Relevant bibliographies by topics / Multiple choice assessment

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  2. Dissertations / Theses
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Academic literature on the topic 'Multiple choice assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Multiple choice assessment"

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Panchal, Padamjeet, Bheem Prasad, and Sarita Kumari. "MULTIPLE CHOICE QUESTIONS - ROLE IN ASSESSMENT OF COMPETENCY OF KNOWLEDGE IN ANATOMY." International Journal of Anatomy and Research 6, no. 2.1 (2018): 5156–62. http://dx.doi.org/10.16965/ijar.2018.143.

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Brady, Anne-Marie. "Assessment of learning with multiple-choice questions." Nurse Education in Practice 5, no. 4 (2005): 238–42. http://dx.doi.org/10.1016/j.nepr.2004.12.005.

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Briggs, Derek, Alicia Alonzo, Cheryl Schwab, and Mark Wilson. "Diagnostic Assessment With Ordered Multiple-Choice Items." Educational Assessment 11, no. 1 (2006): 33–63. http://dx.doi.org/10.1207/s15326977ea1101_2.

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Hassmen, Peter, and Darwin P. Hunt. "Human Self-Assessment in Multiple-Choice Testing." Journal of Educational Measurement 31, no. 2 (1994): 149–60. http://dx.doi.org/10.1111/j.1745-3984.1994.tb00440.x.

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Brennan, Timothy J. "A Methodological Assessment of Multiple Utility Frameworks." Economics and Philosophy 5, no. 2 (1989): 189–208. http://dx.doi.org/10.1017/s0266267100002388.

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One of the fundamental components of the concept of economic rationality is that preference orderings are “complete,” i.e., that all alternative actions an economic agent can take are comparable (Arrow, 1951; De-breu, 1959). The idea that all actions can be ranked may be called the single utility assumption. The attractiveness of this assumption is considerable. It would be hard to fathom what choice among alternatives means if the available alternatives cannot be ranked by the chooser in some way. In addition, the efficiency criterion makes sense only if one can infer that an individual's cho
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Bodon’i, Marina A., and Vladimir A. Plaksin. "MULTIPLE CHOICE TESTS AS A FORMATIVE ASSESSMENT TOOL." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 42–46. http://dx.doi.org/10.34216/2073-1426-2020-26-2-42-46.

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The article discusses the problem of using multiple choice tests as a means of formative assessment. As a rule, this type of assessing materials is correlated with summarising assessment; however, as the analysis of theoretical sources has shown, the use of multiple choice tests for training allows us to realise the goals of formative assessment. During the study, the main aspects of the use of multiple choice tests in the course of assessment of learning and in the course of assessment for learning were compared, after which the requirements for multiple choice tests for formative assessment
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To, Christina, and Jason Napolitano. "A multiple choice answer?" Journal of Hospital Medicine 6, no. 3 (2010): 171–72. http://dx.doi.org/10.1002/jhm.778.

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Shaban, Sami, Margaret Elzubeir, and Mohammed Al Houqani. "Online assessment standard setting for multiple choice questions." International Journal of Medical Education 7 (May 5, 2016): 142–43. http://dx.doi.org/10.5116/ijme.5715.3481.

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Nickerson, Raymond S., Susan F. Butler, and Michael T. Carlin. "Knowledge assessment: Squeezing information from multiple-choice testing." Journal of Experimental Psychology: Applied 21, no. 2 (2015): 167–77. http://dx.doi.org/10.1037/xap0000041.

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Cust, Michael P. "APPENDIX: Urinary Incontinence: Self-assessment Multiple-Choice Questions." Best Practice & Research Clinical Obstetrics & Gynaecology 14, no. 2 (2000): A1—A12. http://dx.doi.org/10.1053/beog.2000.0114.

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Dissertations / Theses on the topic "Multiple choice assessment"

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Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

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Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that
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Alsubait, Tahani. "Ontology-based multiple-choice question generation." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html.

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Assessment is a well understood educational topic with a really long history and a wealth of literature. Given this level of understanding of the topic, educational practitioners are able to differentiate, for example, between valid and invalid assessments. Despite the fact that we can test for the validity of an assessment, knowing how to systematically generate a valid assessment is still challenging and needs to be understood. In this thesis we introduce a similarity-based method to generate a specific type of questions, namely multiple choice questions, and control their difficulty. This f
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Silveira, Igor Cataneo. "Solving University entrance assessment using information retrieval." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-04112018-225438/.

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Answering questions posed in natural language is a key task in Artificial Intelligence. However, producing a successful Question Answering (QA) system is challenging, since it requires text understanding, information retrieval, information extraction and text production. This task is made even harder by the difficulties in collecting reliable datasets and in evaluating techniques, two pivotal points for machine learning approaches. This has led many researchers to focus on Multiple-Choice Question Answering (MCQA), a special case of QA where systems must select the correct answers from a small
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Heuer, Sabine. "AN EVALUATION OF TEST IMAGES FOR MULTIPLE-CHOICE COMPREHENSION ASSESSMENT IN APHASIA." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090264500.

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Kjosnes, Berit. "The art of assessment : How to utilise multiple-choice within the field of law." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144912.

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The purpose of this essay then is to gain insight into the utilisation of MCQ’s within the field of law at Swedish upper secondary schools and in this question what kind of knowledge requirements can be tested with MCQ. Also, the difference in test results between non-MCQs and MCQ was analyses in large and when it came to gender. Here a MCQ test was evaluated based upon the knowledge requirements while quantitative date gathered from a utilisation of MCQ within the field of employment law was analysed. It was found that it should be possib- le to utilise MCQ within the field of law. With regar
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Davies, Phil. "Subjectivity in the innovative usage of both computerized multiple-choice questioning and peer-assessment." Thesis, University of South Wales, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436367.

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Chaoui, Nayla Aad. "Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/21.

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The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats - Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships
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Oellermann, Susan Wilma, and der merwe Alexander Dawid Van. "Can Using Online Formative Assessment Boost the Academic Performance of Business Students? An Empirical Study." Kamla-Raj, 2015. http://hdl.handle.net/10321/1571.

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The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant
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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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Heidenreich, Sebastian. "Do I care or do I not? : an empirical assessment of decision heuristics in discrete choice experiments." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=229468.

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Discrete choice experiments (DCEs) are widely used across economic disciplines to value multi-attribute commodities. DCEs ask survey-respondents to choose between mutually exclusive hypothetical alternatives that are described by a set of common attributes. The analysis of DCE data assumes that respondents consider and trade all attributes before making these choices. However, several studies show that many respondents ignore attributes. Respondents might choose not to consider all attributes to simplify choices or as a preference, because some attributes are not important to them. However, em
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Books on the topic "Multiple choice assessment"

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Koehler, Susan. Purposeful writing assessment: Using multiple-choice practice to inform writing instruction. Maupin House Pub., 2008.

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Stahl's self-assessment examination in psychiatry: Multiple choice questions for clinicians. Cambridge University Press, 2012.

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Brewster, Marge A. Clinical chemistry self-assessment: 700 multiple-choice questions with answers explained. 2nd ed. American Association for Clinical Chemistry, 1989.

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Cole, Wade. Tenth-grade WASL in spring 2006: Open-ended and multiple choice questions. Washington State Institute for Public Policy, 2006.

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Cole, Wade. Tenth-grade WASL in spring 2006: Open-ended and multiple choice questions. Washington State Institute for Public Policy, 2006.

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Self-assessment of current knowledge in cardiovascular disease: 500 multiple choice questions and referenced explanatory answers. 3rd ed. Medical Examination Pub. Co., 1985.

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Griffith, Trevor P. A study of the validity of using multiple-choice items as test instruments in criterion-referenced assessment with particular reference to partial knowledge. The author], 1994.

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Canada. First Nations and Inuit Health Branch. Competency Assessment Program for Community Health Nurses working with First Nations and Inuit Health Branch: Part II, multiple-choice examinations : part III, clinical skills assessment for expanded scope of practice. Health Canada, 2002.

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I, Chase Clinton, ed. Developing and using tests effectively: A guide for faculty. Jossey-Bass Publishers, 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Book chapters on the topic "Multiple choice assessment"

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Gupta, Rajesh. "Evaluation and Assessment." In Multiple Choice Questions in Pain Management. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56917-8_2.

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Dhillon, Ramindar S., and James W. Fairley. "Assessment of hearing thresholds in young children." In Multiple-choice Questions in Otolaryngology. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-10805-3_43.

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Gupta, Rajesh, and Dilip Patel. "Assessment and Monitoring of Pain." In Multiple Choice Questions in Regional Anaesthesia. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23608-3_2.

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French, Simon. "The Analysis of Multiple Choice Tests in Educational Assessment." In Probability and Bayesian Statistics. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1885-9_18.

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Khairani, Ahmad Zamri, and Hasni Shamsuddin. "Assessing Item Difficulty and Discrimination Indices of Teacher-Developed Multiple-Choice Tests." In Assessment for Learning Within and Beyond the Classroom. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_35.

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Li, Yong, Dechang Yang, Fang Liu, Yijia Cao, and Christian Rehtanz. "Assessment and Choice of Input Signals for Multiple Wide-Area Damping Controllers." In Interconnected Power Systems. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48627-6_9.

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Saiapin, Aleksandr. "A Method for Generation of Multiple-Choice Questions and Their Quality Assessment." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_52.

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Gwinnett, Claire. "The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment." In Forensic Science Education and Training. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.ch17.

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Leclercq, D., E. Boxus, P. de Brogniez, H. Wuidar, and F. Lambert. "The TASTE Approach: General Implicit Solutions in Multiple Choice Questions (MCQs), Open Books Exams and Interactive Testing." In Item Banking: Interactive Testing and Self-Assessment. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58033-8_17.

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Dickinson, John R. "A Taxonomy Assessment And Item Analysis Of A Retailing Management Multiple-Choice Question Bank." In Marketing Dynamism & Sustainability: Things Change, Things Stay the Same… Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10912-1_111.

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Conference papers on the topic "Multiple choice assessment"

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Chai, Douglas. "Automated marking of printed multiple choice answer sheets." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851785.

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Aziz, Azrilah Abd, Nuraini Khatimin, Azami Zaharim, and Tuan Salwani Awang Salleh. "Evaluating multiple choice items in determining quality of test." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654501.

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Wilcox, Bethany R., and Steven J. Pollock. "Multiple-choice Assessment for Upper-division Electricity and Magnetism." In 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.079.

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Zampirolli, Francisco, Valério Batista, Carla Rodriguez, Rafaela Vilela da Rocha, and Denise Goya. "Automated Assessment with Multiple-choice Questions using Weighted Answers." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010338002540261.

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Ghosh, Amitabha. "Formative Assessment Using Multiple Choice Questions in Statics and Dynamics." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66304.

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A two-loop learning outcomes assessment process was followed to evaluate the core curriculum in Mechanical Engineering at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum, provided systematic course learning outcomes and assessment data of examination performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports longitudinal data and important observations in the Statics-Dynamics sequence to determine efficacy and obstacles in student performance. An earlier paper showed that stud
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Azevedo, José Manuel. "e-Assessment in Mathematics Courses with Multiple-choice Questions Tests." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005452702600266.

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Ng, Annie W. Y., Alan H. S. Chan, Sio-Iong Ao, Alan Hoi-Shou Chan, Hideki Katagiri, and Li Xu. "The Testing Methods and Gender Differences in Multiple-Choice Assessment." In IAENG TRANSACTIONS ON ENGINEERING TECHNOLOGIES VOLUME 3: Special Edition of the International MultiConference of Engineers and Computer Scientists 2009. AIP, 2009. http://dx.doi.org/10.1063/1.3256252.

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Cunningham-Nelson, Samuel, Andrea Goncher, and Wageeh Boles. "Categorising Student Responses for Feedback Based on Multiple Choice and Text Responses." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615325.

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Ghosh, Amitabha. "Use of Multiple Choice Questions as an Assessment Tool in Dynamics." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63987.

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Dynamics is a pivotal class in a student’s life-long learning profile since it builds upon the logical extensions of Statics and Strength of Materials classes, and provides a framework on which Fluid Mechanics concepts may be developed for deformable media. This paper establishes the contextual reference of Dynamics in this framework. An earlier paper by the author discussed details of how the design of proper multiple choice questions is critical for assessment in Statics and Fluid Mechanics. This paper provides a progress report of such evaluations in Dynamics. In addition, this paper explor
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Elmessiry, Adel, and Magdi Elmessiry. "ARTIFICIAL INTELLIGENCE APPLICATION TECHNIQUES FOR DEEP ASSESSMENT OF MULTIPLE CHOICE EDUCATIONAL SYSTEMS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0030.

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