-
1
-
-
0020618012
-
The effect of assessments and examinations on the learning of medical students
-
Newble DI, Jaeger K., The effect of assessments and examinations on the learning of medical students. Med Educ. 1983;17(3):165–9.
-
(1983)
Med Educ
, vol.17
, Issue.3
, pp. 165-169
-
-
Newble, D.I.1
Jaeger, K.2
-
2
-
-
33846414319
-
Assessment in medical education
-
Epstein RM. Assessment in medical education. New England J Med. 2007;356(4):387–396.
-
(2007)
New England J Med
, vol.356
, Issue.4
, pp. 387-396
-
-
Epstein, R.M.1
-
3
-
-
0018587249
-
Cluing in multiple-choice test items with combinations of correct responses
-
Albanese MA, Kent TH, Whitney DR. Cluing in multiple-choice test items with combinations of correct responses. Acad Med. 1979;54(12):948–950.
-
(1979)
Acad Med
, vol.54
, Issue.12
, pp. 948-950
-
-
Albanese, M.A.1
Kent, T.H.2
Whitney, D.R.3
-
4
-
-
0033005049
-
Patients don’t present with five choices: an alternative to multiple- choice tests in assessing physicians’ competence
-
et al
-
Veloski JJ, Rabinowitz HK, Robeson MR, et al. Patients don’t present with five choices: an alternative to multiple- choice tests in assessing physicians’ competence. Acad Med. 1999;74(5):539–546.
-
(1999)
Acad Med
, vol.74
, Issue.5
, pp. 539-546
-
-
Veloski, J.J.1
Rabinowitz, H.K.2
Robeson, M.R.3
-
5
-
-
0025833644
-
Comparing assessments of students’ knowledge by computerized open-ended and multiple-choice tests
-
Anbar M. Comparing assessments of students’ knowledge by computerized open-ended and multiple-choice tests. Acad Med. 1991;66(7):420–422.
-
(1991)
Acad Med
, vol.66
, Issue.7
, pp. 420-422
-
-
Anbar, M.1
-
6
-
-
84907994414
-
Comparison between student scores in multiple choice questions and structured essay questions at III MBBS examination in otorhinolaryngology in a medical college in Mauritius
-
Sharma HS, Mutalik MM. Comparison between student scores in multiple choice questions and structured essay questions at III MBBS examination in otorhinolaryngology in a medical college in Mauritius. Int J Pharma Bio Sci. 2014;5(4):B1195–B202.
-
(2014)
Int J Pharma Bio Sci
, vol.5
, Issue.4
, pp. B1195-B1202
-
-
Sharma, H.S.1
Mutalik, M.M.2
-
7
-
-
84940218716
-
Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory
-
et al
-
Wooten MM, Cool AM, Prather EE, et al. Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory. Phys Rev Spec Top Phys Educ Res. 2014;10(2). DOI:10.1103/PhysRevSTPER.10.020103
-
(2014)
Phys Rev Spec Top Phys Educ Res
, vol.10
, Issue.2
-
-
Wooten, M.M.1
Cool, A.M.2
Prather, E.E.3
-
8
-
-
84964313380
-
Should essays and other open-ended-type questions retain a place in written summative assessment in clinical medicine?
-
Hift RJ. Should essays and other open-ended-type questions retain a place in written summative assessment in clinical medicine? BMC Med Educ. 2014;14(1). DOI:10.1186/s12909-014-0249-2
-
(2014)
BMC Med Educ
, vol.14
, Issue.1
-
-
Hift, R.J.1
-
9
-
-
33947423406
-
The power of feedback
-
Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81–112.
-
(2007)
Rev Educ Res
, vol.77
, Issue.1
, pp. 81-112
-
-
Hattie, J.1
Timperley, H.2
-
10
-
-
33645227268
-
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
-
Nicol DJ, Macfarlane‐Dick D. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Stud Higher Educ. 2006;31(2):199–218.
-
(2006)
Stud Higher Educ
, vol.31
, Issue.2
, pp. 199-218
-
-
Nicol, D.J.1
Macfarlane‐Dick, D.2
-
11
-
-
79958811303
-
If I was going there I wouldn’t start from here: a critical commentary on current assessment practice
-
et al
-
Price M, Carroll J, O’Donovan B, et al. If I was going there I wouldn’t start from here: a critical commentary on current assessment practice. Assess Eval Higher Educ. 2011;36(4):479–492.
-
(2011)
Assess Eval Higher Educ
, vol.36
, Issue.4
, pp. 479-492
-
-
Price, M.1
Carroll, J.2
O’Donovan, B.3
-
12
-
-
37349069214
-
Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper
-
Palmer EJ, Devitt PG. Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper. BMC Med Educ. 2007;7. DOI:10.1186/1472-6920-7-49
-
(2007)
BMC Med Educ
, pp. 7
-
-
Palmer, E.J.1
Devitt, P.G.2
-
13
-
-
0032707856
-
Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?
-
Schwartz PL, Loten EG. Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers? Med Educ. 1999;33(11):823–827.
-
(1999)
Med Educ
, vol.33
, Issue.11
, pp. 823-827
-
-
Schwartz, P.L.1
Loten, E.G.2
-
14
-
-
85019588354
-
Constructing multiple-choice items to measure higher-order thinking
-
Scully D. Constructing multiple-choice items to measure higher-order thinking. Pract Assessment, Res Eval. 2017;22(4):1–13.
-
(2017)
Pract Assessment, Res Eval
, vol.22
, Issue.4
, pp. 1-13
-
-
Scully, D.1
-
15
-
-
12344296502
-
Improving the fairness of multiple-choice questions: a literature review
-
McCoubrie P. Improving the fairness of multiple-choice questions: a literature review. Med Teach. 2004;26(8):709–712.
-
(2004)
Med Teach
, vol.26
, Issue.8
, pp. 709-712
-
-
McCoubrie, P.1
-
16
-
-
84988058293
-
Are tests comprising both multiple‐choice and free‐response items necessarily less unidimensional than multiple‐choice tests? An analysis of two tests
-
Thissen D, Wainer H, Wang XB. Are tests comprising both multiple‐choice and free‐response items necessarily less unidimensional than multiple‐choice tests? An analysis of two tests. J Educ Meas. 1994;31(2):113–123.
-
(1994)
J Educ Meas
, vol.31
, Issue.2
, pp. 113-123
-
-
Thissen, D.1
Wainer, H.2
Wang, X.B.3
-
17
-
-
0035219997
-
Writing multiple-choice test items that promote and measure critical thinking
-
Morrison S, Free KW. Writing multiple-choice test items that promote and measure critical thinking. J Nurs Educ. 2001;40(1):17–24.
-
(2001)
J Nurs Educ
, vol.40
, Issue.1
, pp. 17-24
-
-
Morrison, S.1
Free, K.W.2
-
18
-
-
84871158162
-
Estimating the effect on grades of using multiple-choice versus constructive-response questions: data from the classroom
-
Hickson S, Reed WR, Sander N. Estimating the effect on grades of using multiple-choice versus constructive-response questions: data from the classroom. Educ Assess. 2012;17(4):200–213.
-
(2012)
Educ Assess
, vol.17
, Issue.4
, pp. 200-213
-
-
Hickson, S.1
Reed, W.R.2
Sander, N.3
-
19
-
-
21344487577
-
Cognitive complexity and the comparability of multiple-choice and constructed-response test formats
-
Hancock GR. Cognitive complexity and the comparability of multiple-choice and constructed-response test formats. J Exp Educ. 1994;62(2):143–157.
-
(1994)
J Exp Educ
, vol.62
, Issue.2
, pp. 143-157
-
-
Hancock, G.R.1
-
20
-
-
84875100491
-
Assessment in undergraduate medical education: a review of course exams
-
Vanderbilt A, Feldman M, Wood I. Assessment in undergraduate medical education: a review of course exams. Med Educ Online. 2013;18(1):20438.
-
(2013)
Med Educ Online
, vol.18
, Issue.1
, pp. 20438
-
-
Vanderbilt, A.1
Feldman, M.2
Wood, I.3
-
21
-
-
0036041844
-
A review of multiple-choice item-writing guidelines for classroom assessment
-
Haladyna TM, Downing SM, Rodriguez MC. A review of multiple-choice item-writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309–334.
-
(2002)
Appl Meas Educ
, vol.15
, Issue.3
, pp. 309-334
-
-
Haladyna, T.M.1
Downing, S.M.2
Rodriguez, M.C.3
-
22
-
-
85044944883
-
Validity and reliability of scores obtained on multiple-choice questions: why functioning distractors matter
-
Ali SH, Carr PA, Ruit KG. Validity and reliability of scores obtained on multiple-choice questions: why functioning distractors matter. J Scholarship Teaching Learn. 2016;16(1):1–14.
-
(2016)
J Scholarship Teaching Learn
, vol.16
, Issue.1
, pp. 1-14
-
-
Ali, S.H.1
Carr, P.A.2
Ruit, K.G.3
-
23
-
-
68149120384
-
An assessment of functioning and non-functioning distractors in multiple-choice questions: a descriptive analysis
-
Tarrant M, Ware J, Mohammed AM. An assessment of functioning and non-functioning distractors in multiple-choice questions: a descriptive analysis. BMC Med Educ. 2009;9:1.
-
(2009)
BMC Med Educ
, vol.9
, pp. 1
-
-
Tarrant, M.1
Ware, J.2
Mohammed, A.M.3
-
24
-
-
0027272414
-
A solution to the cueing effects of multiple choice questions: the Un‐Q format
-
Veloski JJ, Rabinowitz HK, Robeson MR. A solution to the cueing effects of multiple choice questions: the Un‐Q format. Med Educ. 1993;27(4):371–375.
-
(1993)
Med Educ
, vol.27
, Issue.4
, pp. 371-375
-
-
Veloski, J.J.1
Rabinowitz, H.K.2
Robeson, M.R.3
-
25
-
-
0030920853
-
The virtues of extended matching and uncued tests as alternatives to multiple choice questions
-
et al
-
Fenderson BA, Damjanov I, Robeson MR, et al. The virtues of extended matching and uncued tests as alternatives to multiple choice questions. Hum Pathol. 1997;28(5):526–532.
-
(1997)
Hum Pathol
, vol.28
, Issue.5
, pp. 526-532
-
-
Fenderson, B.A.1
Damjanov, I.2
Robeson, M.R.3
-
26
-
-
0032615243
-
Concept maps: a strategy to teach and evaluate critical thinking
-
PubMed PMID: 203935785; 9921788; 99118761, et al
-
Daley BJ, Shaw CA, Balistrieri T, et al. Concept maps: a strategy to teach and evaluate critical thinking. J Nurs Educ. 1999;38(1): 42–47. PubMed PMID: 203935785; 9921788; 99118761.
-
(1999)
J Nurs Educ
, vol.38
, Issue.1
, pp. 42-47
-
-
Daley, B.J.1
Shaw, C.A.2
Balistrieri, T.3
-
27
-
-
77950817200
-
Concept maps in medical education: an analytical literature review
-
Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. Med Educ. 2010;44(5):440–448.
-
(2010)
Med Educ
, vol.44
, Issue.5
, pp. 440-448
-
-
Daley, B.J.1
Torre, D.M.2
-
28
-
-
58149473097
-
Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students
-
et al
-
Gonzalez HL, Palencia AP, Umana LA, et al. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. Adv Physiol Educ. 2008;32:312–316.
-
(2008)
Adv Physiol Educ
, vol.32
, pp. 312-316
-
-
Gonzalez, H.L.1
Palencia, A.P.2
Umana, L.A.3
-
31
-
-
85011026293
-
Using concept maps to create meaningful learning in medical education
-
Daley BJ, Durning SJ, Torre D. Using concept maps to create meaningful learning in medical education. MedEdPublish. 2016;5(1):19.
-
(2016)
MedEdPublish
, vol.5
, Issue.1
, pp. 19
-
-
Daley, B.J.1
Durning, S.J.2
Torre, D.3
-
32
-
-
84883021589
-
A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students
-
et al
-
Veronese C, Richards JB, Pernar L, et al. A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students. Med Teach. 2013;35(9):e1478–e84.
-
(2013)
Med Teach
, vol.35
, Issue.9
, pp. e1478-e1484
-
-
Veronese, C.1
Richards, J.B.2
Pernar, L.3
-
33
-
-
79957821978
-
Benefits of testable concept maps for learning about pathogenesis of disease
-
et al
-
Kumar S, Dee F, Kumar R, et al. Benefits of testable concept maps for learning about pathogenesis of disease. Teach Learn Med. 2011;23(2):137–143.
-
(2011)
Teach Learn Med
, vol.23
, Issue.2
, pp. 137-143
-
-
Kumar, S.1
Dee, F.2
Kumar, R.3
-
34
-
-
84902080385
-
Online testable concept maps: benefits for learning about the pathogenesis of disease
-
Ho V, Kumar RK, Velan G. Online testable concept maps: benefits for learning about the pathogenesis of disease. Med Educ. 2014;48:687–697.
-
(2014)
Med Educ
, vol.48
, pp. 687-697
-
-
Ho, V.1
Kumar, R.K.2
Velan, G.3
-
35
-
-
33645672853
-
Using concept maps to reveal conceptual typologies
-
Hay DB, Kinchin IM. Using concept maps to reveal conceptual typologies. Educ Train. 2006;48(2–3):127–142.
-
(2006)
Educ Train
, vol.48
, Issue.2-3
, pp. 127-142
-
-
Hay, D.B.1
Kinchin, I.M.2
-
36
-
-
0032345295
-
Concept mapping to facilitate veterinary students’ understanding of fluid and electrolyte disorders
-
Edmondson KM, Smith DF. Concept mapping to facilitate veterinary students’ understanding of fluid and electrolyte disorders. Teach Learn Med. 1998;10(1):21–33.
-
(1998)
Teach Learn Med
, vol.10
, Issue.1
, pp. 21-33
-
-
Edmondson, K.M.1
Smith, D.F.2
-
37
-
-
85044977941
-
Online concept maps in medical education: are we there yet?
-
Ho V, Velan G. Online concept maps in medical education: are we there yet? Focus Health Profl Educ Multi-Discip J. 2016;17(1):18.
-
(2016)
Focus Health Profl Educ Multi-Discip J
, vol.17
, Issue.1
, pp. 18
-
-
Ho, V.1
Velan, G.2
-
38
-
-
14644421522
-
Comparison of two concept-mapping techniques: implications for scoring, interpretation and use
-
et al
-
Yin Y, Vanides J, Ruiz-Primo MA, et al. Comparison of two concept-mapping techniques: implications for scoring, interpretation and use. J Res Sci Teaching. 2005;42(2):166–184.
-
(2005)
J Res Sci Teaching
, vol.42
, Issue.2
, pp. 166-184
-
-
Yin, Y.1
Vanides, J.2
Ruiz-Primo, M.A.3
-
39
-
-
0000850271
-
Problems and issues in the use of concept maps in science assessment
-
Ruiz-Primo MA, Shavelson RJ. Problems and issues in the use of concept maps in science assessment. J Res Sci Teaching. 1996;33(6):569–600.
-
(1996)
J Res Sci Teaching
, vol.33
, Issue.6
, pp. 569-600
-
-
Ruiz-Primo, M.A.1
Shavelson, R.J.2
-
41
-
-
23944442051
-
A new assessment for computer-based concept mapping
-
et al
-
Chang KE, Sung YT, Chang RB, et al. A new assessment for computer-based concept mapping. Educ Technol Soc. 2005;8(3):138–148.
-
(2005)
Educ Technol Soc
, vol.8
, Issue.3
, pp. 138-148
-
-
Chang, K.E.1
Sung, Y.T.2
Chang, R.B.3
-
42
-
-
58149299776
-
Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning
-
et al
-
Velan GM, Jones P, McNeil HP, et al. Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning. BMC Med Educ. 2008;8. DOI:10.1186/1472-6920-8-52
-
(2008)
BMC Med Educ
, pp. 8
-
-
Velan, G.M.1
Jones, P.2
McNeil, H.P.3
-
43
-
-
0002061929
-
The assessment of professional competence: developments, research and practical implications
-
Van Der Vleuten CP. The assessment of professional competence: developments, research and practical implications. Adv Health Sci Educ. 1996;1(1):41–67.
-
(1996)
Adv Health Sci Educ
, vol.1
, Issue.1
, pp. 41-67
-
-
Van Der Vleuten, C.P.1
-
44
-
-
85028506646
-
Making sense of Cronbach’s alpha
-
Tavakol M, Dennick R. Making sense of Cronbach’s alpha. Int J Med Educ. 2011;2:53–55.
-
(2011)
Int J Med Educ
, vol.2
, pp. 53-55
-
-
Tavakol, M.1
Dennick, R.2
-
45
-
-
73849114819
-
Assessing the quality of multiple-choice test items
-
Clifton S, Shriner C. Assessing the quality of multiple-choice test items. Nurse Educ. 2010;35(1):12–16.
-
(2010)
Nurse Educ
, vol.35
, Issue.1
, pp. 12-16
-
-
Clifton, S.1
Shriner, C.2
-
47
-
-
68549122806
-
How to read and really use an item analysis
-
McGahee T, Ball J. How to read and really use an item analysis. Nurse Educ. 2009;34(4):166–171.
-
(2009)
Nurse Educ
, vol.34
, Issue.4
, pp. 166-171
-
-
McGahee, T.1
Ball, J.2
-
48
-
-
70449524415
-
A rule-based system for automatically evaluating student concept maps
-
Cline BE, Brewster CC, Fell RD. A rule-based system for automatically evaluating student concept maps. Expert Syst Appl. 2010;37:2282–2291.
-
(2010)
Expert Syst Appl
, vol.37
, pp. 2282-2291
-
-
Cline, B.E.1
Brewster, C.C.2
Fell, R.D.3
-
49
-
-
10044298347
-
Developing procedures for implementing peer assessment in large classes using an action research process
-
Ballantyne R, Hughes K, Mylonas A. Developing procedures for implementing peer assessment in large classes using an action research process. Assess Eval Higher Educ. 2002;27(5):427–441.
-
(2002)
Assess Eval Higher Educ
, vol.27
, Issue.5
, pp. 427-441
-
-
Ballantyne, R.1
Hughes, K.2
Mylonas, A.3
-
51
-
-
77952098191
-
Cognitive load theory, education al research, and instructional design: some food for thought
-
de Jong T. Cognitive load theory, education al research, and instructional design: some food for thought. Instr Sci. 2010;38:105–134.
-
(2010)
Instr Sci
, vol.38
, pp. 105-134
-
-
de Jong, T.1
-
52
-
-
74049132349
-
It’s NOT rocket science: rethinking our metaphors for research in health professions education
-
Regehr G. It’s NOT rocket science: rethinking our metaphors for research in health professions education. Med Educ. 2010;44(1):31–39.
-
(2010)
Med Educ
, vol.44
, Issue.1
, pp. 31-39
-
-
Regehr, G.1
|