Improving Multiple-Choice Questions to Better Assess Dental Student Knowledge: Distractor Utilization in Oral and Maxillofacial Pathology Course Examinations
Author:
Affiliation:
1. Department of Pathology; University of Texas Health Science Center at San Antonio
2. Educational and Faculty Development; Dental School, University of Texas Health Science Center at San Antonio
Publisher
Wiley
Subject
General Medicine
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1002/j.0022-0337.2013.77.12.tb05638.x/fullpdf
Reference16 articles.
1. Short-answer questions and formula scoring separately enhance dental student academic performance;Pinckard;J Dent Educ,2012
2. Short-answer examinations improve student performance in an oral and maxillofacial pathology course;Pinckard;J Dent Educ,2009
3. Prospective implementation of correction for guessing in oral and maxillofacial pathology multiple-choice examinations: did student performance improve?;Prihoda;J Dent Educ,2008
4. Correcting for guessing increases validity in multiple-choice examinations in an oral and maxillofacial pathology course;Prihoda;J Dent Educ,2006
5. How many options is enough for a multiple-choice test item?;Haladyna;Educ Psychol,1993
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1. Student generation and peer review of examination questions in the dental curriculum: Enhancing student engagement and learning;European Journal of Dental Education;2020-05-18
2. The influence of distractor strength and response order on MCQ responding;Educational Psychology;2017-07-07
3. „Cues“ und „pseudocues“ in chirurgischen MC-Fragen des deutschen Staatsexamens;Der Chirurg;2016-09-27
4. Fostering Dental Student Self-Assessment of Knowledge by Confidence Scoring of Multiple-Choice Examinations;Journal of Dental Education;2014-12
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