أثر موقع البديل الصحيح في اختبار اختيار من متعدد على تقديرات معالم الفقرات والقدرة وفق النموذج اللوجستي ثلاثي المعلمة = The Impact of Correct Alternative Position in the Multiple - Choice Test on Items Parameters and the Ability According to the Three-Parameter Logistic Model

2017 ◽  
pp. 99-120
Author(s):  
شاهر خالد سليمان ◽  
علي محمد الصالح
Keyword(s):  
Logistic Model ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Correct Alternative ◽  
Alternative Position ◽  
The Impact

scholarly journals Sustainable futures online

2017 ◽  
Vol 25 (1) ◽  
pp. 24-32
Author(s):  
Derek Jeffrey Raine ◽  
Sarah Gretton ◽  
Duncan Greenhill
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Content Type ◽  
Management Level ◽  
Evaluation Questionnaire ◽  
Sustainability Literacy ◽  
Wide Scale ◽  
Education Achievement ◽  
The Impact

Purpose This paper aims to report on a project to adapt existing material from some modules on sustainability delivered face-to-face by the Centre for Interdisciplinary Science to create a non-credit bearing course in sustainability delivered on-line and available to all students at the University. A total of 250 staff and students signed up for the course, 104 completed at least one multiple choice test and 49 completed the essay assignment for the Higher Education Achievement Record (HEAR) recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. The authors reflect on lessons learnt in preparing and delivering the course and the impact on university strategy. Design/methodology/approach The course was piloted in the 2014-2015 academic year. Findings A total of 250 staff and students signed up for the course; 104 completed at least one multiple choice test and 49 completed the essay assignment for HEAR recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. Originality/value The paper presents a case study of a bottom-up approach to the introduction of sustainability literacy modules on an institution-wide scale that has influenced changes at senior management level.

Immediate and long-term effects of a team-based quality improvement training programme

2018 ◽  
Vol 28 (5) ◽  
pp. 366-373 ◽  
Author(s):  
Kevin J O’Leary ◽  
Abra L Fant ◽  
Jessica Thurk ◽  
Karl Y Bilimoria ◽  
Aashish K Didwania ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Multiple Choice ◽  
Training Programme ◽  
Project Work ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Long Term Effects ◽  
Before And After ◽  
Applied Knowledge ◽  
The Impact

BackgroundAlthough many studies of quality improvement (QI) education programmes report improvement in learners’ knowledge and confidence, the impact on learners’ future engagement in QI activities is largely unknown and few studies report project measures beyond completion of the programme.MethodWe developed the Academy for Quality and Safety Improvement (AQSI) to prepare individuals, across multiple departments and professions, to lead QI. The 7-month programme consisted of class work and team-based project work. We assessed participants’ knowledge using a multiple choice test and an adapted Quality Improvement Knowledge Assessment Test (QIKAT) before and after the programme. We evaluated participants’ postprogramme QI activity and project status using surveys at 6 and 18 months.ResultsOver 5 years, 172 individuals and 32 teams participated. Participants had higher multiple choice test (71.9±12.7 vs 79.4±13.2; p<0.001) and adapted QIKAT scores (55.7±16.3 vs 61.8±14.7; p<0.001) after the programme. The majority of participants at 6 months indicated that they had applied knowledge and skills learnt to improve quality in their clinical area (129/148; 87.2%) and to implement QI interventions (92/148; 62.2%). At 18 months, nearly half (48/101; 47.5%) had led other QI projects and many (41/101; 40.6%) had provided QI mentorship to others. Overall, 14 (43.8%) teams had positive postintervention results at AQSI completion and 20 (62.5%) had positive results at some point (ie, completion, 6 months or 18 months after AQSI).ConclusionsA team-based QI training programme resulted in a high degree of participants’ involvement in QI activities beyond completion of the programme. A majority of team projects showed improvement in project measures, often occurring after completion of the programme.

Confidence-Weighting and the Validity of Achievement Tests

1986 ◽  
Vol 59 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Frank D. Bokhorst
Keyword(s):  
Test Anxiety ◽  
Multiple Choice ◽  
Achievement Tests ◽  
Criterion Validity ◽  
Introductory Psychology ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Correct Alternative ◽  
Academic Year ◽  
High Test

Investigated was the criterion validity of confidence-testing as applied to a multiple-choice test in introductory psychology. Examinees made confidence judgements in addition to choosing the correct alternative. The test was scored conventionally with a penalty for guessing and again using confidence-weightings. Over-all achievement for the academic year in psychology was the criterion for validity. There was greater reliability but no improvement in validity. High test anxiety was associated with low confidence and poor achievement.

scholarly journals The impact of multi-person virtual reality competitive learning on anatomy education: a randomized controlled study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yi-Chun Du ◽  
Shih-Chen Fan ◽  
Li-Cheng Yang
Keyword(s):  
Virtual Reality ◽  
Positive Impact ◽  
Multiple Choice ◽  
Learning System ◽  
Choice Test ◽  
Controlled Study ◽  
Control Group ◽  
Multiple Choice Test ◽  
Stress Levels ◽  
The Impact

Abstract Background Anatomy is one of the core subjects in medical education. Students spend considerable time and effort on learning the requisite anatomy knowledge. This study explored the effect of a multiple-player virtual reality (VR) gaming system on anatomy learning. Methods 18 participants were randomly assigned into 3 learning conditions: (1) a textbook reading control group (CG), (2) a single-player VR (SP) group; and (3) a multiple-player VR (MP) group. The participants studied anatomy for 5 days, and completed a multiple-choice test on Days 1, 5, and 12. In the VR environment, the participants used handheld controllers to move the simulated tissues. The mission of the game was to complete puzzles of a human body. The SP and MP groups filled out a motivation inventory on Day 5. The scores on the multiple-choice test, the correct assembly rates, and the motivation inventory scores were analyzed using the 2-way ANOVA or independent t-test to compare group differences. Results There was a significant interaction effect of group and timepoint (p = 0.003) in the multiple-choice test. In the CG, the scores on Day 1, Day 5, and Day 12 were significantly different (p < 0.001). The scores on Day 5 were significantly higher than those on Day 1 (p < 0.001). Although the scores declined slightly on Day 12, they were still significantly higher than those on Day 1 (p < 0.001). The SP and MP groups had similar results (p < 0.001, p < 0.001). The differences between the groups were only significant on Day 12 (p = 0.003), not Day 5 (p = 0.06). On Day 12, the scores of the MP group were higher than those of the CG (p = 0.002). The SP group and MP group had high scores on the interest, competence, and importance subscales of the motivation inventory. Both VR groups considered the system to be fun and beneficial to their learning. However, the MP group reported higher stress levels than the SP group. Conclusion The results indicated that the proposed VR learning system had a positive impact on the anatomy learning. Although the between-player competition caused higher stress levels for the VR groups, the stress could have been a mediator of their learning outcomes. Trial registration ETRD, ETRD-D-19-00573. Registered 20 December 2018, http://www.edah.org.tw/irb/index.htm

scholarly journals Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Cut Intan Evtia Nurina ◽  
R. Riandi ◽  
Ari Widodo ◽  
Hendra Yulisman
Keyword(s):  
Learning Environment ◽  
Multiple Choice ◽  
Likert Scale ◽  
Teacher Professionalism ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Biology Teachers ◽  
Purposive Sampling ◽  
The Impact

Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test
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