362/66166.

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Every year, technology keeps expanding and progressing, which leads to new ideas and new uses of technology in all kinds of areas, and education is no exception. The concept of using games as a mean of education is old, however, due to the recent advances of technology and the creation of videogames, the concept became more popular. With benefits ranging from a deeper understand-ing of the subject taught in the game, to various other skills obtained passively from playing games, educational games are an idea that should be focused on and developed further. Students spend a very big portion of

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Lin, Yi-Ting, and 林意婷. "Automatic Multiple-Choice Question Generation based on Coreference Resolution." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/47416946653521248626.

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碩士<br>國立臺灣大學<br>資訊管理學研究所<br>97<br>In this paper, we propose a multiple-choice question generation program based on coreference resolution for measuring learners’ comprehension of the article. The coreference of the entire article is accomplished by the connection of noun phrases referring to the same entity in the real world. We apply the coreference resolution to the issue of automatic question generation. Here we have three types of target key: pronoun, pleonastic pronoun, and NP. In order to improve question difficulty and discrimination, we employ clusters’ relation of the coreference to g

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YUEH, QUEENIE WIE, and 岳瑋. "Comparing Effectiveness of Global Competence Assessment of Open-End Question and Multiple-Choice Question." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk8t.

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碩士<br>國立臺中教育大學<br>教育資訊與測驗統計研究所碩士在職專班<br>106<br>Organization for Economic Co-operation and Development (OECD) considers that “global competence” is one of the most important qualities which future citizens should equip. In addition, it has been added as a capability assessment in 2018 by the Programme for International Student Assessment (PISA), except for the existing assessments of reading, mathematics and science, etc. This assessment subject focuses on students’ “capability” rather than “knowledge” and its contextualized questions involve knowledge, ability and attitude relating to global i

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Singh, Upasana Gitanjali. "The development of a framework for evaluating e-assessment systems." Thesis, 2014. http://hdl.handle.net/10500/14619.

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Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar dis

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Venderová, Markéta. "Problematické úlohy typu multiple-choice." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-347001.

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This thesis tries to answer the question what impact on the results in Mathematical Kangaroo competition has inclusion of specific curriculum into the School Education Program. The work focuses on multiple-choice type of tasks, where pupils fall short of success. Pupils can meet such tasks in mathematical competitions and research. The work is divided into theoretical and empirical part. The first part, makes readers familiar with current situation regarding mathematical competitions in Czech environment and defines terms related to the issue. It also characterizes selected competitions in whi

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Sun, cheng-bin, and 孫承彬. "The comparison of two missing values imputation methods in single and multiple choice question." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32249826382402737245.

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碩士<br>國立交通大學<br>統計學研究所<br>103<br>Questionnaire is a common way to collect data. In generally, a questionnaire usually consists of single-response questions and multiple-response questions. After we collect questionnaire data, it is possible that there exist missing values. To increase the accuracy of the survey result, we can use statistic methods to impute missing values. This paper mainly discusses two widely-used imputing methods for imputing missing values in analyzing data of single-response question and multiple-response question, respectively. These two methods are the K-nearest neighbo

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(8080967), Jared B. Breakall. "Characterizing Multiple-Choice Assessment Practices in Undergraduate General Chemistry." Thesis, 2019.

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<p>Assessment of student learning is ubiquitous in higher education chemistry courses because it is the mechanism by which instructors can assign grades, alter teaching practice, and help their students to succeed. One type of assessment that is popular in general chemistry courses, yet difficult to create effectively, is the multiple-choice assessment. Despite its popularity, little is known about the extent that multiple-choice general chemistry exams adhere to accepted design practices or the processes that general chemistry instructors engage in while creating these assessments. Further un

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