AN EVALUATION OF EXAM QUESTIONS DESIGNED BY FACULTY MEMBERS, EMPHASIZING ON THE MULTIPLE CHOICE QUESTION STRUCTURE, AHVAZ JUNDISHAPUR UNIVERSITY OF MEDICAL SCIENCES, 2007

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SHAKOURNIA A.A.H.; KHOSRAVI BOROUJENI A.; MOZAFARI A.R.; ELHAMPOUR H.

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Journal: Strides in Development of Medical Education Journal Year:2010 | Volume:6 | Issue:2 Page(s): 129-138

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Title

AN EVALUATION OF EXAM QUESTIONS DESIGNED BY FACULTY MEMBERS, EMPHASIZING ON THE MULTIPLE CHOICE QUESTION STRUCTURE, AHVAZ JUNDISHAPUR UNIVERSITY OF MEDICAL SCIENCES, 2007

Author(s)

SHAKOURNIA A.A.H. | KHOSRAVI BOROUJENI A. | MOZAFARI A.R. | ELHAMPOUR H. | Issue Writer Certificate

Keywords

EXAMQ3

FACULTY MEMBERSQ3

MCQQ2

Abstract

Background & Objective: Evaluation of educational achievement is an important part of an educational process; such an evaluation is possible via holding EXAMs. Multiple Choice Question (MCQ), as an objective testing method, is the most common tool for evaluating students. Hence, this study was conducted to evaluate the EXAM questions designed by FACULTY MEMBERS with emphasis on the MCQ structure in Ahvaz Jundishapur University of Medical Sciences.Methods: In this descriptive study, questions designed by 197 non-clinician FACULTY MEMBERS were analyzed. Data was collected using a checklist including demographic information, properties of EXAM questions, and items related to comparing MCQs with design rules of such questions.Results: The results revealed that 8.1% of the questions developed by FACULTY MEMBERS were essay, 55.32% and 36.54% were objective and a combination of essay and objective, respectively. Among a total of 5208 evaluated questions, 64.96% contained no structural flaw. The most common flaws included ambiguous or unclear question stems (15.94%), use of negative verb in the stem (12.22%), using “all” or “none” among option (10.85%), and use of blank space in the beginning or middle of the stem (10.41%). Almost 90% of the MCQs were at cognitive level (taxonomy I).Conclusion: Due to the importance of developing standard questions corresponding to guidelines for MCQs in acceptable EXAMs, regular revision of EXAM questions and further training courses for designing questions is recommended.

Cites

SURVEY ON CORRECT RESPONSE POSITION IN MULTIPLE CHOICE TESTS: A DESCRIPTIVE STUDY

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APA: Copy

SHAKOURNIA, A.A.H., KHOSRAVI BOROUJENI, A., MOZAFARI, A.R., & ELHAMPOUR, H.. (2010). AN EVALUATION OF EXAM QUESTIONS DESIGNED BY FACULTY MEMBERS, EMPHASIZING ON THE MULTIPLE CHOICE QUESTION STRUCTURE, AHVAZ JUNDISHAPUR UNIVERSITY OF MEDICAL SCIENCES, 2007. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, 6(2), 129-138. SID. https://sid.ir/paper/116881/en

Vancouver: Copy

SHAKOURNIA A.A.H., KHOSRAVI BOROUJENI A., MOZAFARI A.R., ELHAMPOUR H.. AN EVALUATION OF EXAM QUESTIONS DESIGNED BY FACULTY MEMBERS, EMPHASIZING ON THE MULTIPLE CHOICE QUESTION STRUCTURE, AHVAZ JUNDISHAPUR UNIVERSITY OF MEDICAL SCIENCES, 2007. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION[Internet]. 2010;6(2):129-138. Available from: https://sid.ir/paper/116881/en

IEEE: Copy

A.A.H. SHAKOURNIA, A. KHOSRAVI BOROUJENI, A.R. MOZAFARI, and H. ELHAMPOUR, “AN EVALUATION OF EXAM QUESTIONS DESIGNED BY FACULTY MEMBERS, EMPHASIZING ON THE MULTIPLE CHOICE QUESTION STRUCTURE, AHVAZ JUNDISHAPUR UNIVERSITY OF MEDICAL SCIENCES, 2007,” STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, vol. 6, no. 2, pp. 129–138, 2010, [Online]. Available: https://sid.ir/paper/116881/en

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