The cognitive structure of the modified essay question.

Abstract

This paper analyses and discusses the extent to which the modified essay question (MEQ) in the Final MB Part II examination of the Queen's University, Belfast, assesses the three levels of cognitive ability described by Buckwalter et al. (1981). The 1978 and 1980 Final MB MEQs are analysed and compared question by question using Bloom's taxonomy and Buckwalter's cognitive levels. Scores obtained for each question were factor analysed to determine any underlying relationships between the questions. The findings (Table 1) indicate an uneven distribution of cognitive questions (Buckwalter's Levels I, II and III) in each MEQ and between the 1978 and 1980 MEQ papers. This reflects partly variation in the type of problems presented, and partly problems posed by having to mark large numbers of paper by hand against an objective marking schedule. The statistical analysis in Table 2 shows a consistent and strong correlation between scores in the MEQ Final MB papers and the Final Clinical examination. The factorial analysis shows that comprehension and evaluation questions do not, as perhaps expected, dominate the loading of any factor. The 1980 MEQ paper emerges as a testing of 'knowledge' paper compared with the 1978 paper, which tests much more analysis, synthesis and evaluation of knowledge. The appropriate balance between cognitive levels to be tested must be determined beforehand. The study shows however the potential of the MEQ to measure the entire span of Bloom and Buckwalter's levels.