Standard setting of assessment questions has matured as a psychometric practice since the 1980s1 and is now a common practice in Medical Education.2 This is done to ensure that a fair, defensible cutoff score or pass mark is reached for each assessment paper.3 Standard setting is thus a policy decision as standards are not a natural phenomenon waiting to be discovered,4 neither does the process...

This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving scores. On the other hand, some studies have indicated that answer changing in multiple choice examina...

With the implementation of the Bologna Process several challenges have been posed to higher education institution, particularly in Portugal. One of the main implications is related to the change of the paradigm of a teacher centered education, to a paradigm that is student centered. This change implies the change of the way to assess courses in higher education institutions. Continuous and form...

In this note we conduct construct validity tests for dichotomous choice (DC) and polychotomous choice (PC) contingent valuation questions. Contrary to previous results, we find that DC and PC estimates of willingness to pay are theoretically valid, convergent valid, and similar in terms of statistical precision. Similar to previous results, PC respondents are less sensitive to information than ...

Various strategies and techniques have been proposed for the generation of questions/answers tests in Intelligent Tutoring Systems by using OWL (Web Ontology Language) ontologies. Currently there have been no known methods to utilize SWRL rules for this task. This paper presents a system and a set of strategies that can be used in order to automatically generate multiple choice questions from S...

Guidelines for writing cognitive objectives and multiple-choice test questions for pharmacy educational programs are suggested. Cognitive educational objectives relate to intellectual skills and can usually be tested with multiple-choice questions. Pharmacy educators writing cognitive objectives should focus on the major, not minor, knowledge or skills that participants in an educational progra...

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 ...

The aim of this paper is to present an innovative approach for generating multiple choice questions in automatic way. Although other approaches have been already reported in the literature, the approach presented in this paper is based on domain specific ontologies and it is independent of lexicons such as WordNet or other linguistic resources. The paper also reports on a first prototype implem...

Ontologies with potential educational value are available in di↵erent domains. However, it is still unclear how such ontologies can be exploited to generate useful instructional content, e.g., assessment questions. In this paper, we present an approach to automatically generate multiple-choice questions from OWL ontologies. We describe a psychologically-plausible theory to control the di culty ...

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...