Introduction to an Open Source Internet-Based Testing Program for Medical Student Examinations

Lee, Yoon-Hwan

doi:10.3352/jeehp.2009.6.4

Cited by 8 publications

(2 citation statements)

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“…The major findings of this study relative to iRT and item difficulty were consistent with earlier research. Response time increased with increasing item difficulty [6,7,9,10]. Previous studies indicated that examinees strategized by postponing choosing an answer if the item was too difficult for them to solve.…”

Section: Discussionmentioning

confidence: 99%

“…There are a number of advantages associated with the CBTs, such as immediate scoring and feedback, and adaptive testing [2,5]. CBT has many of the same merits as paper-and-pencil tests and, at the same time, may provide a more reality-based clinical situation from medical institutes [6]. Further, the item analysis as well as the examinee’s score can be obtained immediately after testing.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between classical item characteristics and item response time on computer-based testing

Chae¹,

Park²,

Park³

2019

Korean J Med Educ

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Purpose This study investigated the relationship between the item response time (iRT) and classic item analysis indicators obtained from computer-based test (CBT) results and deduce students’ problem-solving behavior using the relationship. Methods We retrospectively analyzed the results of the Comprehensive Basic Medical Sciences Examination conducted for 5 years by a CBT system in Dankook University College of Medicine. iRT is defined as the time spent to answer the question. The discrimination index and the difficulty level were used to analyze the items using classical test theory (CTT). The relationship of iRT and the CTT were investigated using a correlation analysis. An analysis of variance was performed to identify the difference between iRT and difficulty level. A regression analysis was conducted to examine the effect of the difficulty index and discrimination index on iRT. Results iRT increases with increasing difficulty index, and iRT tends to decrease with increasing discrimination index. The students’ effort is increased when they solve difficult items but reduced when they are confronted with items with a high discrimination. The students’ test effort represented by iRT was properly maintained when the items have a ‘desirable’ difficulty and a ‘good’ discrimination. Conclusion The results of our study show that an adequate degree of item difficulty and discrimination is required to increase students’ motivation. It might be inferred that with the combination of CTT and iRT, we can gain insights about the quality of the examination and test behaviors of the students, which can provide us with more powerful tools to improve them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between classical item characteristics and item response time on computer-based testing

Chae¹,

Park²,

Park³

2019

Korean J Med Educ

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Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea

Huh¹

2014

Korean Med Educ Rev

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A number of medical schools in Korea have been using computer-based testing (CBT) for evaluating their students’ scientific and/or clinical performance since the early 1990s. Introducing CBT to medical education would have several advantages: first, presenting figures and audio-video files of clinical content is simple with CBT, making it possible to evaluate medical students’ competency with navigating more realistic clinical situations at minimum cost; second, CBT enables automatic item analysis and score reporting. To establish CBT, constructing an item bank with item parameters such as difficulty or discriminating parameters will be needed. To select more psychometrically sound items, analysis of the items according to item response theory is necessary. CBT has already been introduced in high stakes tests like the United States Medical Licensing Examination and the Medical Council of Canada Qualifying Examination. The National Health Personnel Examination Board in Korea is also planning to introduce a CBT-based version of the National Medical Examination soon. Thus all medical schools in Korea will need to introduce CBT and construct item banks to prepare their students for their licensing examinations and to measure the students’ competency more accurately

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Where Can I Find the Free Item Analysis Program Based on Item Response Theory, Computer-Based Testing and Computerized Adaptive Testing?

Huh¹

2010

Korean J Med Educ

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Introduction to an Open Source Internet-Based Testing Program for Medical Student Examinations

Cited by 8 publications

References 0 publications

The relationship between classical item characteristics and item response time on computer-based testing

The relationship between classical item characteristics and item response time on computer-based testing

Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea

Where Can I Find the Free Item Analysis Program Based on Item Response Theory, Computer-Based Testing and Computerized Adaptive Testing?

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