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

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 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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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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Kheyami, Deena, Ahmed Jaradat, Tareq Al-Shibani, and Fuad A. Ali. "Item Analysis of Multiple Choice Questions at the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 1 (2018): 68. http://dx.doi.org/10.18295/squmj.2018.18.01.011.

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Objectives: The current study aimed to carry out a post-validation item analysis of multiple choice questions (MCQs) in medical examinations in order to evaluate correlations between item difficulty, item discrimination and distraction effectiveness so as to determine whether questions should be included, modified or discarded. In addition, the optimal number of options per MCQ was analysed. Methods: This cross-sectional study was performed in the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain. A total of 800 MCQs and 4,000 distractors were analysed between November 2013 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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Gupta, Saurabh, Ravi Kumar Chittoria, Elankumar Subbarao, Konda Sireesha Reddy, Vinayak Chavan, and Abhinav Aggarwal. "Role of Fenestrations in Acrylic Cranioplasty." Indian Journal of Medical and Health Sciences 6, no. 1 (2019): 39–40. http://dx.doi.org/10.21088/ijmhs.2347.9981.6119.7.

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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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Christian, Donald S., Arpit C. Prajapati, Bhavik M. Rana, and Viral R. Dave. "Evaluation of multiple choice questions using item analysis tool: a study from a medical institute of Ahmedabad, Gujarat." International Journal Of Community Medicine And Public Health 4, no. 6 (2017): 1876. http://dx.doi.org/10.18203/2394-6040.ijcmph20172004.

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Background: Multiple choice question (MCQ) assessments are becoming popular means to assess knowledge for many screening examinations among several fields including Medicine. The single best answer MCQs may also test higher-order thinking skills. Hence, MCQs remain useful assessment gadget. Objectives: 1) To evaluate Multiple Choice Questions for testing their quality. 2) To explore the association between difficulty index (p-value) and discrimination indices (DI) with distractor efficiency (DE). 3) To study the occurrence of functioning distractors for MCQs. Methods: Total five MCQ test sessi

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K., Sajitha, Harish S. Permi, Chandrika Rao, and Kishan Prasad H. L. "Role of item analysis in post validation of multiple choice questions in formative assessment of medical students." Journal of Health and Allied Sciences NU 05, no. 04 (2015): 058–61. http://dx.doi.org/10.1055/s-0040-1703936.

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Abstract Background:Multiple choice questions (MCQ) are used in the assessment of students in various fields. By this method of assessment it is possible to cover a wide range of topics in less amount of time. However the reliability of the test depends on the quality of the MCQ. The MCQ can be evaluated based on the Difficulty Index (DIFI), Discriminatory Index (Dl) and Distracter Efficiency (DE). Objectives:To evaluate the MCQs based on the Difficulty Index (DIFI), Discriminatory Index (Dl) & Distracter Efficiency (DE) and develop a valid pool of questions.Also to assess learner performa

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Crisp, G. T., and E. J. Palmer. "Engaging academics with a simplified analysis of their multiple-choice question (MCQ) assessment results." Journal of University Teaching and Learning Practice 4, no. 2 (2007): 31–50. http://dx.doi.org/10.53761/1.4.2.4.

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The appropriate analysis of students’ responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity and reliability of an assessment are perceived as being too difficult for academics with a limited understanding of statistics. This inability of academics to apply conventional statistical tools with authority often makes it difficult for them to make

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Aboonq, Moutasem. "Quality Evaluation of Multiple-Choice Questions as an Assessment Tool for Medical Students." Majmaah Journal of Health Sciences 12, no. 1 (2024): 12. http://dx.doi.org/10.5455/mjhs.2024.01.002.

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Background and Aims: Assessment is an educational process that measures student ability to accomplish specific objectives, helping to bridge the gap between teaching and learning. This study evaluated the quality of multiple-choice questions (MCQs) used to assess undergraduate medical students’ knowledge in the Nutrition & Metabolism course at Taibah University. Methods: The study used item analysis to evaluate the MCQs, including item difficulty, item discrimination, reliability, standard error of measurement, and distractor analysis. The study enrolled 171 undergraduate medical students

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Ali, Ikram, Muhammad Nouman Haral, Fatima Tahira, Mirza Ali, and Aqeel Imran. "An Evaluation, Assortment, and Optimization of the Question Items." Education and Urban Society 52, no. 8 (2020): 1264–80. http://dx.doi.org/10.1177/0013124519896831.

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Foundation of quality examination is based on the key features of validity and reliability of question papers. Question papers of examination boards in Pakistan—usually these features as contents of a question paper—are written by a single paper setter. To address these issues, Federal Board of Intermediate and Secondary Education (FBISE) recruited and trained senior faculty members to write, review, and moderate multiple-choice question (MCQ) items which are the key components of its question papers. Fitness of these items was determined through field testing and analysis using standard measu

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Suryono, Wiwid, and Bambang Bagus Harianto. "Item Analysis of Multiple Choice Questions (MCQs) for Dangerous Goods Courses in Air Transportation Management Department." Technium Social Sciences Journal 41 (March 9, 2023): 44–57. http://dx.doi.org/10.47577/tssj.v41i1.8512.

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Analysis of question items is an assessment of the questions that are evaluated to measure quality. Analysis of question items has two ways, namely quantitative and qualitative question item analysis. The goal to be achieved is to find out the quality of the multiple-choice form of Final Semester Exam questions and also to detect sound and wrong questions. The method used in this study is the quantitative descriptive method. Data collection uses documentation, interviews, and observations. The Excel program uses data analysis to detect the quality of good and bad questions. The results of the

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Panczyk, Mariusz, Magdalena Woynarowska-Sołdan, Jarosława Belowska, Aleksander Zarzeka, and Joanna Gotlib. "A comparative analysis of the progress of e-learning education of nursing students in the field of Reliability in scientific research. E-learning education." Pielegniarstwo XXI wieku / Nursing in the 21st Century 14, no. 53 (2015): 63–68. http://dx.doi.org/10.12923/p21w-2015-4/52.

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Aim. A comparative analysis of two methods of organising e-courses designed for students of nursing and conducted throughout 2012/13 and 2013/14 at the Medical University of Warsaw (MUW) within the framework of education in “Reliability in scientific research”. Material and Methodology. A group of 285 students of the 1st degree course at the Nursing Faculty, including 141 subjects from the academic year 2012/13 and 144 from 2013/14. Data from reliability reports were analysed comparatively as well as the scored results that represented the assessment results for the solved tasks prepared in th

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Vuma, Sehlule, and Bidyadhar Sa. "A descriptive analysis of extended matching questions among third year medical students." International Journal of Research in Medical Sciences 5, no. 5 (2017): 1913. http://dx.doi.org/10.18203/2320-6012.ijrms20171817.

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Background: With changes in teaching methods in medicine, assessment tools have also evolved in order to be valid, reliable, practical, analyzable and not time-consuming. After questions of reliability and practicality when using free response short answer questions, we replaced them with extended matching questions (EMQs). Previous analysis of the same group of students, in the same time period, showed high reliability and discrimination with standard multiple choice questions (MCQ). Objective was to describe the efficiency of Extended matching questions (EMQ) in third-year medicine coursesMe

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Gregory K Han, Crispina, and Valentine Yasun. "The Prediction of Form Four Science Achievement with Online Learning and Student’s Self-Efficacy." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 10 (2024): e003005. http://dx.doi.org/10.47405/mjssh.v9i10.3005.

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Student’s self-efficacy and online learning is believed to reflect the confidence to master the learning of science. Proportional stratified random sampling technique was applied to 300 respondents. Quantitative survey was conducted through data collection using a set of 57-item research questions and a 30-item Multiple Choice Question (MCQ) science test. The data was analysed using a statistical package for social science (SPSS) version 26.0. The value of alpha Cronbach reliability in online learning research questions a=0.890, self-efficacy a=0.917, and science achievement test a=0.774. Step

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Fajar, Rahmat, and Junaidi Junaidi. "Analisis Butir Soal Tipe Multiple Choices Questions (MCQ) pada Ujian Akhir Semester Ganjil Mata Pelajaran Sosiologi Kelas XII SMA." Jurnal Sikola: Jurnal Kajian Pendidikan dan Pembelajaran 4, no. 1 (2022): 23–34. http://dx.doi.org/10.24036/sikola.v4i1.194.

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This study aims to determine the quality of the Odd Semester Final Examination Questions for Class XII Sociology Subjects at SMA Negeri 2 Padang Panjang in the 2021/2022 academic year in terms of analysis: 1) content and empirical validity, 2) reliability, 3) distinguishing characteristics, 4) difficulty level. And 5) distracting qualities. This research is a descriptive study using a quantitative approach because all the data or information obtained is manifested as numbers. The research subjects were students of class XII SMA Negeri 2 Padang Panjang, with a total population of 163 students.

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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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Amena, Masrur Ali Tayyab Zoeya Ayesha Khan Sulman Jaffar Memoona Mansoor Sumreena Mansoor Ayesha Rauf Syed Shoaib Shah. "The Impact Of Item-Writing Flaws On Student Test Scores, Pass Rate And Psychometric Properties Of The Test In End Of Clerkship Ophthalmology Assessment." Multicultural Education 8, no. 4 (2022): 1. https://doi.org/10.5281/zenodo.6407321.

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<em>Assessment continues to be a major driver and measure of students’ learning & competence. Assessments, therefore, should be designed in a manner as to yield information that accurately and completely describes the degree to which the students have gained requisite knowledge. At the same time, the assessment should be constructed and presented to the students in a manner that is not overly complex. Written assessments, in the context of medical students, are used to test medical knowledge,of all the types of written assessments in current practice, the Multiple-Choice Question (MC

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Trianingsih, Lilis. "Analisis Kualitas Tes dan Butir Soal Integral pada Evaluasi Formatif Matematika Teknik." Indonesian Journal Of Civil Engineering Education 9, no. 2 (2023): 44. http://dx.doi.org/10.20961/ijcee.v9i2.84711.

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<p><strong>Abstrak: </strong>Analisis kualitas butir soal pilihan ganda merupakan alat penting untuk mengidentifikasi <em>item</em> yang dapat dipertahankan, direvisi, atau dikeluarkan. Tujuan penelitian adalah menguji kualitas <em>item</em> berdasarkan validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan efek pengecoh. Metode penelitian berfokus pada <em>item analysis </em>dari 35 soal pilihan ganda yang dilakukan untuk 83 mahasiswa Pendidikan Teknik Bangunan. Sampel penelitian adalah <em>total sampling</em>. Analisis

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Syafti, Nadya Khairiyah, Rahmawati Darussyamsu, Ganda Hijrah Selaras, and Syamsurizal Syamsurizal. "Analyzed Quality Question Type Multiple Choices Questions (MCQ) of Final Exam Even Semester on Biology Course Class XI SMA Negeri Se-Kecamatan IV Jurai Academic Year 2017/2018." Jurnal Atrium Pendidikan Biologi 4, no. 1 (2019): 200. http://dx.doi.org/10.24036/apb.v4i1.5475.

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Researcher conducted a study with the aim to determine the quality of items in terms of analysis: 1) reliability, 2) the validity of the content and empirical, 3) distinguishing features, 4) level of difficulty, and 5) the function of detractors. This research is a descriptive study. Based on the results of data analysis, the result for the review of aspects: 1)reliability packet A and B, belong to the category high,2)the validity of the content packet A & B, not fulfilling all criteriaand then validity empirically package A, 57.5% are invalid matter and packet B,65% are invalid matte, 3)

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Peeters, Michael, M. Kenneth Cor, and Erik Maki. "Providing Validation Evidence for a Clinical-Science Module: Improving Testing Reliability with Quizzes." INNOVATIONS in pharmacy 12, no. 1 (2021): 17. http://dx.doi.org/10.24926/iip.v12i1.2235.

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Description of the Problem: High-stakes decision-making should have sound validation evidence; reliability is vital towards this. A short exam may not be very reliable on its own within didactic courses, and so supplementing it with quizzes might help. But how much? This study’s objective was to understand how much reliability (for the overall module-grades) could be gained by adding quiz data to traditional exam data in a clinical-science module. The Innovation: In didactic coursework, quizzes are a common instructional strategy. However, individual contexts/instructors can vary quiz use form

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Sahoo, Durgesh Prasad, and Rakesh Singh. "Item and distracter analysis of multiple choice questions (MCQs) from a preliminary examination of undergraduate medical students." International Journal of Research in Medical Sciences 5, no. 12 (2017): 5351. http://dx.doi.org/10.18203/2320-6012.ijrms20175453.

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Background: Multiple choice questions (MCQs) or Items forms an important part to assess students in different educational streams. It is an objective mode of assessment which requires both the validity and reliability depending on the characteristics of its items i.e. difficulty index, discrimination index and distracter efficiency. To evaluate MCQs or items and build a bank of high-quality test items by assessing with difficulty index, discrimination index and distracter efficiency and also to revise/store or remove errant items based on obtained results.Methods: A preliminary examination of

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

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Introduction:Multiple Choice Questions (MCQs) is used extensively as a test format in nursing education. However, making MCQs still remains a challenge to educators. To avoid issues about its quality, this should undergo item analysis. Thus, the study evaluated item and test quality using difficulty index (DIF) and discrimination indices (DI), with distractor efficiency (DE); determined the reliability usingKuder-Richardson 20 coefficients (KR20); and identified which valid measure was developed. Methodology: The study was conducted among 41 level two nursing students in the College of N

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Knudsen, Ulla B., Niels Uldbjerg, Kristina Gemzell-Danielsson, et al. "Electronic textbook Obstetrics and Gynecology for medical students." Danish Journal of Obstetrics and Gynaecology 1, no. 1 (2023): 65–67. http://dx.doi.org/10.56182/djog.v1i1.32.

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The purpose of this publication is to describe the success, which you find at Obstetrics and Gynecology - online textbook for medical students - sundhed.dk, an easily accessible, up to date Obstetrics and Gynecology teaching for medical students including international students in the Nordic countries. In 2018, NFOG (the Nordic Federation of Societies of Obstetrics and Gynecology) decided to finance the production of an electronic textbook for medical students by 1,000,000 Danish kr.:  Text, illustrations, learning principles to be aligned with the curricula for obstetrics an

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Hossain, Md Zahid, Saeed Ali Alsareii, Khaled Mashoor Hyderah, M. M. Iqbal Hossain, Abdulrahman Aseri, and Siraz D. A. A. Khan. "Active learning by means of team-based versus traditional learning methods in undergraduate dental students." Saudi Journal of Oral Sciences 9, no. 2 (2022): 92–98. http://dx.doi.org/10.4103/sjoralsci.sjoralsci_9_22.

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Abstract Introduction: Team-based learning (TBL) is gaining popularity because it allows students to achieve desired intellectual tasks through teamwork, discussion, and professionalism, in contrast to traditional (Trad) learning, which fails to keep the students' continued attention throughout the teaching session, resulting in low grades and retention rates. Aims: Comparing the outcomes between TBL and Trad learning sessions. Materials and Methods: A cross-sectional pilot study was carried out. Seventy-two undergraduate dental students were grouped as TBL and Trad. Each group consisted of 36

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Adolphus, T., and M. Omeodu. "Effects of computer-assisted instruction on students' achievement in atomic and nuclear physics in Senior Secondary Schools in Rivers State." GSC Advanced Research and Reviews 2, no. 3 (2020): 001–8. https://doi.org/10.5281/zenodo.4318254.

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The study examined the Effects of computer-Assisted Instruction (CAI) on students’ achievement in Atomic and Nuclear Physics in Rivers state. The objective of the study was to determine the difference in the academic achievement Physics students when taught atomic and nuclear physics with CAI and lecture method. The study adopted pretest-posttest design of quasi-experimental research. The study was carried out in Rivers state senior secondary schools. The population of the study comprised of all senior secondary school 3 physics students in Rivers state. The sample size of the study was

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Ndu, Ikenna Kingsley, Uchenna Ekwochi, Chidiebere Di Osuorah, et al. "Negative Marking and the Student Physician–-A Descriptive Study of Nigerian Medical Schools." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S40705. http://dx.doi.org/10.4137/jmecd.s40705.

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Background There is considerable debate about the two most commonly used scoring methods, namely, the formula scoring (popularly referred to as negative marking method in our environment) and number right scoring methods. Although the negative marking scoring system attempts to discourage students from guessing in order to increase test reliability and validity, there is the view that it is an excessive and unfair penalty that also increases anxiety. Feedback from students is part of the education process; thus, this study assessed the perception of medical students about negative marking meth

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Thompson, R. A. "MCQ tutor: Medical immunology multiple choice questions." Immunology Today 6, no. 4 (1985): 141. http://dx.doi.org/10.1016/0167-5699(85)90083-0.

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Alboghdadly, Amany Mohamed. "Multiple Choice Questions: Hypertension MCQ (Part 2)." Pharmacology, Toxicology, and Biomedical Reports 10, no. 3 (2025): 107–8. https://doi.org/10.71092/ptb.2024.10.21.

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Yunita, Sri, Yasinta Dewi Kristianti, Novia Martin, et al. "Scoping Review: Item Analysis Pada Multiple Choice Questions (MCQs) dalam Pembelajaran." Jurnal Inovasi Pendidikan MH Thamrin 7, no. 1 (2023): 46–60. http://dx.doi.org/10.37012/jipmht.v7i1.1671.

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Salah satu komponen penting dari proses belajar mengajar adalah penilaian dan evaluasi. Ini adalah cara untuk mengetahui batas kemampuan, dan perkembangan hasil pembelajaran mahasiswa serta tingkat efektivitas pengajaran dosen. Pertanyaan multiple choice (MCQs) atau pertanyaan pilihan berganda adalah salah satu jenis penilaian dan evaluasi yang sangat populer. Agar ujian tetap sesuai dengan penilaian yang diinginkan, standar yang berlaku untuk pembuatan instrumen MCQ harus dipatuhi. Diharapkan review ini dapat menambah referensi untuk meningkatkan pengetahuan tentang pembuatan instrumen evalua

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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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Bogam, Rahul Ramesh, and Mohamed Iheb Bougmiza. "Mnemonic strategy for multiple choice question formulation- quick guide to medical educators." Journal of Education Technology in Health Sciences 9, no. 2 (2022): 60–62. http://dx.doi.org/10.18231/j.jeths.2022.014.

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Multiple choice question (MCQ)/item is one of the common objective type of questions, which is being used extensively in most of the examinations. If MCQ is constructed in appropriate way, it can be an effective and efficient way to assess learning outcomes. Multiple guidelines are available from various resources regarding construction of MCQ/item. The objective of this paper was to provide simplified and easy to remember guidelines of MCQ writing to medical teachers; so that they can easily practice into their regular teaching activities. The following MCQ writing guidelines are given in mne

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Gorewar, Prof Harish. "MCQ Generator using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (2021): 4360–62. http://dx.doi.org/10.22214/ijraset.2021.35953.

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This software is used to present a creative approach for generating multiple-choice questions in an automatic way. MCQ Generator software, which is used in schools, institution, colleges, etc which want to have a huge database of questions for frequent generation of question papers.

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Kaniganti, Sowmya, Nachiket Shankar, and Satya Kishore Chivukula. "Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions." International Journal of Basic & Clinical Pharmacology 8, no. 6 (2019): 1243. http://dx.doi.org/10.18203/2319-2003.ijbcp20192118.

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Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross

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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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Ni, Lin, Qiming Bao, Xiaoxuan Li, et al. "DeepQR: Neural-Based Quality Ratings for Learnersourced Multiple-Choice Questions." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (2022): 12826–34. http://dx.doi.org/10.1609/aaai.v36i11.21562.

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Automated question quality rating (AQQR) aims to evaluate question quality through computational means, thereby addressing emerging challenges in online learnersourced question repositories. Existing methods for AQQR rely solely on explicitly-defined criteria such as readability and word count, while not fully utilising the power of state-of-the-art deep-learning techniques. We propose DeepQR, a novel neural-network model for AQQR that is trained using multiple-choice-question (MCQ) datasets collected from PeerWise, a widely-used learnersourcing platform. Along with designing DeepQR, we invest

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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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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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Dr., Anitha S., G. Balasurya, Vishruth N. V. Dinu, C. Jenish, and A. Kathiresh. "AI Based Automated MCQ Generator." Journal of Advancement in Software Engineering and Testing 8, no. 3 (2025): 44–50. https://doi.org/10.5281/zenodo.15575106.

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<em>This project aims to develop an AI-based Automated MCQ Generator that can dynamically generate multiple-choice questions from user-provided input such as text topics or uploaded study materials. The development of an AI-powered Automated MCQ Generator capable of dynamically creating multiple-choice questions based on user inputs, including uploaded study materials (PDF, DOCX, TXT files) or manually entered topics. Unlike traditional systems that depend on a pre-existing question database, our solution leverages the Gemini API to generate fresh, contextually relevant questions in real time.

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Saeed, Ghassan Th, Affan E. Hassan, Hanan L. Al Omary, and Zainab M. Alawad. "Multiple choice questions and essay questions in assessment of success rate in medical physiology." Journal of the Faculty of Medicine Baghdad 59, no. 4 (2018): 333–35. http://dx.doi.org/10.32007/jfacmedbagdad.59481.

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Background: Assessment is an important part of the learning cascade in education. Students realize it as an influential motivator to direct and guide their learning. The method of assessment determines the way the students reach high levels of learning. It has been documented that one of factor affecting students’ choice of learning approach is the way how assessment is being performed. Many methods of assessment namely multiple choice questions, essay questions and others are mainly used to assess basic science knowledge in undergraduate education. Objectives: The aim of this study is to comp

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Dalal, Brian. "MCQ technique." Psychiatric Bulletin 18, no. 8 (1994): 482–84. http://dx.doi.org/10.1192/pb.18.8.482.

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Candidates taking multiple choice question (MCQ) examinations are often unsure of the best strategy to use when uncertain of the answer to a question. Some authorities advocate a cautious ‘never guess' strategy and others suggest a bold ‘guess everything’ approach. In this study, candidates who had taken a MCQ paper were asked to go back and guess the questions initially marked ‘don't know’. The resultant ‘guess scores' ranged from −0.6% to 6%. It was concluded that many candidates could substantially increase their scores by adopting a bolder approach. It is proposed that the guess score is a

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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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Lisiswanti, Rika, Merry Indah Sari, Dwita Oktaria, and Asep Sukohar. "Korelasi Nilai Multiple Choice Questions (MCQ) dengan Nilai Ujian Lisan, Esai dan Diskusi Problem-Based Learning (PBL) Fakultas Kedokteran Universitas Lampung." Jurnal Kedokteran Universitas Lampung 1, no. 2 (2016): 256–61. https://doi.org/10.23960/jkunila.v1i2.pp256-261.

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Program Studi Pendidikan Dokter Fakultas Kedokteran Lampung menerapkan berbagai komponen penilaian untuk menentukan kelulusan mahasiswa dalam sutau blok. Komponen penilaian yang menjadi nilai akhir blok adalah nilai ujian Multiple Choice Questions (MCQ), ujian lisan, ujian esai, praktikum dan nilai diskusi Problem-based Learning (PBL). Semua komponen tersebut merupakan penilaian terhadap kognitif mahasiswa. Hasil dari penilaian kognitif baik yang dinilai dengan MCQ, uian lisan, praktikum dan diskusi PBL hampir sama. Penelitian ini bertujuan untuk melihat korelasi hasil ujian MCQ, ujian lisan,

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