Assessment and the Institutional Environment

1. Assessment and the Institutional Environment Impact Educational and Institutional Effectiveness Context Institutional Mission vision and values Intended learning and Educational Experiences → → Use of Result Evaluation Methods

2. Multiple Choices Question MCQ

3. Objectives • Explain the features of multiple choice questions (MCQs) • Explore the advantages and disadvantages of multiple choice assessments • Provide guidance on planning MCQ tests and tips for writing MCQ questions • Give examples of MCQs with suggestions for improvement

4. Parts of MCQs • Stem • Options • Key • Distractors

5. strengths of MCQ tests • They test a wide range of issues in a short time. • Can be used to give quick feedback on student performance • Assessment is not affected by a student's ability to write. • They can be reliably marked as all answers are predetermined. • They can be quickly marked by computer. • Computer marking gives easy access to an item analysis • A large bank of questions can be built up to reduce future preparation time. • They can be used for quick revision at the start or end of a class and marked by the students. • Can test higher cognitive skills, with careful writing

6. weaknesses of MCQ tests • They do not test the student's ability to develop and organize ideas • It takes a long time to write plausible distractors - especially in cases where higher order cognitive skills are being tested. • Restrictions are placed on the student's answers as they must select from your alternatives. • Guessing may result (but plausible distracters will result in intelligent guessing). • Questions are often re-used which means attention to security. • Questions need to be pre-tested and items reviewed to ensure the validity of the items.

7. Useful Tips • The item must measure one important goal • The stem or question should be worded simply. • The stem or question should involve one issue only. • The answer to one question should not be obtainable from another question. • The distracters should be brief and as homogeneous as possible • . Use “All of the above” & “None of the above” sparingly • Questions should be limited to 50 words or three lines of text

8. Useful Tips • The distractors should be plausible ie common errors made by students. • Avoid distractors that provide clues eg. phrases from text books. • Avoid using a pattern for the position of the correct response.

9. Useful Tips • Avoid negative statements in the stem • Avoid double negatives • Not include the phrase “What do you think …” because any answer will have to be considered correct

10. Scoring and Analysis of MCQ Tests • Computer marking of MCQ tests is available. The analysis shows: • individual students' total scores • the class distribution of scores • the performance of individual test items to allow informed modifications to the test if necessary

11. Multiple - choice tests • True - false tests • Matching tests

12. MCQ • They test a wide range of issues in a short time. True - false • Can not be used to give quick feedback on student performance True - false • assessment is affected by a student's ability to write. True - false • They can be reliably marked as all answers are predetermined. True - false • They can be quickly marked by computer. True - false

13. كدام يك از علائم زير مشخصة استئوپروز هستند؟ براي هر پاسخ «ص» يا «غ» را انتخاب كنيد. الف) اجسام مهره اي كلاپس شده ص غ نمي دانم ب) نواحي Looser برجسته ص غ نمي دانم ج) فقدان ترابكولاهاي استخوان ص غ نمي دانم د) كاهش غلظت Ca سرم ص غ نمي دانم ه) ضعف ماهيچه اي Proximal ص غ نمي دانم بيماري هاي متابوليك استخوان

14. Formative assessment Summative assessment Diagnostic Non- Judgmental Evaluative Administrative Private Specific Suggestive Final Holistic