دورية أكاديمية
Evaluating the Quality of Examination Items From the Pathophysiology, Drug Action, and Therapeutics Course Series.
| العنوان: | Evaluating the Quality of Examination Items From the Pathophysiology, Drug Action, and Therapeutics Course Series. |
|---|---|
| المؤلفون: | Shultz B; UIC College of Pharmacy, University of Illinois Chicago, Chicago, IL, USA. Electronic address: bshultz@uic.edu., Kopale MS; UIC College of Pharmacy, University of Illinois Chicago, Chicago, IL, USA., Benken S; UIC College of Pharmacy, University of Illinois Chicago, Chicago, IL, USA., Mucksavage J; UIC College of Pharmacy, University of Illinois Chicago, Chicago, IL, USA. |
| المصدر: | American journal of pharmaceutical education [Am J Pharm Educ] 2024 Aug; Vol. 88 (8), pp. 100757. Date of Electronic Publication: 2024 Jul 10. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Elsevier Inc Country of Publication: United States NLM ID: 0372650 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1553-6467 (Electronic) Linking ISSN: 00029459 NLM ISO Abbreviation: Am J Pharm Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: 2023- : [New York] : Elsevier Inc. Original Publication: Alexandria, Va. : American Association of Colleges of Pharmacy |
| مواضيع طبية MeSH: | Educational Measurement*/methods , Educational Measurement*/standards , Education, Pharmacy*/methods , Education, Pharmacy*/standards , Students, Pharmacy*, Humans ; Curriculum ; Cognition |
| مستخلص: | Objective: To determine the impact of item-writing flaws and cognitive level on student performance metrics in 1 course series across 2 semesters at a single institution. Methods: Four investigators reviewed 928 multiple-choice items from an integrated therapeutics course series. Differences in performance metrics were examined between flawed and standard items, flawed stems and flawed answer choices, and cognitive levels. Results: Reviewers found that 80% of the items were flawed, with the most common types being implausible distractors and unfocused stems. Flawed items were generally easier than standard ones, but the type of flaw significantly impacted the difficulty. Items with flawed stems had the same difficulty as standard items; however, those with flawed answer choices were significantly easier. Most items tested lower-level skills and have more flaws than higher-level items. There was no significant difference in difficulty between lower- and higher-level cognitive items, and higher-level items were more likely to have answer flaws than item flaws. Conclusion: Item-writing flaws differently impact student performance. Implausible distractors artificially lower the difficulty of questions, even those designed to assess higher-level skills. This effect contributes to a lack of significant difference in difficulty between higher- and lower-level items. Unfocused stems, on the other hand, likely increase confusion and hinder performance, regardless of the question's cognitive complexity. Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.) |
| فهرسة مساهمة: | Keywords: Assessment; Examination; Item flaws; Item writing; Pharmacy education |
| تواريخ الأحداث: | Date Created: 20240712 Date Completed: 20240807 Latest Revision: 20240807 |
| رمز التحديث: | 20240808 |
| DOI: | 10.1016/j.ajpe.2024.100757 |
| PMID: | 38996841 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1553-6467 |
|---|---|
| DOI: | 10.1016/j.ajpe.2024.100757 |