The impact of item-writing flaws and item complexity on examination item difficulty and discrimination value-Reference-Cited by-同舟云学术

The impact of item-writing flaws and item complexity on examination item difficulty and discrimination value

Published:2016-09-29 Issue:1 Volume:16 Page:
ISSN:1472-6920
Container-title:BMC Medical Education
language:en
Short-container-title:BMC Med Educ

Author:

Rush Bonnie R.,Rankin David C.,White Brad J.

Funder

Kansas State University

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/content/pdf/10.1186/s12909-016-0773-3.pdf

Reference39 articles.

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3. Kim MK, Patel RA, Uchizono JA, Beck L. Incorporation of Bloom’s taxonomy into multiple-choice examination questions for a pharmacotherapeutics course. Am J Pharm Educ. 2012;76(6):114. doi: 10.5688/ajpe766114 .

4. Eijsvogels TMH, van den Brand TL, Hopman MTE. Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly. Perspect Med Educ. 2013;2(5-6):252–63. doi: 10.1007/s40037-013-0068-x .

5. Palmer EJ, Devitt PG. Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper. BMC Med Educ. 2007;7(49):1–7. doi: 10.1186/1472-6920-7-49 .

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