Assessment of Higher Ordered Thinking in Medical Education: Multiple Choice Questions and Modified Essay Questions

Javaeed, Arslaan

doi:10.15694/mep.2018.0000128.1

Cited by 20 publications

(20 citation statements)

References 6 publications

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“…Apabila disusun dengan tepat, soal pilihan ganda dapat digunakan untuk mengukur kemampuan higher order of thinking skill (HOTS) yang meliputi kemampuan menerapkan, menganalisis, mengevaluasi, dan mencipta [5], [6]. Umumnya, soal pilihan ganda terdiri dari empat pilihan jawaban.…”

Section: Pendahuluanunclassified

Analisis Kualitas Butir Soal Tipe Hots Pada Kompetensi Sistem Rem Di Sekolah Menengah Kejuruan

Warju

Ariyanto

Soeryanto

et al. 2020

j. pendidik. teknologi. kejuruan.

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Tujuan dari penelitian ini adalah untuk mengetahui kualitas dari soal tipe HOTS pada kompetensi sistem rem melalui pelaksanaan analisis butir soal. Penelitian ini merupakan penelitian evaluatif. Sampel penelitian ini adalah siswa kelas XI TKRO 1 di SMKN 1 Labang Bangkalan sejumlah 32 siswa. Instrumen penelitian ini meliputi soal pilihan ganda tipe HOTS, kunci jawaban, dan lembar jawaban hasil pekerjaan siswa, yang kemudian dianalisis validitas, reliabilitas tingkat kesukaran, daya pembeda, dan efektivitas pengecoh menggunakan bantuan software Anates V4. Hasil penelitian ini menunjukkan bahwa dari total 50 soal pilihan ganda terdapat 80%soal yang masuk dalam kategori valid, sedangkan 20% soal masuk pada kategori tidak valid. Kemudian untuk reliabilitas mendapatkan nilai koefisien sebesar 0,917. Sementara itu soal yang masuk kategori mudah, sedang, dan sukar pada indeks tingkat kesukaran masing-masing sebesar 38%, 46%, dan 16%. Kemudian soal yang masuk kategori baik sekali, baik, cukup, buruk, dan tidak baik pada indeks daya beda masing-masing sebesar 10%, 42%, 28%, 6%, dan 14%. Selanjutnya pada indeks pengecoh soal yang masuk kriteria sangat baik, baik, kurang baik, buruk, dan sangat buruk masing-masing sebesar 28%, 29%, 19%, 17%, dan 7%. Dengan demikian dapat disimpulkan bahwa soal tipe HOTS pada kompetensi sistem rem layak digunakan sebagai alat penilai kompetensi siswa

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Section: Pendahuluanunclassified

Analisis Kualitas Butir Soal Tipe Hots Pada Kompetensi Sistem Rem Di Sekolah Menengah Kejuruan

Warju

Ariyanto

Soeryanto

et al. 2020

j. pendidik. teknologi. kejuruan.

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“…Also, written examinations prepared with multiple-choice questions have been used globally in multiple fields of education. They remain an essential part of the assessment process, and, according to Bloom's ranking, they should be used in the assessment of cognitive competencies (Javaeed, 2018).…”

Section: Exammentioning

confidence: 99%

Standardized objective exam vs. high fidelity simulation: two models, same content

Fuentes¹,

Beltrán-Sánchez²

2020

Proceedings of the 9th International Workshop on Innovative Simulation for Healthcare (IWISH 2020)

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The evaluation of learning is becoming more relevant in medical education institutions, which has led to a rethinking of the design, application, and research of the process itself. In this study, we conducted A quantitative study with a quasiexperimental design utilizing pre-test and post-test. Twenty medical students enrolled in two classes (groups) in the subject of Respiratory Physiopathology in the Surgeon Medical Program of the School of Medicine and Health Sciences at Tecnologico de Monterrey participated. Three variables were used: 1) the student experience with the evaluation process, 2) learning engagement and 3) burnout syndrome. Three assessment techniques were applied in each group. In both groups, the Portfolio and the Written Examination were generic. The distinction between the two groups was in the application of the third tool. The PEE class (8 students) received the "Standardized Objective Examination." The PSE class (12 students) received the "High Fidelity Simulation." The results indicated that both techniques promoted a sense of student satisfaction, representing an opportunity to demonstrate the development of their competencies. However, in the results of the final overall knowledge review, it was noted that the PEE Group scored higher. Each method offers its advantages in both the assessment and the learning itself. Their utilization will depend on the availability of each institution to define its use according to their goals.

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“…MCQs are commonly used in assessments at undergraduate and postgraduate levels of medical examinations due to the fact that they are time-efficient, highly reliable and conveniently standardized [1,2]. Wellconstructed MCQs allow the evaluation of taxonomically higher-order cognitive skills such as application of knowledge, interpretation or synthesis rather than testing the mere recall of isolated facts [3].…”

Section: Introductionmentioning

confidence: 99%

“…These programs include developmental frameworks and analytical models that address knowledge, skills and attitudes. Some frameworks such as Blooms' Taxonomy and Millers' Pyramid are well known and have been used in undergraduate education for creating multiple choice type questions [2,6,7]. There is also Moore's expanded outcomes framework [8], which is commonly used for the development of new educational activities that enable learners to achieve higher levels of knowledge, competence, and performance (Table 1) [9].…”

Section: Introductionmentioning

confidence: 99%

Knowledge, application and how about competence? Qualitative assessment of multiple-choice questions for dental students

Melser

Steiner-Hofbauer

Lilaj

et al. 2020

Medical Education Online

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Background: Many medical schools train their faculty members to construct high cognitive level multiple choice questions (MCQs) that demand a great deal of analytical and critical thinking, application, and competence. The purpose of this study is to determine the cognitive levels of MCQs by using Moore's Expanded Outcomes Framework and to understand whether the quality of MCQs has an effect on students' assessment performance. Methods: Four trained faculty members analysed 100 randomly selected questions developed at the University Clinic of Dentistry (UCD) and 100 questions developed by the National Board of Dental Examinations (NBDE). Moore's framework was applied to assist the review process.Results: The majority of questions was at the level of declarative knowledge followed by questions at the level of procedural knowledge. The cognitive level of UCD questions from 2002 to 2009 was significantly lower than that of NBDE questions but increased in questions written from 2010 to 2018. The improvement of quality of MCQs had no impact on assessment performance of students. Conclusion: The enhanced cognitive levels of UCD MCQs written 2010-2018 coincides with the implementation of a faculty training program for writing high-ordered MCQs. In addition, this study shows that the use of Moore's expanded framework is on par with other known taxonomies in supporting educators in writing items and reviewing the process.

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Assessment of Higher Ordered Thinking in Medical Education: Multiple Choice Questions and Modified Essay Questions

Cited by 20 publications

References 6 publications

Analisis Kualitas Butir Soal Tipe Hots Pada Kompetensi Sistem Rem Di Sekolah Menengah Kejuruan

Analisis Kualitas Butir Soal Tipe Hots Pada Kompetensi Sistem Rem Di Sekolah Menengah Kejuruan

Standardized objective exam vs. high fidelity simulation: two models, same content

Knowledge, application and how about competence? Qualitative assessment of multiple-choice questions for dental students

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