Pharmacy Student Performance on Constructed-Response Versus Selected-Response Calculations Questions

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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Using Technology in Pharmacy Education: Pharmacy Student Performance and Perspectives When Visual Aids Are Integrated Into Learning

Frontiers in Pharmacology ◽

10.3389/fphar.2018.01062 ◽

2018 ◽

Vol 9 ◽

Cited By ~ 3

Author(s):

Louise E. Curley ◽

Zimei Wu ◽

Darren Svirskis

Keyword(s):

Student Performance ◽

Pharmacy Education ◽

Pharmacy Student ◽

Visual Aids

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A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

American Journal of Pharmaceutical Education ◽

10.5688/aj690351 ◽

2005 ◽

Vol 69 (3) ◽

pp. 51 ◽

Cited By ~ 68

Author(s):

Nathan R. Kuncel ◽

Marcus Credé ◽

Lisa L. Thomas ◽

David M. Klieger ◽

Stephanie N. Seiler ◽

...

Keyword(s):

Student Performance ◽

Meta Analysis ◽

College Admission ◽

Pharmacy Student ◽

Admission Test

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Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

American Journal of Pharmaceutical Education ◽

10.5688/ajpe8575 ◽

2021 ◽

pp. 8575

Author(s):

Catherine A. Forrester ◽

Da Sol Lee ◽

Ethel Hon ◽

Kai Ying Lim ◽

Tina P. Brock ◽

...

Keyword(s):

Student Performance ◽

Pharmacy Student ◽

Before And After ◽

Curriculum Transformation

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True-false analysis reveals inherent flaws in multiple true-false tests

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20194476 ◽

2019 ◽

Vol 6 (10) ◽

pp. 4204 ◽

Cited By ~ 1

Author(s):

Thomas Puthiaparampil ◽

Henry Rantai Gudum ◽

M. Mizanur Rahman ◽

Rosalia Saimon ◽

Isabel Fong Lim

Keyword(s):

Student Performance ◽

Correct Answer ◽

Item Analysis ◽

Poor Performance ◽

Assessment System ◽

Assessment Instrument ◽

Discrimination Index ◽

Constructed Response ◽

Performance Discrepancy ◽

True False

Background: Multiple true-false tests (MTF), a component of our assessment system, have consistently generated low scores and many failures. This was attributed to the negative marking scheme. However, no study was conducted to explore the issue further. Item analysis revealed that students omitted false options more frequently and answered them wrongly more frequently than true options. The aim of this study was to determine the performance discrepancy between true and false options of MTF tests and the reasons for such discrepancy and the poor performance of MTF in general.Methods: The student performance of past 7 years of year-3 medicine end-of-posting examinations was analysed. The item analysis reports of 23 MTF tests were used to determine the significance of the differences in omission rates, correct-answer rates and the discrimination index of true and false options.Results: There were statistically significant differences in the omission rates, correct-answer rates and discrimination index values of true and false options. This study revealed that the false options consistently let down student performance. Although negative marking could be partly blamed for the situation, no justification could be found for the use of false options to test knowledge.Conclusions: Some publications endorse MTF, but many highlight its drawbacks. The use of false options in MTF was seen as an inherent defect in this instrument. As viable alternatives like VSAQ and Constructed Response Tests are in the horizon, we conclude that MTF ought to be discarded as an assessment instrument.

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