Multiple choice questions: Can they examine application of knowledge?

Analysis of Multiple Choice Questions Based On Classical Test Theory

Introduction: The aim of this study was to use Classical Test Theory (CTT) software for qualitative and quantitative analysis of Multiple Choice Questions (MCQ) for Master students of health discipline. Methods: This study was carried out on two groups each including 50 undergraduate students of public health, and two groups of 50 and 26 undergraduate students of occupational health. The final...

Guessing in Multiple Choice Questions: Challenges and Strategies

Introduction: Guessing is one of the most challenging issues in multiple choice questions. Several strategies, such as negative scoring, have been suggested for preventing students from choosing the right answer just by chance. However, there is no general agreement on using such strategies. The aim of this study was to review the scoring methods which are used for reducing guessing, and evalua...

Partial Knowledge in Multiple-Choice Testing

The intent of this study was to discover the nature of (partial) knowledge as estimated by the multiple-choice (MC) test method. An MC test of vocabulary, including 20 items, was given to 10 participants. Each examinee was required to think aloud while focusing on each item before and while making a response. After each test taker was done with each item, s/he was ...

Multiple Choice Questions

Assessing declarative and procedural knowledge using multiple-choice questions

A ssessment is an indispensable aspect of academic life a natural partner to curriculum and a central component in medical education (1). Aside from its core objective of gauging student performance, assessment is also crucial for documenting the attainment of learning outcomes, verifying medical competence and, ultimately, minimizing risks to patients arising from an unsatisfactory knowledge b...