Abstract
Purpose, The present article was built on the assumption that the form of an examination may influence learning, and may also reflect different kinds of knowledge. The aim of the study was to evaluate whether the results of an examination differ when short answer questions (SAQ) or modified essay questions (MEQ) are used. Method, Forty-nine students in the internal medicine course in Gothenburg, Sweden, performed a written examination in 2003, which included both SAQ and MEQ. Result, The correlation between the results of SAQ and MEQ was 0.59 (P < 0.001). The percentage correctly answered questions in the two types did not differ significantly. Some students had poor results in either SAQ or MEQ. Conclusion, The general outcome of the study indicates that results of SAQ and MEQ demonstrate a significant correlation. However, they may also reflect differences in mastery of the knowledge domain, which should be considered in relation to aspects of validity
Highlights
Examinations have several functions, e.g. to make sure that students have learnt the essential part of a course, and to give feedback to students and teachers on the effectiveness of learning and teaching
Examinations need to be analyzed within the framework of an expanded view of validity, in which coverage of the defined knowledge domain—the construct—as well as inferences, actions and consequences are taken into account [2]
At the end of the course, the students take a written examination in order to pass the theoretical part of the course. 49 students took part in the present examination, which consisted of 15 short answer questions (SAQ) and 5 modified essay questions (MEQ)
Summary
Examinations have several functions, e.g. to make sure that students have learnt the essential part of a course, and to give feedback to students and teachers on the effectiveness of learning and teaching. It may be assumed that the form of examination influences the pedagogical process at large, thereby contributing to what is sometimes referred to as systemic validity [1]. Summative as well as formative aspects of assessment should be recognized. The questions in a written examination can be constructed in different ways, e.g. short answer questions (SAQ) or essay questions [3]. The latter type has been developed into modified essay questions (MEQ) in order to assess clinical problemsolving skills [4]. A clinical case is presented in a chronological sequence of items in a case booklet. The aim of the present study was to evaluate if, and how, the results of a student examination differ when SAQ and MEQ are used
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