Relevant bibliographies by topics / Reliability of Multiple-Choice Questions (MCQ)

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Academic literature on the topic 'Reliability of Multiple-Choice Questions (MCQ)'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Reliability of Multiple-Choice Questions (MCQ)"

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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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Ms., Soji Binu Mathew, and Sreehari Vellora Madathil Mr. "Effectiveness of Multiple Choice Based Questions in Mathematics Assessments." Euro Afro Studies International Journal 6, no. 1 (2024): 1–16. https://doi.org/10.5281/zenodo.13996070.

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This study aims to prove the quality and effectiveness of Multiple-Choice Questions (MCQ) based assessments in Mathematics course offered in School of Foundation Studies (SoFS) at National University Science and Technology, Oman. The General Foundation Program (GFP) Oman at SoFS prepares the students prior to undergraduate studies. For Mathematics course, SoFS follows the outline suggested by Oman Academic Standards for GFP set by National Quality Plan (OAAAQA - General Foundation Programme Accreditation, n.d.).  However, Oman Academic Standards does not specify any assessment strategies
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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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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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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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Hussain Andrabi, Syed Murtaza, Dhananjoy Shaw, and Rabiya Husain. "Scientific Authenticity of Multiple-Choice Questions (MCQ) for Knowledge Test of Kinesiology and Biomechanics for Undergraduate Students of Physical Education and Sports Sciences." International Journal of Research and Review 12, no. 3 (2025): 352–60. https://doi.org/10.52403/ijrr.20250343.

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The study evaluates the scientific authenticity of multiple-choice questions (MCQ) in kinesiology and biomechanics by analysing their difficulty index, discrimination index, and internal consistency to determine their effectiveness in student assessment. Eighty-one physical education students enrolled in a kinesiology and biomechanics subject in graduation programme at the University of Delhi. Over 20 weeks, students attended lectures followed by multiple-choice question (MCQ) tests, with responses recorded for analysis. Students were divided into high-scoring (n=21) and low-scoring (n=21) gro
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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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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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Hanss, Kaitlin, Karthik V. Sarma, Anne L. Glowinski, et al. "Assessing the Accuracy and Reliability of Large Language Models in Psychiatry Using Standardized Multiple-Choice Questions: Cross-Sectional Study." Journal of Medical Internet Research 27 (May 20, 2025): e69910. https://doi.org/10.2196/69910.

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Background Large language models (LLMs), such as OpenAI’s GPT-3.5, GPT-4, and GPT-4o, have garnered early and significant enthusiasm for their potential applications within mental health, ranging from documentation support to chat-bot therapy. Understanding the accuracy and reliability of the psychiatric “knowledge” stored within the parameters of these models and developing measures of confidence in their responses (ie, the likelihood that an LLM response is accurate) are crucial for the safe and effective integration of these tools into mental health settings. Objective This study aimed to a
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Azevedo, Jose Manuel, Ema P. Oliveira, and Patrícia Damas Beites. "Using Learning Analytics to evaluate the quality of multiple-choice questions." International Journal of Information and Learning Technology 36, no. 4 (2019): 322–41. http://dx.doi.org/10.1108/ijilt-02-2019-0023.

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Purpose The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence with Item Response Theory (IRT) and Classical Test Theory (CTT). The used techniques can be considered a type of Descriptive Learning Analytics since they allow the measurement, collection, analysis and reporting of data generated from students’ assessm
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Dissertations / Theses on the topic "Reliability of Multiple-Choice Questions (MCQ)"

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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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Books on the topic "Reliability of Multiple-Choice Questions (MCQ)"

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Jones, Robert P., and Colin A. Pinnock. McQ Tutor Basic Sciences for Anesthesia (Multiple Choice Questions). Churchill Livingstone, 1997.

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Imran, Mohammed. Up to DATE RAPiD and SELECTeD ENT MCQs POOL: Otolaryngology MCQ , ENT Board Preparation , ENT Board MCQ , Otolaryngology MCQ , Otorhinolaryngology MCQ , ENT Multiple Choice Questions , Otolaryngology Multiple Choice Questions , ENT Book , Medical Book. Independently Published, 2022.

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Up to DATE RAPiD and SELECTeD ENT MCQs POOL: Otolaryngology MCQ , ENT Board Preparation , ENT Board MCQ , Otolaryngology MCQ , Otorhinolaryngology MCQ , ENT Multiple Choice Questions , Otolaryngology Multiple Choice Questions , ENT Book , Medical Book. Independently Published, 2022.

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Imran, Mohammed. ALL in ONE RAPiD and SELECTeD ENT MCQs POOL: Otolaryngology MCQ , ENT Board Preparation , ENT Board MCQ , Otolaryngology MCQ , Head and Neck MCQ , ENT Multiple Choice Questions , Otolaryngology Multiple Choice Questions , ENT Book. Independently Published, 2022.

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Imran, Mohammed. LAST ENT MCQs: RAPiD and SELECTeD ENT MCQs POOL , Otolaryngology MCQ , ENT Board Preparation , ENT Board MCQ , Otolaryngology MCQ , Head and Neck MCQ , ENT Multiple Choice Questions , Otolaryngology Multiple Choice Questions , ENT Book. Independently Published, 2022.

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McQ Tutor: Anat Phys and Path Radiogrp (Multiple Choice Questions Tutor). Butterworth-Heinemann, 1987.

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Tindall, V. R., and Tindall. McQ Tutor: Basic Science in Obstetrics and Gynecology (Multiple Choice Tutor). Butterworth-Heinemann, 1987.

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Imran, Mohammed. Up to DATE RAPiD and SELECTeD ENT MCQs POOL: Otolaryngology MCQ , ENT Board Preparation , ENT Board MCQ , Otolaryngology MCQ , Otorhinolaryngology MCQ , ENT MCQs BANK , Otolaryngology Multiple Choice Questions , ENT Book , Medical Book. Independently Published, 2022.

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Marshall, Dr Betty. Pharmacology : 200 MCQs in PHARMACOGNOSY : Multiple Choice Questions and Answers Learning Pharmacology through MCQ: A Comprehensive Text. Independently published, 2019.

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Python 3 MCQ - Multiple Choice Questions N Answers for Tests, Quizzes - Python Students and Teachers: Python3 Programming Jobs QA. CreateSpace Independent Publishing Platform, 2016.

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Book chapters on the topic "Reliability of Multiple-Choice Questions (MCQ)"

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Shehade, Mona Mostafa, and Ahmad Al-Kubise. "Religious Inquiries: Between Conventional Islamic Teaching Methods and Islamic Websites Among Undergraduate Female Students at the University of Sharjah." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_11.

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Abstract Since the introduction of the Internet, dramatic changes occurred in the Islamic teaching channels. Some Muslim scholars started using the Internet to convey Islamic knowledge via Islamic Websites rather than using conventional face-to-face teaching. Unfortunately, not all Islamic Websites release authentic and reliable Islamic information. Consequently, the upcoming Muslim generation runs the risk of practicing Islam away from the correct teachings of the Holy Qur’an, true Sunnah, and authentic Sharīʻah principles, which will eventually distort the core principles of the Islamic reli
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Holsgrove, Gareth. "Principles of assessment." In Teaching Medicine in the Community. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780192626530.003.0028.

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Abstract The major principles of assessment can be summarized under three interrelated headings: reliability, validity, and feasibility. Although they are very important, they are so frequently ignored that even some experienced examiners may be unfamiliar with them. Each acquires a special meaning in the context of educational assessment so this chapter sets out to describe some of the key points in lay terms. Reliability is concerned with the accuracy with which the assessment is made. Among the things which might affect accuracy is the extent to which different examiners marking the same pi
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"Multiple Choice Questions (MCQ)." In A Practical Guide to Hand and Carpal Fracture Management. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2009. http://dx.doi.org/10.1142/9781848162624_0009.

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"Multiple Choice Questions (MCQ)." In Practical Guide to Medical Student Assessment. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773586_0009.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0006.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0001.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0003.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0007.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0005.

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"MCQ Questions." In MCQs and SBAs in Intensive Care Medicine, edited by Lorna Eyre and Andrew Bodenham. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753056.003.0002.

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Conference papers on the topic "Reliability of Multiple-Choice Questions (MCQ)"

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Rabiee, Azam, Alok Goel, Johnson D'Souza, and Saurabh Khanwalkar. "Question-Type Identification for Academic Questions in Online Learning Platform." In 11th International Conference on Signal Image Processing and Multimedia. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130922.

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Online learning platforms provide learning materials and answers to students' academic questions by experts, peers, or systems. This paper explores question-type identification as a step in content understanding for an online learning platform. The aim of the question-type identifier is to categorize question types based on their structure and complexity, using the question text, subject, and structural features. We have defined twelve question-type classes, including Multiple-Choice Question (MCQ), essay, and others. We have compiled an internal dataset of students' questions and used a combi
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Aotani, Noriko, and Shin’ya Takahashi. "EFFECTS OF INVOLVEMENT LOAD IN EXTENSIVE READING ON LEXICAL RELATIONS AMONG ALREADY KNOWN L2 WORDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end116.

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"The effects of task-induced involvement load, evaluation and need in particular, in extensive reading on a change of the lexical relations that EFL learners perceive were investigated. Fifty-two Japanese university students were assigned to one of three groups. All groups were given the same reading material (an English passage of 319 words including 12 target words) but with different tasks. MCQ group answered multiple-choice questions about the contents of the passage. MCQ+FB group answered fill-in-the-blank questions in the passage as well as the MCQ. MCQ+Com group did a composition task u
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Li, Xinyun, Qin Gao, and Pei Luen Patrick Rau. "Development of an AI Literacy Scale Using Multiple-Choice Questions." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004683.

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With continuously emerging and developing artificial intelligence (AI) technologies, we now have more opportunities to interact with AI agents, to use AI applications to assist our jobs, and to assess the solutions provided by AI. This ability to properly identify, use, evaluate, and collaborate with AI-related products is referred to as AI literacy (Long & Magerko, 2020; Wang et al., 2022). The objective of the current study is to develop an instrument to measure general users’ AI literacy by replacing subjective self-report questions with objective, multiple-choice questions. 12 question
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Lee, Eric S., and Naina Garg. "Reliability of multiple-choice versus problem-solving student exam scores in higher education: Empirical tests." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11303.

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Instructors in higher education frequently employ examinations composed of problem-solving questions to assess student knowledge and learning. But are student scores on these tests reliable? Surprisingly few have researched this question empirically, arguably because of perceived limitations in traditional research methods. Furthermore, many believe multiple choice exams to be a more objective, reliable form of testing students than any other type. We question this wide-spread belief. In a series of empirical studies in 8 classes (401 students) in a finance course, we used a methodology based
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Atanasovski, Atanasko, Todor Tocev, Ivan Dionisijev, Zoran Minovski, and Dimitar Jovevski. "Evaluating the Performance of ChatGPT in Accounting and Auditing Exams: An Experimental Study in North Macedonia." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2023. http://dx.doi.org/10.47063/ebtsf.2023.0003.

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In the ever-evolving landscape of education, the integration of artificial intelligence (AI) has emerged as a transformative force, reshaping conventional pedagogical methods and assessment approaches. The domains of accounting and auditing, integral for preparing future professionals, have not remained immune to this technological revolution. As AI, including ChatGPT, gains prominence, it offers the potential to enhance learning and examination experiences within these disciplines. This paper presents a pioneering North Macedonian experimental research evaluating the performance of ChatGPT's
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