Difficulty Of Questions Research Articles

That’s a Good Question: Inquiry as a Pedagogical Strategy of Jesus in Matthew

This article analyzes the ways in which Jesus’ questions in Matthew’s gospel align with the categories of Bloom’s taxonomy, and how Jesus’ audience influenced the questions he asked. Results indicate Jesus asked the religious leaders higher-level questions more often than the disciples, who received a greater number of lower-level questions. These differences inform how teachers construct questions that help students learn. Recommendations are made for educators who construct questions that account for students’ preparation, students’ motivation, the value of silence, and the difficulty of questions.

Computerized adaptive assessment of understanding of programming concepts in primary school children

ABSTRACT Background and Context Valid assessment of understanding of programming concepts in primary school children is essential to implement and improve programming education. Objective: We developed and validated the Computerized Adaptive Programming Concepts Test (CAPCT) with a novel application of Item Response Theory. The CAPCT is a web-based and resource-efficient adaptive assessment of 4489 questions measuring: the understanding of basic sequences, loops, conditions (if & if-else statements), debugging, multiple agents, procedures, and the ability to generalize to a new syntax. Method: Data was collected through an existing online adaptive practice and monitoring system called Math Garden. We collected 14 million responses from 93,341 Dutch children (ages 4 - 13). Findings: The CAPCT demonstrated good psychometric qualities because 75% of the variance in question difficulty was explained by differences in item characteristics. The CAPCT demonstrated robustness against adding new participants and adding new items. Differences in player ability (i.e., understanding of CS concepts) were due to differences in age, gender, the number of items played, and prior mathematical ability. Implications: The CAPCT may be used by teachers to identify the level of programming concept understanding of their pupils, while researchers may use the CAPCT to construct and validate effective teaching resources.

Identification-Based Multiple-Choice Assessments in Anatomy can be as Reliable and Challenging as Their Free-Response Equivalents.

Multiple-choice (MC) anatomy "spot-tests" (identification-based assessments on tagged cadaveric specimens) offer a practical alternative to traditional free-response (FR) spot-tests. Conversion of the two spot-tests in an upper limb musculoskeletal anatomy unit of study from FR to a novel MC format, where one of five tagged structures on a specimen was the answer to each question, provided a unique opportunity to assess the comparative validity and reliability of FR- and MC-formatted spot-tests and the impact on student performance following the change of test format to MC. Three successive year cohorts of health science students (n=1,442) were each assessed by spot-tests formatted as FR (first cohort) or MC (following two cohorts). Comparative question difficulty was assessed independently by three examiners. There were more higher-order cognitive skill questions and more of the course objectives tested in the MC-formatted tests. Spot-test reliability was maintained with Cronbach's alpha reliability coefficients≥0.80 and 80% of the MC items of high quality (having point-biserial correlation coefficients>0.25). These results also demonstrated guessing was not an issue. The mean final score for the MC-formatted cohorts increased by 4.9%, but did not change for the final theory examination that was common to all three cohorts. Subgroup analysis revealed that the greatest change in spot-test marks was for the lower-performing students. In conclusion, our results indicate spot-tests formatted as MC are suitable alternatives to FR tests. The increase in mean scores for the MC-formatted spot-tests was attributed to the lower demand of the MC format.

Towards development of a system for automatic assessment of the quality of a question paper

In this paper, we present a system for automatic evaluation of the quality of a question paper. Question paper plays a major role in educational assessment. The quality of a question paper is crucial to fulfilling the purpose of the assessment. In many education sectors, question papers are prepared manually. A prior analysis of a question paper might help in finding the errors in the question paper, and better achieving the goals of the assessment. In this experiment, we focus on higher education in the technical domain. First, we conducted a student survey to identify the key factors that affect the quality of a question paper. The top factors we identified are question relevance, question difficulty, and time requirement. We explored the strategies to handle these factors and implemented them. We employ various concepts and techniques for the implementation. The system finally assigns a numerical quality score against these factors. The system is evaluated using a set of question papers collected from various sources. The experimental results show that the proposed system is quite promising.

Evaluation of a 3D-MC examination format in anatomy

IntroductionThe quality of education in medical anatomy is a fundamental pillar of good clinical practice. Current reforms of the medical curriculum have resulted in major methodological changes in the teaching and testing of anatomy. A number of recent studies have however described a decrease in positive metrics of anatomical knowledge among students so taught. It has been suggested that the reduced anatomical knowledge measured in these studies may endanger patient safety. As proxy measures of exam quality, evaluation of the levels of students ‘achievement in the examinations, assessment of the subjectively perceived level of question difficulty and analysis of exam satisfaction are each suitable parameters of investigation of medical education. Material and methodsTo address these issues with regard to medical education at the Charité-Universitätsmedizin Berlin, we have analyzed students’ levels of achievement in the anatomical Three Dimensional Multiple Choice (hereafter, 3D-MC)-examination of 2,015 students matriculated in medical studies from Summer Semester of 2014 through Summer Semester of 2017. We either compared students’ achievement levels of identical 3D-MC questions using models or prepared anatomical specimen. Furthermore, we have analyzed the type and frequency of cognitive levels used in the anatomical questions in relation to the students’ level of achievement. Finally, we conducted an anonymous survey to measure students’ (n = 207) and instructors’ (n = 16) satisfaction with the 3D-MC-examination in comparison to other employed anatomical testing strategies. ResultsStudents’ achievement is significantly enhanced with anatomical questions using models relative to those utilizing anatomical specimen. Over 80% of the anatomical questions in the 3D-MC-examinations assessed the lowest cognitive levels and higher cognitive question levels were accompanied by a significant decrease of the levels of students’ performance. Our survey further revealed that both, students and instructors preferred the practical examinations in anatomy and that the difficulty levels of the 3D-MC-examination was perceived as being the lowest in comparison to the other anatomical testing strategies. DiscussionTesting levels of anatomical understanding using anatomical models is not comparable to human specimen, and thus using specimen before models should be preferred to learn and test close to an authentic medical situation. The application of anatomical models and low cognitive question levels in the examination reduces the subjectively perceived level of difficulty, encourages superficial learning, and therefore decreases the retention of anatomical knowledge. ConclusionAlthough students and instructors prefer practical examinations in anatomy, the current development does not reflect these results. Therefore, it would be recommendable to rethink the development of anatomical testing strategies based on the existing evidence.

Rasch 모형을 적용한 그릿 척도의 문항 적합성 : 조정 선수를 대상으로

The purpose of this study is to verify the conformity of the question on the grit scale to the coordinator.There is a purpose of study in anger. 285 rowers were selected for the study. The grit scale used in the study was based on the Original Grit Scale, which was adapted to the domestic conditions by Lee Soo-ran. The Rasch model was applied to verify the conformity of the grit scale question and the results are as follows. First, the questions used in the adjuster"s grit scale were shown to satisfy the one-dimensional assumption. Second, the response category has been shown to be suitable for a five-point scale, but subsequent studies are required to determine the number of better response categories. Third, the question was found to be appropriate overall, but in the case of question number 6, it can be said that corrections and deletions are required. Fourth, the distribution of respondents" attributes and difficulty in question is properly arranged, but overlapping questions of similar difficulties require corrections and supplementation. We expect to actively utilize the results of this study in a subsequent study to explain the relationship between the adjuster"s grit and the performance model, and as this process is repeated, we believe that the external validity of the grit scale will be obtained for the adjuster.

Question paper generation through progressive model and difficulty calculation on the Promexa Mobile Application.

Mobile learning has been increased in past years and has attracted the interests of academicians and educators in the past many years especially in higher education. The mobile-based online test is the buzzing in the current pandemic time. Institutions need to use online learning as a powerful tool for conducting exams and assess the students effectively. Integrating technology in education can be advantageous for universities and help engage better results for students. Therefore, it is important to understand each student their capacities and create a different test based on the required difficulty. Students should be graded based on their capabilities. The purpose of the research study is to develop the progressive model with the calibration of difficulty level according to the student capacity. To achieve the goal, a test of 20 python questions was conducted on 120 students with each question having difficulty given by 8 field experts. To verify the model, 5 categories were formed with different difficulty levels which in turn gave satisfactory results. To find a relation between the initial difficulty and the calculative difficulty based on the student response, a correlation test was conducted. After careful analysis of the question difficulty and student responses, it was observed that both are highly dependent on each other wherein the difficulty level of any question can be calculated using incorrect answers. The correlation coefficient obtained between them was 0.9833. Upon collecting the difficulty of the questions and student responses, respective grading could be done using the stated formula. Later on, the progressive model was simulated with five different cases (Best case, above-average case, below average case, the average case, worst case). The model outperformed in all the cases with appropriate difficulty levels. Online Tests have ushered a revolution in the assessment of students but yet they tend to be unpopular in India as the evaluation based on pen-paper approach is preferred. The main reasons for this are difficult to grade everyone at the same level, susceptible to cheating, and transition to open books. Using our study, universities can identify obstacles, and prepare an appropriate result-driven plan of action for implementing the mobile-based online test and make easy migration from paper-based test to online test.

Sleep quality in women with nausea and vomiting of pregnancy: a cross-sectional study

BackgroundNausea and vomiting of pregnancy (NVP) deteriorates many aspects of daily lives of women. However, little is known about associations between NVP and sleep quality.MethodsWomen attending to routine mid-pregnancy visits in maternity health care clinics in Turku city area and surrounding municipalities, Finland, during 2011–2014, were invited to participate. A cohort of 1203 volunteers (mean age 30 years, mean gestational week 16.6, mean BMI 24.4 kg/m2, nulliparous 46%) was recruited. The severity of NVP in the worst 12-h period of current pregnancy was assessed with Pregnancy Unique Quantification of Emesis Questionnaire (PUQE) and categorized accordingly into no/mild/moderate and severe NVP. Sleep disturbances during the past 3 months were assessed with selected questions (difficulty falling asleep, night awakenings, too early morning awakenings and sleepiness during the day) from Basic Nordic Sleep Questionnaire (BNSQ). In addition, general sleep quality, as well as physical and mental quality of life (QoL) were rated with three visual analog scales (VAS). Associations between PUQE categories (severity of NVP) and sleep disturbances, general sleep quality, physical QoL and mental QoL were evaluated with multinomial regression analysis.ResultsAccording to PUQE, NVP was most frequently moderate (n = 629, 52.3%), followed by mild (n = 361, 30.0%) and severe (n = 77, 6.4%). Only 11.3% had no NVP (n = 136). The most frequent sleep disturbance was night awakenings (69.9%, n = 837), followed by sleepiness during the day (35.7%, n = 427), too early morning awakenings (12.0%, n = 143) and difficulty falling asleep (7.1%, n = 81). In adjusted analysis (age, parity, body mass index, smoking, employment), more severe NVP was associated with night awakenings (AOR 3.9, 95% CI 1.79–8.47, P < 0.0001) and sleepiness during the day (AOR 4.7, 95% CI 2.20–9.94, P < 0.0001). In VAS, women with more severe NVP rated worse general sleep quality and worse physical and mental QoL. However, in multivariable analysis, the association between the severity of NVP and physical and mental QoL was stronger than that of sleep .ConclusionsMore severe NVP is associated with sleep disturbances and in close relation to lower physical and mental QoL. Thus, in comprehensive care of women with NVP, also sleep quality should be evaluated.

As Student Response Systems Expand Features and Question Types, Multiple Choice Continues to be the Gold Standard for Calculations from both Student and Instructor Perspectives

Student response systems (SRS) continue to evolve as bring-your-own-device (BYOD) systems allow more question and answer types to be utilized. While users were once limited to a button press on a clicker selecting from a list of predetermined responses, students can now generate text and numerical responses on their personal devices. Question and response types are now limited only by software, and new features can be added without requiring an overhaul of the existing system. Using two successive course offerings of a biomedical lab techniques class, the effect of question type was evaluated, using a crossover experimental design, and applied to novel discipline-specific calculations. Students used the Top Hat student response system (tophat.com) to answer either multiple choice questions (MCQ) or numerical response questions (NRQ) in class. Student responses were tracked for elapsed time to completion, performance, and subsequent test performance. Additionally, students were surveyed about their question-type preference. Analysis shows that on formative assessments, students take less time on multiple choice questions, are successful more often, and show a clear preference for this type. When students used those calculations on summative exams, they performed similarly regardless of whether they initially used MCQ or NRQ. Students also expressed clear preference for MCQ. The use of NRQ is still recommended to be used strategically as it increases question difficulty and diversity. The findings from this study may assist STEM instructors looking to formulate their own evidence-based best practices when incorporating SRSs intotheir pedagogy.

Search Processes in the Exploration of Complex Data under Different Display Conditions

The study investigated user experience, display complexity, display type (tables versus graphs), and task difficulty as variables affecting the user’s ability to navigate through complex visual data. A total of 64 participants, 39 undergraduate students (novice users) and 25 graduate students (intermediate-level users) participated in the study. The experimental design was 2 × 2 × 2 × 3 mixed design using two between-subject variables (display complexity, user experience) and two within-subject variables (display format, question difficulty). The results indicated that response time was superior for graphs (relative to tables), especially when the questions were difficult. The intermediate users seemed to adopt more extensive search strategies than novices, as revealed by an analysis of the number of changes they made to the display prior to answering questions. It was concluded that designers of data displays should consider the (a) type of display, (b) difficulty of the task, and (c) expertise level of the user to obtain optimal levels of performance.

Using Machine Learning to Predict Chat Difficulty

This study aims to evaluate the effectiveness and potential utility of using machine learning and natural language processing techniques to develop models that can reliably predict the relative difficulty of incoming chat reference questions. Using a relatively large sample size of chat transcripts (N = 15,690), an empirical experimental design was used to test and evaluate 640 unique models. Results showed the predictive power of observed modeling processes to be highly statistically significant. These findings have implications for how library service managers may seek to develop and refine reference services using advanced analytical methods.

Relationship between difficulty and discrimination indices of essay questions in formative assessment

Relationship between difficulty and discrimination indices of essay questions in formative assessment

Adaptive Algorithm Recommendation and Application of Learning Resources in English Fragmented Reading

This paper firstly designs a five‐dimensional model of learners’ characteristics (learners’ English reading ability, cognitive style, learning goal, learning situation, and learning effect) and a three‐dimensional model of English reading resources’ characteristics (question types, topics, and difficulty of resources) in a fragmented learning environment through literature research. At the same time, to make the learning resources meet the characteristics of fragmented learning time and space, the English Level 4 reading resources are reasonably designed and segmented to adapt to the needs of learners’ mobile fragmented learning. Then, combined with machine learning algorithms, an adaptive recommendation model of learning resources in English fragmented reading is constructed. The algorithm‐based adaptive recommendation algorithm for English fragmented reading resources is designed. Based on the generated decision trees, the expression rules are parsed to achieve adaptive pushing of resources. The results of this study show that adaptive recommendation of learning resources in English fragmented reading can help teachers to develop future resource recommendation strategies through effective data collection to adaptively push resources that are close to learners’ individual needs. The use of mobile by English learners to learn to read in a fragmented learning context enables targeted training in weak areas of English reading, thus enhancing different aspects of learners’ reading skills.

Red reflex technique training simulator in newborns

Abstract: Introduction: The Red Reflex Test (RRT) consists of visualizing the reflection that light causes in the retina when it passes through the pupil. It is a screening test for pathologies that can lead to blindness, which still have great social and economic impact on families and the government. Teaching through simulators allows students and health professionals to acquire and improve their clinical skills. Objective: The aim of the study is to develop a low-cost dummy, 3D printed and based on the Arduino platform, for the training of the red reflex technique (RRT) in newborns and evaluate its educational effectiveness. Method: A RRT dummy was presented to 7 expert judges: 6 pediatricians and 1 ophthalmologist to evaluate its applicability in medical learning. For this purpose, they used a 14-item Likert scale of 5 points. Subsequently, 40 individuals participated in a course: 33 medical students, 5 pediatric residents, a nurse and a general physician. The participants were randomly assigned to two groups: control (CG) and experimental (EG) group. Each group consisted of 20 participants. The EG went through 4 stages: 1) theoretical background; 2) handling of the simulator; 3) simulated clinical practice and; 4) evaluation in real-life patients. Whereas the CG went through the following teaching methodological processes: 1) theoretical background; 2) direct training in real-life patients and; 4) practical evaluation in a real-life patient. After each respective group intervention, both groups were assessed on their learning in 40 newborns at Santa Casa de Misericórdia do Pará Foundation in Belém, state of Pará, Brazil. Results: At the judges’ evaluation regarding the simulator positive items (design, similarity, interest, relevance, content, memorization, didactics, previous reminiscence, comprehension and application), 49.2% answered ‘strongly agree’ and 44.4%, ‘agree’. Regarding the negative questions (difficulty in understanding, information overload, abstraction, difficulty in handling and clarity of operation), 40.0% answered ‘strongly disagree’, and 57.1%, ‘disagree’. The judges were 94.9% favorable to the use of the simulator in medical education. However, comparing the two groups of students, regarding the time of exam, the results showed no statistically significant difference (p-value = 0.29). Conclusions: The dummy showed its applicability for the learning of RRT, with the advantage of being able to perform the exam without having to disturb a real-life patient.

Local Ecological Knowledge on Mangroves in Mayotte Island (Indian Ocean) and Influencing Factors

The majority of studies on local ecological knowledge (LEK) relate to communities or groups relying on ecosystem(s) for their livelihood. In our case study, Mayotte Island, a French overseas department, very few people rely on mangrove ecosystem for natural resources but most of them are attached to it because of leisure activities and beliefs. The questions on mangrove LEK generally deal with a single aspect of ecological knowledge of surveyed people and is mixed with other information such as harvesting practices, anthropogenic impacts, and management issues. The aim of our study is to better understand the level of ecological knowledge of surveyed inhabitants of Mayotte and to assess whether factors linked to the profile of respondents have an influence on it. For this purpose, we carried out two main survey campaigns in three villages fringing two stable mangroves of Mayotte: the first one consisted of qualitative interviews and the second one, questionnaires lending quantitative results. Cross tabulations and Chi square tests of independence were carried out to determine the link between LEK and influencing factors. Results show that some LEK implying localized observation, such as the identification of mangrove trees and the knowledge of the coastal protection role of the mangrove, are well shared by surveyed people whereas others, such as the number and the name of mangrove tree species, are poorly known. The results also highlight the difficulty of questions implying observation at the landscape level and interpretation of observation. All the influencing factors selected have a significant influence on, at least, one LEK variable. The results highlight differences in LEK of villages bordering two nearby mangroves calling for a local management of these systems.

Difficulty Analysis of Physics Test Questions in Senior High School Entrance Examination Based on Bao Jiansheng's Test Question Difficulty Quantification Tool——Take the 2016-2020 Chengdu High School Entrance Examination as an example

The difficulty of test paper is an important index of test paper quality. Most existing research methods can only determine the relative difficulty of a topic, but can not explain the factors that affect the difficulty of the test paper. Therefore, Bao Jiansheng's quantitative model of difficulty is selected as a research tool, and the physics test paper of the senior high school entrance examination in Chengdu, Sichuan Province from 2016 to 2020 is taken as an example to analyze its difficulty.Get the characteristics of physics difficulty changes in recent five years, and on this basis, put forward corresponding suggestions on the test paper life system, in order to provide new ideas for scientific proposition, teachers and students preparing for exams.

2019 대수능 최고 난이도 문항들에서 지문의 텍스트 통일성이 문항난이도에 미치는 영향

This study was motivated by the notorious difficulty of the English section of the 2019 College Scholastic Aptitude Test (CSAT). While there have been a large number of studies examining what factors determine the difficulty of ESL reading questions, text coherence has been paid little attention due to the highly linguistic orientation of the language testing field. It was generally agreed in many studies that text itself does not bear a direct relationship with its coherence. Instead, the coherence reflects the reader’s mental representation of the text elicited from it. During the process of drawing the mental representation, the reader both depends on the information explicitly presented in the text and make necessary inferences to fill in the missing parts that he or she failed to discover from the text. In order to explore the influence of text coherence on the difficulty of the reading questions, this study analyzed the most difficult five questions of the English section of the 2019 CSAT using the text analysis paradigm of Mann and Thompson’s Rhetorical Structure Theory and attempted to identify whether there are any elements to interfere with the drawing of the mental representation and whether the interrupting elements could lead to the low correct response rate. The analyses demonstrated that the texts for all five questions include some structural elements that might lead many test-takers to trouble in drawing the mental representation and, consequently, making correct answers.

Perceptions of Undergraduate Agricultural Education Students on the Effects of Question Difficulty and Postquestion Wait-time on Cognitive and Emotional Processes

The purpose of this study was to explore the perceptions of undergraduate agricultural students on the cognitive and emotional processes produced after exposure to low- and high-level questions, as well as the effects of post-question wait-time to determine the benefits of differing lengths of post-question wait-time based on the level of question. Forty students were shown four different treatment videos in this with-in subjects design, with each video being followed by either a low- or high-level question. Following each question, a wait-time period of either five seconds or ten seconds was employed before the subjects were instructed to answer the question. The student perceptions resulted in a difference between low- and high-level questions on question difficulty, variability in cognitive engagement, and positive and negative emotions, as well as a difference on their perceptions of what constituted an adequate amount of post- question wait-time for low- and high-level questions.

Analysis of Daily Test Items In Arabic For Muhammadiyah Elementary School Sidoarum Yogyakarta

This study aims to determine the quality of the daily test items in Arabic class III SD Muhammadiyah Sidoarum Yogyakarta, in terms of the different power of the questions and the difficulty level of the questions. This research is a quantitative research because the research data is in the form of numbers and uses statistical analysis in the excel application. This research data collection by means of observation and documentation. Data analysis using the excel application program AnBuSo (Questionnaire Analysis) version 5. The results of the study show that the process of composing Arabic questions is not good, because the teacher does not pay attention to the stages used in the preparation of the questions so that the difference between the questions and the difficulty level of the questions is not balanced, and the teacher does not make the syllabus.Then the daily test questions in Arabic for grade III SD Muhammadiyah Sidoarum Yogyakarta, have 25 multiple choice questions, 6 match questions, 6 dot term questions, and 6 circle questions that match the correct words according to the picture. for multiple choice questions number 5,6,11, and 12 the difference power coefficient of 0.000 shows that the difference power of the questions is not good because they cannot differentiate the students' ability in answering the questions.then question number 5 the difficulty level coefficient of 0.000 difficult category. Problem numbers 6, 11, and 12 difficulty level coefficients for 1,000 easy categories. It is better if questions number 5,6,11 and 12 are deleted because they have unbalanced power of question difference and difficulty level. and for the description of the difference in power and the level of difficulty it is good, because there are no coefficients of 0,000 and 1,000.

Quality of Tests on Mathematics Questions for Year-End Assessment (PAT) Class VIII at SMPN 2 Bangkinang Kota

This study aims to determine the quality of the test on multiple choice questions in mathematics for Year End Assessment (PAT) class VIII SMPN 2 Bangkinang Kota for the 2019/2020 academic year based on the level of question validity, reliability level, difficulty level, distinguishing power, and option effectiveness cheater). This research is an evaluation with a quantitative descriptive approach. The research was conducted with a sample of 30 student answer sheets. Techniques for collecting data are documentation techniques. After the data is collected, the data will be analyzed with the help of Excel. Judging from the results of this analysis, it can be seen that the End of Year Assessment (PAT) questions for class VIII SMPN 2 Bangkinang Kota for the 2019/2020 academic year were not carried out by quantitative reviewers. Judging from the level of validity, it consists of 14 valid questions, while the other 16 questions are said to be invalid. The PAT questions have a high level of reliability. As for the difficulty level of the questions, there are 7 items (23.33%) difficult, 18 items (60%) moderate, and 5 items (16.66%) easy. The distinguishing power is 8 questions that are bad (26.66%), 7 questions with sufficient criteria (23.33%), 7 questions with good criteria (23.33%), and 8 questions with very good criteria (26.66%) ). For the effectiveness of the option, 4 items (13.33%) were very good, 15 items (50%) were good, 9 items (30%) were bad, and 2 items (6.33%) were very bad. So that based on the results of the quantitative test, it turns out that most of the items were not of good quality for Class VIII Year End Assessment (PAT) for the 2019/2020 school year.