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Journal articles on the topic 'Test question'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Monga, Akarshan, Andrew Rosenberg, Frank O’Dea, John Durham, and Ty K. Subhawong. "Test yourself: question and answer question: painful knee swelling." Skeletal Radiology 48, no. 11 (July 5, 2019): 1811–14. http://dx.doi.org/10.1007/s00256-019-03273-2.

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2

Bacon, Dick. "IMS Question and Test Interoperability." MSOR Connections 3, no. 3 (August 2003): 44–45. http://dx.doi.org/10.11120/msor.2003.03030044.

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3

List, Justin M. "A Standardized Test Question, Revisited." Academic Medicine 90, no. 2 (February 2015): 173. http://dx.doi.org/10.1097/acm.0000000000000597.

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4

Geman, Donald, Stuart Geman, Neil Hallonquist, and Laurent Younes. "Visual Turing test for computer vision systems." Proceedings of the National Academy of Sciences 112, no. 12 (March 9, 2015): 3618–23. http://dx.doi.org/10.1073/pnas.1422953112.

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Today, computer vision systems are tested by their accuracy in detecting and localizing instances of objects. As an alternative, and motivated by the ability of humans to provide far richer descriptions and even tell a story about an image, we construct a “visual Turing test”: an operator-assisted device that produces a stochastic sequence of binary questions from a given test image. The query engine proposes a question; the operator either provides the correct answer or rejects the question as ambiguous; the engine proposes the next question (“just-in-time truthing”). The test is then administered to the computer-vision system, one question at a time. After the system’s answer is recorded, the system is provided the correct answer and the next question. Parsing is trivial and deterministic; the system being tested requires no natural language processing. The query engine employs statistical constraints, learned from a training set, to produce questions with essentially unpredictable answers—the answer to a question, given the history of questions and their correct answers, is nearly equally likely to be positive or negative. In this sense, the test is only about vision. The system is designed to produce streams of questions that follow natural story lines, from the instantiation of a unique object, through an exploration of its properties, and on to its relationships with other uniquely instantiated objects.

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5

MacNeill, A. Luke, M. T. Bradley, M. C. Cullen, and Andrea M. Arsenault. "Cognitive and Emotional Reactions to Questions in the Comparison Question Test." Perceptual and Motor Skills 118, no. 2 (April 2014): 429–45. http://dx.doi.org/10.2466/22.03.pms.118k20w9.

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6

GROSSE, GERLIND, and MICHAEL TOMASELLO. "Two-year-old children differentiate test questions from genuine questions." Journal of Child Language 39, no. 1 (April 1, 2011): 192–204. http://dx.doi.org/10.1017/s0305000910000760.

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ABSTRACTChildren are frequently confronted with so-called ‘test questions’. While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question or as a test question based on the situation (playful game versus serious task) and attitude (playful ostensive cues versus not). Results indicated that children responded to questions differently on the basis of the situation but not the expressed attitude of the questioner. Two-year-old children thus understand something of the very special communicative intentions behind test questions.

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7

Toyama, Hiromi, Masaki Hisano, Hiromi Chinen, and Tsuneo Satake. "Test of Question-Answer Interaction Development." Japan Journal of Logopedics and Phoniatrics 35, no. 4 (1994): 338–48. http://dx.doi.org/10.5112/jjlp.35.338.

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8

Connolly, Kevin. "How to Test Molyneux's Question Empirically." i-Perception 4, no. 8 (December 2013): 508–10. http://dx.doi.org/10.1068/i0623jc.

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Poletto, Dana, Marilyn Bui, and Jamie T. Caracciolo. "Test Yourself: Question - Lateral Leg Pain." Skeletal Radiology 44, no. 3 (November 14, 2014): 431. http://dx.doi.org/10.1007/s00256-014-2049-5.

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10

Bradley, M. T., and M. E. Black. "A Control Question Test Oriented towards Students." Perceptual and Motor Skills 87, no. 2 (October 1998): 691–700. http://dx.doi.org/10.2466/pms.1998.87.2.691.

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Control Question Tests were altered for 12 of 24 students who were examined with a polygraph about a mock crime which half of them had committed. The altered tests substituted control questions about students' cheating and plagiarism for the standard questions about crime issues. Responses to the altered tests were compared with those from tests using regular control questions which are usually about criminal issues. All tests were conducted by a professor. Detection scores derived from response magnitudes of skin resistance differed between innocent ( M = 2.0) and guilty participants ( M = −1.9). Guilt and innocence interacted with the type of test. Those examined with control questions oriented towards students scored as more innocent when actually innocent ( M = 4.3) than guilty students examined with the student form ( M = −3.0) or the crime form ( M = −0.8) of the test and innocent students ( M = −0.3) examined with control questions oriented towards crimes. The discussion is augmented by results from a direct analysis of magnitude of scores.

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11

Foos, Paul W. "Effects of Student-Written Questions on Student Test Performance." Teaching of Psychology 16, no. 2 (April 1989): 77–78. http://dx.doi.org/10.1207/s15328023top1602_10.

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Effects of student-written test questions on student test performance were examined in an Introductory Psychology class. Before each of three tests, randomly assigned students wrote essay questions, multiple-choice questions, or no questions. All tests contained essay and multiple-choice items but no questions written by students. Question writers performed significantly better than nonwriters on the first two tests; the difference on the third test was marginally significant. No differences were found between students who wrote essay and those who wrote multiple-choice questions. Question writing appears to be an effective study technique.

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12

Collins, Dylan P., Danney Rasco, and Victor A. Benassi. "Test-Enhanced Learning." Teaching of Psychology 45, no. 3 (May 30, 2018): 235–38. http://dx.doi.org/10.1177/0098628318779262.

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Test-enhanced learning is a technique instructors can use to increase recall on summative assessments (e.g., exams) via formative assessments (e.g., quizzes). The present research examined recommendations based on the transfer-appropriate processing and level-of-processing (LOP) perspectives to assess the question, does deeper processing on quizzes (i.e., using application questions compared to factual) benefit exam performance? Students were more likely to correctly answer application questions on the exam when quizzes required a deeper LOP, and students appeared to gain a relatively equivalent definitional understanding using either factual or application questions on quizzes. Consequently, the present research supports the use of quiz questions that require a deeper LOP, especially when students are expected to learn beyond rote memorization.

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13

Crisp, Victoria, Martin Johnson, and Filio Constantinou. "A question of quality: Conceptualisations of quality in the context of educational test questions." Research in Education 105, no. 1 (January 11, 2018): 18–41. http://dx.doi.org/10.1177/0034523717752203.

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In educational contexts, questioning performs a number of functions. These include facilitating learning in the classroom and the recognition of achievement through examinations and other assessments. Good quality questions are important to ensuring that these functions are achieved. This research focused on educational exams and used views from question writers to explore conceptualisations of question quality and features thought to affect question quality. Seven examination question writers from four subjects were shown some example exam questions. Participants were asked to comment on the quality of the question, reflect on performance data, rate question quality and comment more generally on how they define quality in question writing. Three conceptualisations of question quality emerged, two relating to aspects of validity and one relating to pedagogical concerns. Participants varied in which definition dominated their views. Discussions also identified question features thought to affect quality. These are similar to features previously identified as affecting difficulty and fairness by studies analysing student performance.

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14

Hlatky, Mark A. "To Test or Not to Test, That Is the Question." Circulation: Cardiovascular Quality and Outcomes 7, no. 2 (March 2014): 207–8. http://dx.doi.org/10.1161/circoutcomes.114.000886.

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15

Hasman, A., P. Pop, R. A. G. Winkens, and J. L. Blom. "To test or not to test, that is the question." Clinica Chimica Acta 222, no. 1-2 (December 1993): 49–56. http://dx.doi.org/10.1016/0009-8981(93)90091-h.

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16

Bradley, M. T., and M. E. Black. "A control question test oriented towards students." Journal of Clinical Forensic Medicine 6, no. 2 (June 1999): 114–15. http://dx.doi.org/10.1016/s1353-1131(99)90220-1.

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17

McNeill, Daniel L. "The Origin of the NCCPA Test Question." Journal of Physician Assistant Education 15, no. 1 (2004): 25–28. http://dx.doi.org/10.1097/01367895-200415010-00003.

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18

Kotecha, Anish. "AKT question relating to Down’s screening test." InnovAiT: Education and inspiration for general practice 13, no. 9 (August 11, 2020): 541. http://dx.doi.org/10.1177/1755738020940215b.

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19

Berger, A. "Doctors question new test for Down's syndrome." BMJ 321, no. 7273 (December 2, 2000): 1366. http://dx.doi.org/10.1136/bmj.321.7273.1366/b.

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20

Moran, D. S., Y. Shapiro, A. Frank, M. Belokopytov, D. Albukrek, and Y. Epstein. "HEAT INTOLERANCE TEST-AN OPEN QUESTION 557." Medicine &amp Science in Sports &amp Exercise 29, Supplement (May 1997): 96. http://dx.doi.org/10.1097/00005768-199705001-00556.

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21

Immerman, Daniel. "Question closure to solve the surprise test." Synthese 194, no. 11 (July 20, 2016): 4583–96. http://dx.doi.org/10.1007/s11229-016-1160-7.

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22

Flores, Dyan V. "Test yourself question: polyarticular pain and swelling." Skeletal Radiology 46, no. 2 (October 27, 2016): 229–30. http://dx.doi.org/10.1007/s00256-016-2520-6.

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23

Sharif, Ban, and Asif Saifuddin. "Test Yourself Question: Enlarging right thigh mass." Skeletal Radiology 48, no. 1 (July 30, 2018): 149–50. http://dx.doi.org/10.1007/s00256-018-3030-5.

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24

Shaw, K. Aaron, Joshua S. Murphy, and Kelley W. Marshall. "Test Yourself: Question: “Painless right leg swelling”." Skeletal Radiology 48, no. 8 (January 25, 2019): 1275–77. http://dx.doi.org/10.1007/s00256-019-3146-2.

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25

Shaw, K. Aaron, Joshua S. Murphy, and Kelley W. Marshall. "Test yourself: question: “painless right leg swelling”." Skeletal Radiology 48, no. 8 (January 25, 2019): 1311–12. http://dx.doi.org/10.1007/s00256-019-3147-1.

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26

Rajakulasingam, Ramanan, D. Lindsay, L. Bayliss, and A. Saifuddin. "Test yourself question: right third toe swelling." Skeletal Radiology 50, no. 1 (July 4, 2020): 239–40. http://dx.doi.org/10.1007/s00256-020-03534-5.

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27

Mushlin, Alvin I. "To (genetic) test or not to test, that is the question." Journal of Comparative Effectiveness Research 4, no. 5 (September 2015): 429–31. http://dx.doi.org/10.2217/cer.15.35.

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28

Andrew, Gail. "To Test or Not to Test and That is the Question." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 41, no. 1 (January 2014): 1–2. http://dx.doi.org/10.1017/s0317167100016164.

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29

Meyrick, Jane, A. G. Lawrence, S. E. Barton, and F. C. Boag. "To test or not to test, could you repeat the question?" International Journal of STD & AIDS 8, no. 1 (January 1, 1997): 36–39. http://dx.doi.org/10.1258/0956462971918742.

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We aimed to investigate clinical practice in the offering of HIV tests and subsequent uptake in a central London genitourinary medicine (GUM) clinic. A random sample (n=330) of attenders at 3 inner-London GUM departments was surveyed. Reasons for and rates of offering of HIV tests were recorded and analysed in relation to demographic, risk group information and uptake. The results were integrated with the latest unlinked, anonymous seroprevalence data for the clinic. After exclusion of patients known to be HIV-positive or to have recently undergone HIV testing, HIV tests were offered to 96% of homo/bisexual men, 55% of heterosexual men and 60% of heterosexual women. Comparison with anonymous HIV seroprevalence data showed an inverse relationship between seroprevalence rates for heterosexual men/women (2.5% vs 1%) and rates of HIV test offering. A lack of research into the policy of offering HIV tests may have resulted in inconsistencies in practice. An evidence based policy should offer HIV tests in line with seroprevalence.

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30

Lockshin, M. D. "Antiphospholipid: to test, or not to test, that is the question." International Journal of Clinical Practice 66, no. 7 (June 15, 2012): 620–21. http://dx.doi.org/10.1111/j.1742-1241.2012.02892.x.

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31

Ducharme, Edward R., and Mary K. Ducharme. "To Test or Not to Test: That is Not the Question." Journal of Teacher Education 49, no. 2 (March 1998): 83–84. http://dx.doi.org/10.1177/0022487198049002001.

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32

Kwiatkowski, Tom, Jennimaria Palomaki, Olivia Redfield, Michael Collins, Ankur Parikh, Chris Alberti, Danielle Epstein, et al. "Natural Questions: A Benchmark for Question Answering Research." Transactions of the Association for Computational Linguistics 7 (November 2019): 453–66. http://dx.doi.org/10.1162/tacl_a_00276.

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We present the Natural Questions corpus, a question answering data set. Questions consist of real anonymized, aggregated queries issued to the Google search engine. An annotator is presented with a question along with a Wikipedia page from the top 5 search results, and annotates a long answer (typically a paragraph) and a short answer (one or more entities) if present on the page, or marks null if no long/short answer is present. The public release consists of 307,373 training examples with single annotations; 7,830 examples with 5-way annotations for development data; and a further 7,842 examples with 5-way annotated sequestered as test data. We present experiments validating quality of the data. We also describe analysis of 25-way annotations on 302 examples, giving insights into human variability on the annotation task. We introduce robust metrics for the purposes of evaluating question answering systems; demonstrate high human upper bounds on these metrics; and establish baseline results using competitive methods drawn from related literature.

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33

Bard, Gabriele, and Yana Weinstein. "The Effect of Question Order on Evaluations of Test Performance: Can the Bias Dissolve?" Quarterly Journal of Experimental Psychology 70, no. 10 (October 2017): 2130–40. http://dx.doi.org/10.1080/17470218.2016.1225108.

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Question difficulty order has been shown to affect students’ global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance. In Experiment 1, participants studied questions and answers in easy–hard or hard–easy question order prior to taking a test in the same order. In Experiment 2, participants took the same test twice in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In Experiment 3, participants took two different tests in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In all three experiments, we were unable to eliminate the bias, which suggests that repeated exposure is insufficient to overcome a strong initial anchor.

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34

Li, Yuqian, and Vincent Conitzer. "Game-Theoretic Question Selection for Tests." Journal of Artificial Intelligence Research 59 (July 25, 2017): 437–62. http://dx.doi.org/10.1613/jair.5413.

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Conventionally, the questions on a test are assumed to be kept secret from test takers until the test. However, for tests that are taken on a large scale, particularly asynchronously, this is very hard to achieve. For example, TOEFL iBT and driver's license test questions are easily found online. This also appears likely to become an issue for Massive Open Online Courses (MOOCs, as offered for example by Coursera, Udacity, and edX). Specifically, the test result may not reflect the true ability of a test taker if questions are leaked beforehand. In this paper, we take the loss of confidentiality as a fact. Even so, not all hope is lost as the test taker can memorize only a limited set of questions' answers, and the tester can randomize which questions to let appear on the test. We model this as a Stackelberg game, where the tester commits to a mixed strategy and the follower responds. Informally, the goal of the tester is to best reveal the true ability of a test taker, while the test taker tries to maximize the test result (pass probability or score). We provide an exponential-size linear program formulation that computes the optimal test strategy, prove several NP-hardness results on computing optimal test strategies in general, and give efficient algorithms for special cases (scored tests and single-question tests). Experiments are also provided for those proposed algorithms to show their scalability and the increase of the tester's utility relative to that of the uniform-at-random strategy. The increase is quite significant when questions have some correlation---for example, when a test taker who can solve a harder question can always solve easier questions.

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35

Merrell, Andrew W., and Elena Plante. "Norm-Referenced Test Interpretation in the Diagnostic Process." Language, Speech, and Hearing Services in Schools 28, no. 1 (January 1997): 50–58. http://dx.doi.org/10.1044/0161-1461.2801.50.

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This study examines the extent to which norm-referenced tests can assist in addressing two independent clinical questions within the diagnostic process. "Is there a language impairment?" and "What are the specific areas of deficit?" Children’s performance on two tests, the Test for Examining Expressive Morphology and the Patterned Elicitation Syntax Test, was examined from the perspective of each question. For the first question, a discriminant analysis using 40 preschool children (20 with specific language impairment [SLI], and 20 with normally developing language) revealed 90% sensitivity and 95% specificity for each test. For the second question, an item analysis revealed inconsistent pass/fail rates and low point-to-point agreement for the performance of children with SLI on items targeting the same morphosyntactic structure across tests. Given their high discriminant capacity, but inconsistent item-level performance, the results demonstrate that norm-referenced tests can be appropriate diagnostic tools for one diagnostic purpose but inappropriate for addressing another.

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36

Fifarek, Aimee. "To Beta Test, or Not to Beta Test: Is That the Question?" Library Hi Tech News 25, no. 1 (January 25, 2008): 30–31. http://dx.doi.org/10.1108/07419050810877544.

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37

Cannon, Christopher P. "Clopidogrel: To Test or Not to Test? That Is the Question—Still." Clinical Chemistry 57, no. 5 (May 1, 2011): 659–61. http://dx.doi.org/10.1373/clinchem.2010.158709.

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38

Veale, D., and C. Pilat. "Question 3-8. Le test de la navette." Revue des Maladies Respiratoires 22, no. 5 (November 2005): 59–62. http://dx.doi.org/10.1016/s0761-8425(05)85705-5.

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39

Martinez, Michael E. "Cognition and the question of test item format." Educational Psychologist 34, no. 4 (September 1999): 207–18. http://dx.doi.org/10.1207/s15326985ep3404_2.

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40

Canlar, Mehmet, and William K. Jackson. "Alternative Test Question Sequencing in Introductory Financial Accounting." Journal of Education for Business 67, no. 2 (December 1991): 116–19. http://dx.doi.org/10.1080/08832323.1991.10117529.

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41

Yelon, Stephen. "Using test question formats for tests of knowledge." Performance + Instruction 27, no. 8 (September 1988): 42–45. http://dx.doi.org/10.1002/pfi.4170270812.

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42

May, Richard B., and Janny M. Thompson. "Test expectancy and question answering in prose processing." Applied Cognitive Psychology 3, no. 3 (July 1989): 261–69. http://dx.doi.org/10.1002/acp.2350030306.

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43

Lin, Jimmy, and Boris Katz. "Building a reusable test collection for question answering." Journal of the American Society for Information Science and Technology 57, no. 7 (2006): 851–61. http://dx.doi.org/10.1002/asi.20348.

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44

O'Donnell, Martin M., Niamh A. O'Regan, and David J. Robinson. "247THE ABBREVIATED MENTAL TEST SCORE: THE 1916 QUESTION." Age and Ageing 45, suppl 2 (September 2016): ii13.117—ii56. http://dx.doi.org/10.1093/ageing/afw159.215.

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45

Rajakulasingam, R., and A. Saifuddin. "Test yourself question: fullness in the left axilla." Skeletal Radiology 49, no. 10 (May 19, 2020): 1657–58. http://dx.doi.org/10.1007/s00256-020-03466-0.

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46

Choraria, Anika, and Asif Saifuddin. "Test yourself question: multiple firm soft tissue masses." Skeletal Radiology 50, no. 10 (March 29, 2021): 2105–6. http://dx.doi.org/10.1007/s00256-021-03761-4.

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47

Mintii, Iryna S., Svitlana V. Shokaliuk, Tetiana A. Vakaliuk, Mykhailo M. Mintii, and Vladimir N. Soloviev. "Import test questions into Moodle LMS." Освітній вимір 53, no. 1 (December 19, 2019): 111–24. http://dx.doi.org/10.31812/educdim.v53i1.3836.

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The purpose of the study is to highlight the theoretical and methodological aspects of preparing the test questions of the most common types in the form of text files for further import into learning management system (LMS) Moodle. The subject of the research is the automated filling of the Moodle LMS test database. The objectives of the study: to analyze the import files of test questions, their advantages and disadvantages; to develop guidelines for the preparation of test questions of common types in the form of text files for further import into Moodle LMS. The action algorithms for importing questions and instructions for submitting question files in such formats as Aiken, GIFT, Moodle XML, “True/False” questions, “Multiple Choice” (one of many and many of many), “Matching”, with an open answer — “Numerical” or “Short answer” and “Essay” are offered in this article. The formats for submitting questions, examples of its designing and developed questions were demonstrated in view mode in Moodle LMS.

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48

Khuteta, Neelesh K., and Manoj K. Saurabh. "Descriptive analysis of theory examination question papers of 2nd MBBS pharmacology of Krantiguru Shamji Krishna Verma Kachchh University (Gujarat)." International Journal of Basic & Clinical Pharmacology 6, no. 1 (December 24, 2016): 97. http://dx.doi.org/10.18203/2319-2003.ijbcp20164760.

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Background: The Question Paper is the most important tool of theory exam examination. An attempt was made to assess the pharmacology question papers of university examination in accordance with their guidelines. To assess the pharmacology theory question papers for content validity, area of importance and to test the level of cognitive domain.Methods: Twenty four papers of university comprising 695 questions after preparing 520 learning objective were analysed. All questions were analysed for coverage of different subdivision of Pharmacology and marks allotted to them, type of taxonomic level of each question asked on the basis of verb use and percentage of question asked from area of importance.Results: It was observed that 18.40% weightage of marks given to general pharmacology and least .67% for immunosuppressant in paper I whereas in paper II, 34.90% for antimicrobial agents. About 84% questions were asked from must know area, 8.07% from nice to know area and 7.90 from desirable to know area. In paper I, 92.08% of the questions were to test factual recall (Bloom level I), remaining 07.93% were reasoning type but in other paper verbs were used to test only lower cognitive domain.Conclusions: All the sub-divisions of pharmacology were not covered in each theory assessment. Majority of questions were asked to test lower level of cognitive domain. Theory question papers should be designed to give proper weightage to whole subject area. Blue printing of theory question papers is absolutely necessary.

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49

Ozer Ozkan, Yesim, and Nesrin Özaslan. "Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 57. http://dx.doi.org/10.11591/ijere.v1i1.11045.

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The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

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50

Ozkan, Yesim Ozer, and Nesrin Ozaslan. "Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 57. http://dx.doi.org/10.11591/ijere.v7i1.11045.

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Abstract:

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

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