The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments

Nurse Education Today

Volumn 26, Issue 8, 2006, Pages 662-671

  Tarrant, Marie ^a   Knierim, Aimee ^b   Hayes, Sasha K ^a   Ware, James ^b  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

^b Chinese University of Hong Kong   (Hong Kong)

Author keywords

Assessment; Examination; Item writing flaws; Multiple choice questions

Indexed keywords

ARTICLE; ASSOCIATION; COGNITION; COMPREHENSION; CONTINUING EDUCATION; DISCRIMINANT ANALYSIS; EDUCATION; EPIDEMIOLOGY; EVALUATION; HEALTH SERVICE; HONG KONG; HUMAN; LINGUISTICS; METHODOLOGY; NURSING EDUCATION; NURSING STUDENT; PRACTICE GUIDELINE; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; QUALITY CONTROL; QUESTIONNAIRE; RECALL; STANDARD; WRITING;

BIAS (EPIDEMIOLOGY); COGNITION; COMPREHENSION; CUES; DISCRIMINANT ANALYSIS; EDUCATION, NURSING, ASSOCIATE; EDUCATION, NURSING, BACCALAUREATE; EDUCATION, PROFESSIONAL, RETRAINING; EDUCATIONAL MEASUREMENT; FACULTY, NURSING; GUIDELINE ADHERENCE; GUIDELINES; HEALTH SERVICES NEEDS AND DEMAND; HONG KONG; HUMANS; LINGUISTICS; MENTAL RECALL; NURSING EDUCATION RESEARCH; PSYCHOMETRICS; QUALITY CONTROL; QUESTIONNAIRES; STUDENTS, NURSING; WRITING;

EID: 33751357179     PISSN: 02606917     EISSN: 15322793     Source Type: Journal    
DOI: 10.1016/j.nedt.2006.07.006     Document Type: Article

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