Design, format, validity and reliability of multiple choice questions for use in nursing research and education

Considine, Julie; Botti, Mari; Thomas, Samantha

doi:10.1016/s1322-7696(08)60478-3

Cited by 161 publications

(151 citation statements)

References 2 publications

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“…More distractors decrease the probability of this guess work, and increases reliability and validity. 28,29 At the same time, however, increasing the options increases the test-time. 29 Furthermore, good quality, wellconstructed distractors, does reduce cueing.…”

Section: Distractorsmentioning

confidence: 99%

A descriptive analysis of extended matching questions among third year medical students

Vuma

2017

Int J Res Med Sci

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Background: With changes in teaching methods in medicine, assessment tools have also evolved in order to be valid, reliable, practical, analyzable and not time-consuming. After questions of reliability and practicality when using free response short answer questions, we replaced them with extended matching questions (EMQs). Previous analysis of the same group of students, in the same time period, showed high reliability and discrimination with standard multiple choice questions (MCQ). Objective was to describe the efficiency of Extended matching questions (EMQ) in third-year medicine coursesMethods: Castler-Rock Integrity programme, item analyzed reports of EMQ results over a three-year period were analyzed. There were 25EMQ items in each course, each year, with 9 option answers.Results: The Kuder Richardson-20 reliability mean ranged from 0.447 to 0.674. Spearman-Brown split half-reliability coefficient mean ranged from 0.443 to 0.685. Spearman-Brown prophecy reliability formula mean from 0.614 to 0 837. The Guttman split-half reliability coefficient mean ranged from 0.441 to 0.718. The difficulty mean ranged from 0.491 to 0.719. The Corrected point bi-serial coefficient ratio mean was 0.118 to 0.255. The number of items with all-functioning distractors ranged from 16% to 40%, and the total number of non-functioning distractors ranged from 14.5% to 28%.Conclusions: EMQs showed reliability, though lower than with the MCQs previously analyzed. This may be due to the much smaller numbers hence increasing numbers of EMQs should be considered. There was a high number of functioning distractors. Poor distractors should be revised.

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Section: Distractorsmentioning

confidence: 99%

A descriptive analysis of extended matching questions among third year medical students

Vuma

2017

Int J Res Med Sci

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“…Open banks of exam questions are published in numerous countries and every student can become familiar with their contents and thus prepare for the final exam or mid-term test (Considine et al, 2005;Hansen & Dexter, 1997;Park & Yang, 2015;Yang et al, 2018). It needs to be noted, however, that open task banks usually contain a few thousand of items (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Following the changes that take place in psychometric properties of MCQs in consecutive sessions or test rounds, should give an opportunity of inclusion of defence mechanisms that would protect against the excessive use of questions and lowering the quality of assessment. Additional advantage of carrying out such control could be applying the results of test questions evaluation in the improvement of faulty or "overused" MCQs (Considine, Botti, & Thomas, 2005).…”

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confidence: 99%

Does Repetition of the Same Test Questions in Consecutive Years Affect their Psychometric Indicators? – Five-year Analysis of In-house Exams at Medical University of Warsaw

Pańczyk

Zarzeka

Malczyk

et al. 2018

EURASIA J MATH SCI T

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Aim of study: Evaluation of the re-used test questions on the impact of psychometric indicators of test items in examinations in cardiology in Physiotherapy at the Medical University of Warsaw (MUW). Materials and Methods:A case study based on analysis of 132 five-option (528 distractors) multiple-choice questions (MCQs) developed at MUW included in five inhouse exams. Questions repeated at least twice during the period considered and constituted 42.4% of all MCQs. Each MCQ was assessed on the basis of the following three indicators: difficulty index (DI), discrimination power (DP), and the number of non-functioning distractors (N-FD). The change in psychometric indicators of test items was assessed using Krippendorff alpha coefficient (αk). Results:Together with each MCQs repetition, a decrease in the number of questions that would maintaining the analogical DI value towards the initial level of easiness was observed. However, the level of DI compliance was significantly higher, even when there were five consecutive repetitions (coefficient αk for the consecutive repetitions was 0.90, 0.85, 0.78 and 0.75). N-FD number in consecutive repetitions remained on a satisfactory level (good and very good compliance), although there was a significant decrease in this range when there were three or more repetitions (coefficient αk was 0. 80, 0.69, 0.66 and 0.65, respectively). Whereas the level of similarity as for DP for consecutive repetitions was significantly lower in comparison with those noted for DI and DE (DP coefficient αk was 0.28, 0.23, 0.25 and 0.10, respectively). Conclusions:The observed change in the initial values of psychometric indicators together with consecutive use of the same MCQs confirms the examiners' concerns as for the progressive wear of the bank of test questions. However, the level of psychometric MCQs values loss, especially in the area of the easiness and the number of non-functioning distractors was not drastic. It appears that the level of MCQs spread among students of consecutive years is not too high, at least within two consecutive years.

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“…Reliability is the degree to which an instrument produces the same results with repeated administration (Beanland et al, 1999;Polit & Hungler, 1999;Considine et al, 2005). A high level of reliability is important when the effect of an intervention on knowledge is measured using a pre-test/post-test design.…”

Section: Validity Reliability and Pilotingmentioning

confidence: 99%

“…Concepts related to reliability are consistency, precision, stability, equivalence and internal consistency (Beanland et al, 1999). Regarding how to measure reliability; it can be measured using correlation coefficients or reliability coefficients (Beanland et al, 1999;Polit & Hungler, 1999;Considine et al, 2005). The data used for reliability and validity analysis in this study are typically obtained during a pilot study.…”

Section: Validity Reliability and Pilotingmentioning

confidence: 99%

Investigating the Impact of Communication Satisfaction on Organizational Commitment: A Practical Approach to Increase Employees’ Loyalty

Ammari¹,

Kurdi²,

Alshurideh³

et al. 2017

IJMS

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Recently, employees are seen as important assets of organizations in which the majority of them cannot deal with employees properly or even underestimate their importance. One of the essential issues is increasing employees' organizational commitment, which in turn minimizes customers' switching behaviour and the way organizations usually communicate appropriately their internal market strategy. In order to have a better vision about such issue, this study is planned to investigate the impact of communicational satisfaction on organizational commitment. A variety of communicational satisfaction dimensions are taken into analysis; such dimensions include: communication climate, relationship to superiors, organizational integration, media quality, horizontal and informal communication, organizational perspective, relationship with subordinates and the personal feedback. In addition, three factors of organizational commitment were taken into considerations that are affective commitment, continuance commitment and normative commitment. The study followes the qualitative approach in collecting data from employees of Yahoo-Maktoob office in Amman/Jordan. Eight sub-hypotheses are developed and tested accordingly to conclude with the fact that communicational satisfaction has a significant and direct impact on organizational commitment.

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Design, format, validity and reliability of multiple choice questions for use in nursing research and education

Cited by 161 publications

References 2 publications

A descriptive analysis of extended matching questions among third year medical students

A descriptive analysis of extended matching questions among third year medical students

Does Repetition of the Same Test Questions in Consecutive Years Affect their Psychometric Indicators? – Five-year Analysis of In-house Exams at Medical University of Warsaw

Investigating the Impact of Communication Satisfaction on Organizational Commitment: A Practical Approach to Increase Employees’ Loyalty

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