Multiple-choice Responses Research Articles

Pap Smear Knowledge Among Young Women Following the Introduction of the HPV Vaccine

Study Objective Investigate sexually active young women's knowledge of the term Pap smear since development of the HPV vaccine. Design Cross-sectional study conducted January–May 2007. Setting University health services clinic at a university in southern United States. Participants Sexually active women, age 18–24, presenting for a Pap smear or STD testing (N = 145). Main Outcome Measures Pap smear knowledge was assessed by participants' written definition of the term Pap smear and by multiple choice responses indicating Pap smear as a test for cervical cancer/ HPV and not a pelvic exam, STD test, or pregnancy test. Results 9.7% provided accurate definitions; 12.4% checked appropriate Pap smear synonyms. 68.5% incorrectly responded that Pap smear was the same as “pelvic exam”; 42.5% indicated “STD test”; 11.7% indicated “pregnancy test.” Indicators of HPV risk (age of sexual debut, previous abnormal Pap smear, previous STD diagnosis) were not associated with knowledge. Never using condoms, increasing age, and lower depression scores predicted accurate Pap smear definition rating (R 2 = 0.08). Never using condoms, Caucasian race, and decreased lifetime number of sex partners predicted accurate identification of Pap smear synonyms (R 2 = 0.15). Results Few participants understood the meaning of the term Pap smear; there does not appear to be improvement in women's knowledge after development of the HPV vaccine. Poor Pap smear knowledge may affect young women's understanding of their overall sexual health.

Diagnosis and staging of mild cognitive impairment, using a modification of the clinical dementia rating scale: the mCDR

To examine the reliability and validity of the mCDR, a modified version of the clinical dementia rating (CDR) scale. The mCDR is an informant-based, technician-administered, structured interview with multiple choice responses, which does not include objective cognitive testing. Subjects (n = 556) with no cognitive impairment (NCI), amnestic mild cognitive impairment (aMCI), and dementia were assessed with mCDR, CDR, and neuropsychological evaluation, while medial temporal atrophy (MTA) was measured on MRI scans. The mCDR and CDR were compared with respect to inter-rater reliability, validity, and ability to predict progression in cognitive diagnosis at 12 month follow-up. The mCDR can be administered in less than one third of the time required to administer the CDR (30 min). Inter-rater reliability (Cohen's weighted kappa) was 0.86 for the mCDR and 0.56 for the CDR. Ability to distinguish between NCI, aMCI, and Dementia subjects, and correlations to memory and non-memory measures were marginally better for the CDR, in comparison to the mCDR. Correlations of mCDR and CDR scores to MTA scores did not differ. Baseline mCDR scores predicted transition from NCI to aMCI, whereas baseline CDR scores predicted transition from aMCI to Dementia. The mCDR, as compared to the CDR, is briefer and more reliable, and is a valid measure of functional ability among subjects with normal cognition, mild cognitive impairment, and mild dementia. The mCDR should be particularly useful as a reliable and economical instrument for assessing change in functional abilities, especially in multi-center clinical trials and population studies of MCI and mild dementia.

Impact and Implications of Word-Finding Difficulties in Adolescents on Listening Comprehension Assessment

This investigation examined the listening comprehension (LC) performance of two groups of adolescent struggling readers, one group with word-finding difficulties (WFD) and one with no word-finding difficulties (NWFD). Of interest was whether the expressive language difficulties of the WFD group would interfere with their success on a LC assessment that requires oral responses to complete. Findings indicated that whereas the performance of the WFD group was comparable with the NWFD group when LC was measured using a multiple-choice response format, their performance was significantly poorer when LC was measured using an open-ended verbal response format, suggesting that learners’ WFD could interfere with their success on such assessments. Practical implications of these findings for the assessment of LC as part of adolescents’ reading evaluations are discussed.

Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing?

Our study empirically investigates the relationship between constructed- response (CR) and multiple-choice (MC) questions using a unique data set compiled from several years of university introductory economics classes. We conclude that CR and MC questions do not measure the same thing. Our main contribution is that we show that CR questions contain independent information that is related to student learning. Specifically, we find that the component of CR scores that cannot be explained by MC responses is positively and significantly related to (i) performance on a subsequent exam in the same economics course, and (ii) academic performance in other courses. Further, we present evidence that CR questions provide information that could not be obtained by expanding the set of MC questions. A final contribution of our study is that we demonstrate that empirical approaches that rely on factor analyses or Walstad-Becker (1994)-type regressions are unreliable in the following sense: It is possible for these empirical procedures to lead to the conclusion that CR and MC questions measure the same thing, even when the underlying data contain strong, contrary evidence.

Comparing narrative and multiple-choice formats in online communication skill assessment

We compared multiple-choice and open-ended responses collected from a web-based tool designated 'Case for Change', which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits. A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: 'What would you do next?' Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students' answers were analysed and compared. When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses. Open-ended questions facilitate in-depth understanding of students' educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students' thought processes.

Assessing students’ critical thinking performance: Urging for measurements using multi-response format

The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers’ underlying reasoning for choosing a particular answer, nor does it reflect test-takers’ ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals’ spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students’ critical thinking performance.

Simple Questionnaire Reveals Depression

Simple Questionnaire Reveals Depression

Infant Tracheotomy

To identify practice patterns regarding tracheotomy technique among pediatric otolaryngologists. Survey of physicians. Academic medical center. Members of the American Society of Pediatric Otolaryngology (ASPO) residing in the United States. Physician responses to survey questions, including both multiple choice and free-text responses. We used chi(2) tests to determine if demographic factors (pediatric otolaryngology fellowship training, the number of tracheotomies performed yearly) correlated with differences in the technique used to perform infant tracheotomies. A total of 168 of 225 surveys mailed to ASPO members (75%) were completed and returned. Most respondents (87%) report that they make a simple vertical incision in the trachea. An even greater number (94%) use stay sutures routinely. On other technical points, such as management of the thyroid gland, the subcutaneous fat, and the method of securing the tracheostomy tube, there was much greater variability: 22% of respondents reported having had a serious tracheotomy-related complication in the immediate postoperative period, and 58% of these physicians changed their technique as a result. In several areas, chi(2) analysis revealed statistically significant differences in technique that were dependent on both fellowship training and the number of tracheotomies performed (P < or = .05). Among ASPO members practicing in the United States, there is near-unanimity on certain technical points, with considerable divergence on others. A substantial percentage of our colleagues have experienced a tracheotomy-related complication in the early postoperative period. In many cases, these incidents led to changes in surgical technique.

Patient satisfaction with antidepressants: An Internet-based study

BackgroundPatient satisfaction with antidepressants (ADs) depends on various factors whose individual contributions are incompletely understood. MethodsAn online survey was conducted of 1199 Japanese individuals being treated for major depressive disorder. Satisfaction for each AD was quantified using a 5-point scale. The average of all agents was calculated for each subject and defined as the Satisfaction Score (SS). Those on a single AD medication (n=667) were divided into four subgroups based on their medication: fluvoxamine (n=165), milnacipran (n=91), paroxetine (n=196), and tricyclic antidepressant (TCA; n=103). Among those with higher SS (≧4.0), their satisfaction reasons were elicited by three multiple-choice responses: efficacy, fewer side effects, and lower dosing frequency. To compare the responses to these three questions among the four subgroups, one-way analysis of variance and post-hoc comparison tests were performed. Logistic regression was done to determine whether these three responses predict higher satisfaction. ResultsThe number of ADs taken by an individual was negatively correlated with the SS (r=−.074, p=.011). SS did not correlate with demographic features. SS was similar among the four subgroups but their satisfaction reasons differed. Predictors of higher SS (SS=5.0 versus 4.0) were reporting “efficacy” and “fewer side effects” as satisfaction reasons. LimitationsWeb-based surveys have a selection bias, and diagnoses were based on self-reports. ConclusionsSS waned as the number of ADs increased. Among users of four ADs, SS was similar but their satisfaction reasons differed. Perceived efficacy and fewer side effects predicted higher drug satisfaction.

Gastroenterology and CME: How Do We Want To Learn in an Urban Landscape?

Purpose: The purpose of this study is to objectively measure physician preference regarding the format, content, & timing of educational programs. Methods: A survey was developed containing 38 questions with multiple choice and/or open-ended responses & mailed to 1052 referring physicians to the Section of Digestive Diseases & Nutrition at the University of Illinois at Chicago. The survey included participant demographics, preferred learning style & format, & factors that may influence attendance. Respondents could complete the survey by mail or via the web. Results: Of the 101 responses [13% web (N = 13); 87% by mail], the majority of respondents practiced GI (97%) as opposed to Internal Medicine (3%). Responses were received after two mailings separated by 1 month, with a total response rate of 9.6%; 81% were male, 17% were female while 2% preferred not to specify. Formal didactic lectures (N = 72, 71%) & case presentations (N = 56, 55%) are the preferred form of learning, in contrast to teleconferences (N = 7, 7%). The majority of respondents (N = 75, 74%) prefer face-to-face interaction while only 28% prefer web-based learning. Driving distance to programs does not appear to be a major barrier to attendance as 71% (N = 72) are willing to travel > 10 miles. Wednesday (N = 38, 38%) & Saturday (N = 43, 43%) are the most preferred days. Evening (N = 57, 56%) is the preferred time for live programs with the start time of 7 p.m. (N = 48, 48%). Those who prefer Saturday favored morning programs, 30% (N = 30) desired programs two hours in length, & 39% (N = 39) favored a program half-day in length. 64% (N = 65) of responders felt CME credits were either important or very important in the decision to attend a conference. 75% (N = 76) and 37% (N = 37) felt that both content & the speaker, respectively, would most likely cause them to attend a CME activity. The preferences & results do not differ based on years in practice. Unexpectedly web learning is not the preferred method of learning for younger physicians & there is a clear preference for hard copies of materials vs. web-based materials. Conclusion: Despite advancement in educational technology (i.e. web learning, video & tele-conferencing), the majority of respondents still prefer traditional learning formats. CME credits seem to play a significant role in the decision to attend a conference, while the most important factors influencing attendance at CME activities are the content of the program & the speaker responsible for conveying the information.

Understanding Communication Among Deaf Students Who Sign and Speak: A Trivial Pursuit?

Classroom communication between deaf students was modeled using a question-and-answer game. Participants consisted of student pairs that relied on spoken language, pairs that relied on American Sign Language (ASL), and mixed pairs in which one student used spoken language and one signed. Although the task encouraged students to request clarification of messages they did not understand, such requests were rare, and did not vary across groups. Face-to-face communication was relatively poor in all groups. Students in the ASL group understood questions more readily than students who relied on oral communication. Although comprehension was low for all groups, those using oral communication provided more correct free responses, although the numbers were low; no significant differences existed for multiple-choice responses. Results are discussed in terms of the possibility that many deaf students have developed lower criteria for comprehension, and related challenges for classroom communication access.

Questions versus statements: Challenging an assumption about semantic illusions

In previous semantic-illusion research the tacit assumption has been that questions and statements-to-be-verified of similar semantic content lead to a similar proportion of semantic illusions. This assumption was made despite the fact that questions are thought to have different processing demands from those of statements. This paper presents empirical evidence that questions tend to lead to more semantic illusions than do statements-to-be-verified. Two experiments were carried out to provide a direct comparison between the semantic-illusion rates for statements and for questions. In Experiment 1, open-ended questions led to significantly more semantic illusions than did true/false statements. Experiment 2 replicated this effect using multiple-choice response options in the question condition. It is concluded that the syntactic form of a sentence affects the way in which semantic information is processed, and the implications of the findings are discussed.

Effects of a response format modification on the diagnostic rhyme test

Detection theory measures of listener performance, as well as distinctive feature scoring, have been shown to provide useful additional information to percent correct scores when testing word recognition. The diagnostic rhyme test (DRT) uses a two‐item multiple choice (MC) response format to provide percent correct and distinctive feature information but does not measure d. This study examined the effects of modifications to the DRT response format that allow a measure of d. The format was modified to a single‐option in which the listener designates yes or no (Y‐N) that the single‐option matches the stimulus. DRT words were mixed in white noise and presented in sound field at 3 and 6 dB signal‐to‐noise ratios at 50 dBHL to eight normal‐hearing subjects. Results showed a significant difference between response formats for percent correct and a significant interaction between signal‐to‐noise ratios and feature errors across formats. At 3 dB, there were more temporal‐based feature errors (sustension and compactness) for the Y‐N response format, but no significant differences between formats for voicing, nasality, sibilation, and graveness. At 6 dB, there were significant differences only for sustension and graveness. The ds for signal‐to‐noise ratios were significantly different for the Y‐N format.

Classroom assessment tools and uses: Canadian English teachers’ practices for writing

Classroom assessment of writing is considered from an anthropological perspective as practitioners’ tool use. Pan Canadian data from a 2002 English teacher questionnaire ( N = 4070) about self-reported assessment practices were analyzed in terms of tool choice and use by secondary teachers of different experience and qualification levels. Four underlying variables were identified in their choice of assessment tools: whether affective traits such as attendance, effort, motivation or participation were factors; whether self-assessment and peer evaluation were considered; whether portfolios or examples of student work were variables in grading practices; and whether multiple choice or short response tasks were chosen. In terms of tool use, the three salient variables were: the nature of the feedback cycle with students; whether homework contributed to grades; and whether homework served in large group instruction. A number of significant differences by career stage and credential level were revealed in assessment instrument choice and use. Implications for teacher pre-service and in-service professional development are outlined.

Students' Conceptions of Scale Regarding Groundwater

We surveyed three groups of students regarding their ideas about the structure, scale, and perceived importance of groundwater. The quantitative methods employed in this study incorporated simple descriptive statistics of the six multiple-choice item responses. The results of this study indicate that many people hold inappropriate conceptions of hydrogeologic principles. They describe groundwater storage using multiple structures other than pores and cracks. Participant responses regarding the size ranges of groundwater storage structures show that students possess a wide range of ideas concerning scale. Many participants selected sizes of the groundwater structures that mirrored the surface analogs, however, some students applied scales on the order of houses and skyscrapers to typical pore and crack structures. The mental models erected according to the frameworks of these alternative scale conceptions are likely to be inappropriate and could detrimentally impact the appropriate mental visualization of other associated groundwater principles. To effectively address students' alternative groundwater conceptions teachers must pay particular attention to issues of scale, as well as the application of those conceptions to individually and socially relevant questions.

Language testing

05–178Carrel, Patricia L. (Southern Illinois U, USA; pcarrell@gsu.edu), Dunkel, Patricia A. (Georgia State U, USA; pdunkel@gsu.edu) &amp; Mollaun, Pamela (Educational Testing Service, USA; pmollaun@ets.org), The effects of notetaking, lecture length and topic on a computer-based test of ESL listening comprehension. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 83–105.05–179Cheng, Hsiao-fang (National United U, Taiwan, China), A comparison of multiple-choice and open-ended response formats for the assessment of listening proficiency in English. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 544–555.05–180Grindsted, Annette (U of Southern Denmark, Denmark; agr@language.sdu.dk), Interactive resources used in semi-structured research interviewing. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1015–1035.05–181Huempfner, Lisa (Illinois State U, USA), Can one size fit all? The imperfect assumptions of parallel achievement tests for bilingual students. Bilingual Research Journal (Tempe, AZ, USA) 28.3), 379–399.05–182Kondo-Brown, Kimi (U of Hawaii at Manoa, USA), Investigating interviewer–candidate interactions during oral interviews for child L2 learners. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 602–615.05–183Lokai Bischof, Deborah (Educational Testing Service, USA), Baum, David I., Casabianca, Jodi, M., Morgan, Rick, Rabiteau, Kathleen A. &amp; Tateneni, Krishna, Validating AP modern foreign language examinations through college comparability studies. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 616–622.05–184Mathews, Thomas J. &amp; Hansen, Cheryl M. (Weber State U, USA), Ongoing assessment of a university foreign language program. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 521–533.05–185Milton, James (U of Wales Swansea, UK; jlmilton@swansea.ac.uk), Comparing the lexical difficulty of French reading comprehension exam texts. Language Learning Journal (Rugby, UK) 30 (2004), 5–11.05–186Shultz, Deborah, L (Mechanicsburg Middle School, USA) &amp; Willard-Holt, Colleen, Promoting world languages in middle school: the achievement connection. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 623–629.05–187Tan, Kelvin (Temasek Polytechnic, Singapore), Does student self-assessment empower or discipline students?Assessment &amp; Evaluation in Higher Education (Abingdon, UK) 29.6 (2004), 651–662.

Effect of Intermittent Exercise on Multiple-Choice Reaction Times of Soccer Players

The influence of intermittent exercise on a choice-response time task was investigated. Two groups of 8 male soccer players (M age = 20.9, SD = 2.0) participated. They spent 4.4 (SD = 1.3) weekly hours on soccer training and had been playing soccer for 13 (SD = 3.3) years. Multiple-choice reaction speed and response accuracy were measured four times. Between measurements, one group performed 8-min. blocks of intermittent exercise on a bicycle ergometer and one group rested. Analysis showed that reaction speed and response accuracy were not significantly different between the two groups. Furthermore, there were significant faster reaction times and a larger number of correct reactions through Block 2 in both the exercise and control group (p < .05), probably a result of learning processes and familiarization with the task procedures. Further research towards the specific influence of mode of exercise, intensity, work-rest ratio and duration of intermittent exercise, and the sensitivity of reaction time tasks will be necessary to clarify the relationship between intermittent exercise and cognitive performance.

A Comparison of Multiple‐Choice and Open‐Ended Response Formats for the Assessment of Listening Proficiency in English

Abstract: Listening comprehension involving dynamic cognitive mental processes is invisible and can only be measured by the listeners' reconstruction of the message they have heard. The form and type of response might influence the test takers' listening performance. This study examines whether the subjects' listening performance varied when the types of responses were different. Traditional multiple‐choice (MC), multiple‐choice cloze (MCC), and open‐ended (OE) questions were employed to evaluate the subjects' listening comprehension. One hundred fifty‐nine technical college students whose L1 was Mandarin Chinese served as subjects and received all three response formats in three balanced treatments. The results indicated that different types of responses did have a significant effect on the subjects' performance. Subjects performed best on the MCC test, followed by the traditional MC test. They scored lowest on the OE test. A posttest survey revealed that 97% of the test takers preferred the MC formats because the given alternative answers facilitated comprehension of spoken stimuli and greater accuracy in guessing.

Does the cue help? Children's understanding of multiplicative concepts in different problem contexts

Understanding arithmetical principles is a key part of a conceptual understanding of mathematics. However, very little attention has been paid to children's understanding of multiplicative, as compared to additive, principles. This study investigated (a) children's ability to use commutative and distributive cues to solve multiplication problems, (b) whether their ability to use these cues depends on the problem context, and (c) whether separate mechanisms might underlie children's understanding of commutativity and distributivity. Twenty-seven 9-year-olds (Year 5) and thirty-two 10-year-olds (Year 6). Forty-eight multiplication problems (with a multiple-choice response format) were presented to children. There were four types of problem: Commutative, Distributive, Combined commutative-distributive (all preceded by a cue) and No cue problems. Each type of problem was presented in three different contexts: Isomorphism of measures, Area, and Cartesian product. Children demonstrated a good understanding of commutativity but a very poor understanding of distributivity. A common mistake in the distributive problems was to select the number that was one more, or one less, than the answer in the cue. Children's understanding of distributivity (but not commutativity) seemed to depend on the problem context. Factor analysis suggested that separate factors underlie the ability to solve commutative and distributive problems. Nine- and 10-year-olds understand commutativity, but are unable to use the distributive principle in multiplication. Their errors suggest that they may confuse some of the principles of multiplication with those of addition. When children do begin to understand the principle of distributivity, they most easily apply it in the context of Isomorphism of measures multiplication problems. The implications for mathematical education are discussed.

Management of tongue-tie in children: a survey of paediatric surgeons in Australia.

To explore the beliefs and practices of Australian surgeons regarding surgical intervention to release tongue-tie and to determine the main referral sources. In addition, we aimed to ascertain if there were differences in beliefs and practices according to surgical specialty. Four hundred surgeons in three different surgical specialties were surveyed via questionnaire. Multiple choice response questions and open ended questions were used to explore beliefs and practices surrounding tongue-tie assessment, management and follow up. The questionnaires were distributed by email (where available), followed by fax and mail. A response rate of 80.8% (n = 323) was obtained. Of these, 236 (73%) reported they practised surgery to release tongue-tie; 46% were oral and maxillofacial surgeons, 37% were plastic surgeons and 17% were paediatric general surgeons. Indications for surgical management and follow up varied according to surgical specialty. There was no clear consensus regarding clinical indicators for surgery or functional outcomes following surgery. It appears that until a prospective study designed to address some of the controversial issues outlined is undertaken, we will remain ignorant about the need for surgery to release tongue-tie in children.