Well control activity 2

This report describes the process of developing a new type of multiple-choice question (MCQ), called sequential multiple-choice questions (SMCQs), in order to reduce the probability of answering correctly by chance and contrast the students' tendency to copy. In SMCQs the five possible answers to a question are connected to one another on an approximation scale towards the most probable answer.

Medical Education, 1994

At the mid-tern test in Part I Physiology at the University of Zagreb the students (n = 280) were graded by our standard pass level (SPL) arbitrarily set at 54% correct answers (SPL = 0.54). The test consisted of 50 items of the one best answer type. Items were selected fiom the pool by one examiner to conform, by his judgement, to the predetermined SPL. Post hoc the minimum pass level (MPL) was assessed independently by eight examiners and an MPL value of 0.60 for the whole test was obtained. The original Nedelsky scale was used in assessment of MPL but for statistical analysis the data was expressed as log( 1 /MPL) to linearize the scale of measurements and to reduce the variances. The data showed a large difference between examiners in their assessment of MPL. Nevertheless, the average log(l/MPL) value of individual items showed a significant negative linear relationship with the item difficulty indices as calculated from student's answers, indicating that despite the large heterogenity in assessment the average item log(l/MPL) may be acceptable as a reasonable prediction of item difficulty. Finally, 'subtests' were formed from the whole test by grouping items according to their log(l/MPL) value. The passing rate at these subtests was found to be identical despite the fact that they considerably differed in their MPL values. Therefore, the MPL value seems to be useful in setting objective standards for the decision of pass or fail, even when the MPL was assessed in a very heterogenous way. §A preliminary poster was presented at the annual

The present study aimed at investigating the effect of weekly quizzes on Iranian high school students' performance on final achievement tests. This effect, which is technically referred to as washback, is defined as the effect of testing on learning and teaching. Most scholars have attempted to provide guidelines in order to achieve positive washback. While some suggest frequent quizzes as a means of positive washback, others oppose the idea. The proponents claim that frequent quizzes stimulate practice and review, give the students more opportunities for feedback and have a positive influence on students' study time. The opponents, on the other hand, believe that too frequent testing might inhibit of larger units of instructional material and frustrate anxious students, and thus, hinder learning. This study explored whether students taking weekly quizzes performed better in the final achievement tests. 70 students studying in grade two of high school were selected and divided into two groups. One group received weekly quizzes and the other group took only midterm exam. The results indicated that the group with weekly quizzes performed better than the group without quizzes.

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2001

This workshop presents a collection of demonstrations of various psychological concepts. It provides a technique to increase people's interest in the field of psychology and to teach some basic principles about psychology for use on a daily basis. The workshop covers sensation; perception; learning; memory; responding; thinking; interference; measurement; feedback; reinforcement; assumptions; and interpretation. For each activity, you review the psychological basis for the activity; engage in participating in the activity; participate in a discussion relating the activity to real life experiences of the participants; and discuss the way in which participating in the activity will benefit the participants at home or on the job. This program provides a lively, informative workshop with minimal preparation. (ADT) Reproductions supplied by EDRS are the best that can be made from the original document.

Cognitive Labs, 2004

Choose a passage which has not previously been used in a reading comprehension test. Design a range of questions to test comprehension of it by a group of learners of your choice. Justify your choice of passage and the questions you have set in both theoretical and practical terms.

IEEE Transactions on Education, 1990

Multitest I1 is a powerful program for the generation, correction, and analysis of multiple choice examinations. The program is written in Pascal and has been implemented for the IBM-PC and compatible microcomputers, and for tPe VAX minicomputer. The program allows the random generation of tests from a master test, and supports several types of multiple choice tests. The tests are graded by means of a user-definable numerical grading system. Certain statistical analyses can also be performed on the tests results.