File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments

TitleThe frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments
Authors
KeywordsAssessment
Examination
Item-Writing Flaws
Multiple-Choice Questions
Issue Date2006
PublisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedt
Citation
Nurse Education Today, 2006, v. 26 n. 8, p. 662-671 How to Cite?
AbstractMultiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teachergenerated questions were more likely to be written at higher cognitive levels (p < 0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/178288
ISSN
2015 Impact Factor: 1.591
2015 SCImago Journal Rankings: 0.958
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTarrant, Men_US
dc.contributor.authorKnierim, Aen_US
dc.contributor.authorHayes, SKen_US
dc.contributor.authorWare, Jen_US
dc.date.accessioned2012-12-19T09:45:03Z-
dc.date.available2012-12-19T09:45:03Z-
dc.date.issued2006en_US
dc.identifier.citationNurse Education Today, 2006, v. 26 n. 8, p. 662-671en_US
dc.identifier.issn0260-6917en_US
dc.identifier.urihttp://hdl.handle.net/10722/178288-
dc.description.abstractMultiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teachergenerated questions were more likely to be written at higher cognitive levels (p < 0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions. © 2006 Elsevier Ltd. All rights reserved.en_US
dc.languageengen_US
dc.publisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedten_US
dc.relation.ispartofNurse Education Todayen_US
dc.subjectAssessmenten_US
dc.subjectExaminationen_US
dc.subjectItem-Writing Flawsen_US
dc.subjectMultiple-Choice Questionsen_US
dc.titleThe frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessmentsen_US
dc.typeArticleen_US
dc.identifier.emailTarrant, M: tarrantm@hkucc.hku.hken_US
dc.identifier.authorityTarrant, M=rp00461en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.nedt.2006.07.006en_US
dc.identifier.pmid17014932-
dc.identifier.scopuseid_2-s2.0-33751357179en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33751357179&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume26en_US
dc.identifier.issue8en_US
dc.identifier.spage662en_US
dc.identifier.epage671en_US
dc.identifier.isiWOS:000244062800009-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridTarrant, M=7004340118en_US
dc.identifier.scopusauthoridKnierim, A=15073747400en_US
dc.identifier.scopusauthoridHayes, SK=7202408061en_US
dc.identifier.scopusauthoridWare, J=35308222100en_US
dc.identifier.citeulike6218571-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats