Online Multiple Choice Questions Research Articles

Evaluating the Effectiveness of Online Assessments and Their Parameters as Predictors of Academic Performance in Undergraduate Medical Education.

Background and objectives Considering the increasing utilization of online educational tools in medical education, it is essential to evaluate the reliability and validity of online assessments to accurately assess student proficiency and predict academic success. This study investigated the predictive efficacy of different online assessment methods in comparison to standard offline methods within the medical educational setting. Methods This study utilized a mixed-methods crossover design, involving 125 first-year medical students who were randomly assigned to either online or traditional examinations. The students then crossed over to the other type of assessment. The assessments consisted of multiple-choice questions (MCQs), viva voce, objective structured clinical examinations, and written theory examinations. Quantitative data on results, finishing times, and academic metrics were analyzed, along with qualitative data from student interviews exploring perceptions of each format. Results The online MCQs had the highest average scores and a moderately positive correlation with performance on the theory examination (r=0.326). Regression models indicated that online and offline MCQs were moderate positive predictors of theoretical marks (R2=0.106 and 0.107, respectively). Qualitative responses emphasized advantages such as flexibility and accessibility for online examinations but also concerns regarding technological challenges, interaction, and integrity compared to traditional formats. Conclusions Online MCQ assessments showed promise as indicators of medical student academic performance. However, additional online forms require improvement to match conventional assessments reliably. As medical education involves digital technologies, cautious implementation of online evaluations substantiated by further research is needed to preserve educational quality standards.

Detecting Fraudulent Student Communication in a Multiple Choice Online Test Environment

Online evaluation systems, pervasive nowadays, are known to be susceptible to higher fraud risks. This work proposes a novel and robust method to detect potential fraud acts in online multiple-choice question (MCQ) exams. For the first time, the communication probability between the examinees is statistically assessed based on the concordance of responses and answer time against null expectations and is subsequently used to identify potential fraud behavior. The model is sensitive to the direction of communication acts, distinguishing content consumption from production, as well as multiwise communication channels. Online remote tests from engineering courses at Técnico Lisboa are used as a case study. We show that the cumulative contribution of concordant responses between students, when recurrent, offers a way of signaling fraud behavior. Separating content production from consumption reveals the underlying student role played in potential fraud acts. Collusion behavior is assessed against null models of fraud and conformity, and therefore being statistically framed and offering a solid criterion to guide tutors in ascertaining fraud and discouraging communication.

Perception towards Online MCQ Test for MBBS and BDS Students’ As an Assessment Method during the Covid-19 Pandemic

INTRODUCTION Universal College of Medical Sciences, Nepal conducted online multiple choice question test as a formative assessment method during COVID-19 pandemic. The aim of this study was to assess the MBBS and BDS students’ perception towards online assessment test conducted during COVID-19 lock down period. MATERIAL AND METHODS A descriptive, cross-sectional study was conducted on medical and dental students by administering online Google Forms questionnaire among 1st year and 2nd year MBBS and BDS students at Universal College of Medical Sciences, and College of Dental Surgery, during 2 October, 2021 to 30 December, 2021. General information proforma that elicits the socio-demography and a questionnaire on the lines of Likert’s summated rating scale to assess the perception of MBBS and BDS students towards online assessment test was constructed. The collected data were entered into Microsoft excel and exported to SPSS version 22 for analysis. Simple frequency tables, cross tables and standard deviation have been used to analyze data. RESULTS The overall mean and standard deviation for medical students’ perception of online assessments were 3.17 ± 0.65, respectively. Dental students’ perception of online assessment tests had an overall mean and standard deviation of 3.31 ± 0.77, respectively. There was no significant difference in mean perception score towards online assessment test between the MBBS and BDS students (p value 0.1401). The results indicate that both medical and dental students were satisfied with online assessment tests. CONCLUSION Online assessment tests were well received by both MBBS and BDS students. The online assessment tests enhance student learning by allowing immediate feedback. Online tests should be conducted in MBBS and BDS colleges on a regular basis.

Reliability of Online Simulation-Based Assessment to Measure Cognitive Performance and Its Acceptance Among Pharmacy Students

The majority of conventional evaluations of cognitive skills (CSs) utilise paper-based or online multiple-choice questions or single best-answer questions. However, examination that uses online simulation of real scenarios has the potential to complement medium-to-high level CSs that make use of the intellectual capabilities of applying, analysing and evaluating complex information. Nevertheless, the reliability of online simulation as an alternative learning and assessment tool for Malaysian pharmacy courses has never been investigated. This paper illustrates online remote simulation-based assessment, its psychometric properties and students’ feedback towards this new learning and assessment tool opportunity. A virtual web-based simulation examination consisting of three infectious disease scenarios was administered in an undergraduate pharmacy course to assess physically distanced students for medium-level clinical pharmacy CSs. Students responded through written typed communication to online enquiries from health professionals, patients or caretakers’ avatars. Rasch analysis and a feedback survey were employed to measure the reliability of online simulation and to understand students’ experiences with the new web-based tool. This study found that the remote simulation examination had good reliability (ir = 0.95, pr = 0.73) for measuring medium-level clinical pharmacy CSs. The students’ survey indicates that the web-based simulation activities improved knowledge, engagement and cognitive reasoning. This article contributes to the pharmacy education literature by illustrating how a different type of assessment is feasible and reliable for evaluating students’ CSs for final examinations and potentially has equitable opportunities for distance-learning students to enhance their learning capabilities and show their performances. Future research to investigate the potential of remote online simulation examinations for inter-professional learning and assessment is highly recommended.

Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?

The idea of students as authors of assessment items, in particular, multiple-choice questions, is being increasingly taken up by classroom teachers, and studies examining its educational potential have largely been positive. A concomitant question regarding if and how students benefit from the use of student-authored questions with answers and explanations for learning is currently understudied. Noting that the structures, types, and amount of knowledge between a teacher and students may be distinctly different, the purpose of this study was to examine whether there are different learning effects from the use of student- versus teacher-generated explanations for answers to online multiple-choice questions. Additionally, an attempt was made to determine the ways that explanations generated by students and teachers differ. A non-equivalent pretest-posttest experimental research design was adopted. Four sixth-grade classes (n = 104) from a single primary school participated in six weekly online multiple-choice question-answering exercises. Although the results of the analysis of covariance did not show statistically significant between-group differences in academic achievement, the participants receiving student-generated explanations had significantly better attitudes toward the subject matter as compared to their counterparts receiving teacher-generated explanations. A content analysis on the explanations generated by the teacher and students, followed up by chi-square tests of independence, post-hoc pairwise tests with Bonferroni correction, and t-tests further revealed significant differences in several areas, including types of explanations, styles, and number of words.

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Introduction: COVID-19 had enforced educational institutes to adopt online learning.
 Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended.
 Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test.
 Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041).
 Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

Effect of remote online exam delivery on student experience and performance in applied knowledge tests

BackgroundThe use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments.MethodsWe conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years.ResultsVery few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t438.38 = 5.94, p = 0.001; d = 0.56), whereas candidate performance was equivalent across both forms for Year 5 students.ConclusionsRemote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible.

Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning.

We previously developed an online multiple-choice question authoring, learning, and self-assessment tool that we termed Quizzical. Here we report statistical analyses over two consecutive years of Quizzical use in a large sophomore-level introductory molecular biology course. Students were required to author two questions during the term and were also afforded opportunities to earn marks for quiz participation. We found that students whose final grade was “A,” “B,” or “C” exhibited similar patterns of Quizzical engagement. The degree to which students participated was positively associated with performance on formal exams, even if prior academic performance was considered as a covariable. During both terms investigated, students whose Quizzical engagement increased from one exam to the next earned statistically significant higher scores on the subsequent exam, and students who attempted Quizzical questions from earlier in the term scored higher, on average, on the cumulative portion of the final exam. We conclude that the structure and value of the assignment, and the utility of Quizzical as a discipline-independent active-learning and self-assessment tool, enabled students to better master course topics.

Multi-Facet Evaluation of Under-Graduate Engineering Students by Taxonomy Based MCQ Test

Assessment of students has always been a difficult task for faculties, particularly when it is an engineering domain. It is observed that in recent scenario, typical written exams are not worthy to conduct as they do not offer sufficient flexibility to evaluate students; flexibility in terms of assessing promptness of attempting variety of questions. Therefore, here an attempt has been made with a taxonomy based an online multiple-choice question- MCQ test for a subject- High Voltage Engineering at RK University. In the present work, the categorization of questions is again a reconsideration of Bloom's taxonomy: Cognitive domain, Affective domain, Psychomotor domain. In the aforementioned subject, a wide spectrum of questions was assigned to the students. It comprises questions with mathematical calculations, illustration and circuits, and reasoning. The objectives of this trial were not only to evaluate the mass of students who attempted a particular set of questions but also to analyze the response of these attempts. This also provides an insight about the proficiency of students. Besides, the paper encompasses the justifiable arguments for the results of the examination by stating the probable causes and effects of it. In the later stage of it, the remedies are also suggested to improve the performance of such examination. Further, certain merits and demerits of the opted mode of examination are also discussed.

Millennial Resident Study Habits and Factors that Influence American Board of Anesthesiology In-Training Examination Performance: A Multi-Institutional Study

In this study, we described Millennial anesthesiology residents' learning preferences and study habits and how they correlate with performance on the In-Training Exam (ITE). A confidential questionnaire including personal characteristics, previous examination performance, study habits, study material preferences, and perceived residency program support was emailed to 1047 anesthesiology residents from 30 ACGME-accredited residency programs across the United States. Four hundred and twelve residents (39.4%) responded to the survey, and 240 of those respondents (58.3%) self-reported their 2017 ITE scores. The majority (95.9%) were Millennials. Respondents preferentially used online multiple-choice questions (92.3%) to prepare for the ITE, but many also used traditional anesthesiology textbooks (35.5%) and review books (46.7%). Respondents preferred independent study (94.6%) to group study (5.4%), and handwritten notes (69.4%) to taking notes on a laptop (26.8%) or tablet (3.8%). Less than half (47.5%) of respondents felt supported by their residency program in exam preparation, and 30.7% felt lack of support. Factors correlated with ITE scores on univariate analysis included prior USMLE 1 scores (p < .0000) and USMLE 2 scores (p < .0000), clinical anesthesia year (p < .0000), test anxiety score (p = .0004), prior failure of the basic exam (p = .0026), and prior failure of any board exam (p = .0124). Millennial learners have consistent performance on ITE exams regardless of personal characteristics, preferred study methods, or materials used. Prior exam performance is the most important predictor of future performance. Currently available study materials are meeting residents' needs and preferences, and while residency program offerings do not affect ITE performance, residents would like to feel more supported.

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks ( p <0.05) and body painting ( p <0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections ( p <0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p < 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident ( p < 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support “hands on” practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences.

Medical Students’ Acceptance of Online Assessment Systems

Abstract Objective: The increased use of computers in education lead to computerized assessments, especially web-based assessment systems The aim of this study is to evaluate students’ acceptance of being evaluated using an online web-based assessment system. Methods: A transversal study was performed where a sample of students that used and were accustomed to an online assessment system were asked to fill in a short questionnaire and evaluate its use. Results: The questionnaire items responses show students’ preference for online assessment, as opposed to other assessment forms, like oral examination or classical pen and paper examination. Also it is noticeable the increase in the student number that prefer the online assessment as we move up through one year of study to the next. Conclusions: The study revealed a high level of acceptance for the online multiple choice questions test as an assessment method. Students’ opinion is that online tests are better suited for knowledge assessment and are more objective.

An investigation into student perceptions towards mathematics and their performance in first year chemistry: introduction of online maths skills support

An online Maths Skills Site was developed as an integrated support programme for first year Chemistry students, the content of which, was based on an analysis of their high-school mathematical backgrounds. This study examined the students’ perceptions of Maths, their patterns of usage of the Maths Skills Site and whether there was a relationship between usage of the site and performance in first year chemistry. A questionnaire and surveys were administered to obtain data on student perceptions, confidence and anxiety. Hit-count tracking was enabled for the Maths Skills Site items (notes, questions, answers, online multiple choice questions), to establish usage patterns for the cohort and individuals, over time and against topic (significant figures, algebra,etc.). Student perceptions changed over the semester. Increased confidence with chemistry and mathematics was observed, however, a significant proportion were still anxious when having to answers questions requiring calculations. Students who were already confident did not use the Maths Skills Site, whereas the students who did use the site displayed improved achievements in the credit grade category, as compared to non-users and employed a self-directed approach, tailoring their individual learning around topics important to them.

Online MCQ Assessment Anxiety Amongst 1st Year Psychology Students

First year undergraduate students studying psychology online with the University of the Highlands and Islands experienced anxiety while taking the first of two online multiple choice question (MCQ) assessments. The literature reveals that test anxiety, computer anxiety and technostress have been recognised as issues for some time. As a distributed University that relies heavily on online technology, these issues are potentially significant for UHI and other higher education institutions utilising online learning platforms. Feedback from students after the first MCQ assessment revealed that test anxiety, computer anxiety and technostress were all experienced in some form during the deployment of the assessment. Consequentially, steps were taken to mitigate against these reported issues. Detailed technical advice and guidance was issued ahead of the second online MCQ assessment. End of module feedback from students indicated that anxiety-related issues were reduced by the advice issued to them. For subsequent cohorts of students, formative assessments and detailed technical advice and guidance were issued. MCQ tests were reduced from two to one. An examination of assessment pass rates and feedback for this second cohort of students indicated that the use of a formative assessment and detailed technical advice and guidance deployed prior to the summative assessment were effective at ameliorating against online test anxiety. There are a number of factors that might interact in a complex way to affect student performance in an online MCQ test setting. It is important that wherever possible, we deploy assessments that are a valid test of students’ knowledge and understanding of subject material rather than their ability to deal with situations that engender anxiety and stress.

Enhancing University Student Engagement Using Online Multiple Choice Questions and Answers

For many education providers, student engagement can be a major issue. Given the positive correlation between engagement and good performance, providers are continually looking for ways to engage students in the learning process. The growth of student digital literacy, the wide proliferation of online tools and the understanding of why online gaming can be addictive have combined to create a set of tools that providers can leverage to enhance engagement. One such tool is Peerwise, https://peerwise.cs.auckland.ac.nz/, an online, multiple choice question (MCQ) and answer tool in which students create questions that are answered by other students. Why use MCQs? Using MCQs tests knowledge, provides reassurance of learning, identifies gaps and makes this data available to student and provider. Students use this information to focus their time on areas requiring additional work [1], benefiting from the early feedback provided. Formative assess- ments using MCQs are beneficial in preparing students for summative testing and are appreciated and liked by students [2]. Providers can use this information to determine how the material is being received and react accordingly. Students use Peerwise to create MCQs that are answered, rated and commented on by their peers. Students’ engagement in Peerwise earns trophies for contributing regular use and for providing feedback, all of which act to stimulate further engagement, using the principles of gamification. Bournemouth University, a public university in the UK with over 18,000 students, has been embedding Peerwise in under-graduate and post-graduate units since 2014. The results experienced by Bournemouth University have been beneficial and correlate with other studies of using Peerwise [3] [4]. A statistically significant improvement was seen by one cohort of students compared to the previous year where Peerwise was not used. However, no correlation was found between Peerwise participation and a student’s unit mark. The processes followed by Bournemouth University and the advantages and disadvantages, backed by qualitative and quantitative data, will be presented so that other institutions can gain an informed view of the merits of Peerwise for their own teaching and learning environments.

Long Case or Case Vignettes: A Comparison of Two Instructional Methods in Inpatient Geriatrics for Medical Students

The varied, atypical manifestations of geriatric syndromes make knowledge transfer the ability to extend knowledge from one context to another a particularly relevant concept. The authors hypothesized that multiple, contrasting short cases, by facilitating knowledge transfer, would improve knowledge more than a single long case in geriatric medicine. The authors’ objective was to assess the impact of two instructional methods (a single long case vs. contrasting short cases) on knowledge and knowledge retention among 3rd-year medical students on their Internal Medicine-Geriatrics Clerkship. They participated in the curriculum which consisted of four weekly mandatory sessions covering five content areas based on a systematic needs assessment. Instructional method alternated by month. Knowledge and knowledge retention were measured using an online multiple-choice question test administered before, immediately after, and one year following the curriculum. Students also completed a demographic survey prior to the curriculum and an evaluation of the curriculum following the curriculum. There was significant improvement in test scores from pre- to postcurriculum in both groups that persisted one year after the experience with no significant differences between the two groups. The two case-based instructional methods resulted in significant and enduring knowledge improvement, but one method was not better than the other.