GAMETIX - NEW SOFTWARE FOR MANAGEMENT OF MCQ DATABASES

This report describes the process of developing a new type of multiple-choice question (MCQ), called sequential multiple-choice questions (SMCQs), in order to reduce the probability of answering correctly by chance and contrast the students' tendency to copy. In SMCQs the five possible answers to a question are connected to one another on an approximation scale towards the most probable answer.

BMC Medical Education, 2012

Background: The development, implementation and evaluation of assessments require considerable resources and often cannot be carried out by a single faculty/institution. Therefore some medical faculties have founded cooperation projects which mainly focus on the exchange of multiple choice questions (MCQs). Methods: Since these cooperation projects do not entirely support all relevant processes in terms of preparation, implementation and evaluation of assessment, in 2006 the Medical Assessment Alliance (MAA) was founded for mutual support. In addition to MCQs the MAA started to develop innovative assessment formats and facilitate content through a coordinated exchange of experiences. To support cooperation within this network, the webbased Item Management System (IMS) was developed which supports all processes of the assessment workflow as an all-in-one working platform. Results: At present, the Alliance has 28 partner faculties in Europe. More than 2.800 users in 750 working groups are collaborating. Currently 90.000 questions have been stored in the IMS. Since 2007, nearly 4.600 examinations have been successfully conducted. Conclusion: This article describes in detail the unique features of the IMS and contrasts it with the item management systems of other associations.

Journal of Educational Technology Systems, 1986

Instructors who use a microcomputer and a word processing program to prepare multiple choice and true-false items can accumulate many separate sequential exam files. Bur whenexams are stored separately, i t is diWicuit bause them for building new exams. This article describes a system of programs amf Bile structures that reorganizes these exam files so that individual questions can be used' tmbuildnew exams. The main component of the system consists of two programs. The first reorganizes existing exam files and builds an indexing scheme. The second permits a user to construct new exams from the reorganized questions. The system was written in BASIC for the TRS-80 Model 111. Instructors with access to a microcomputer often use a word processing program to prepare and store classroom exams on a floppy or fixed disk system. Each exam is usually stored in a separate sequential file. If the exam questions are multiple-choice or true/false, after a period of time an instructor can generate a substantial collection of questions. Once the collection is sufficiently large, new exams can likely be constructed from those questions. file, or a word processing program can be used to cut and paste questions from different exam files. Both procedures have serious drawbacks because they 1) are time-consuming and awkward, 2) entail a substantial duplication of effort, 3) may introduce errors in questions that were previously error-free, and 4) waste valuable disk space with multiple copies of the same questions. This article describes a system of files and BASIC programs for generating new exams from existing ones without these drawbacks. A new exam can be prepared by reentering the existing questions under a new 261 0 1986. Baywood Publishing Co.. Inc.

ICERI2018 Proceedings, 2018

In this work, we present a method to analyse exams based on multiple-choice questions. The method has been implemented in a spreadsheet context with Microsoft Excel software. The analysis of an exam with UCV-Test has a double perspective: the evaluation of the students and the evaluation of the exam and its questions. Both perspectives interact because the analysis of the psychometric properties of the exam, applied to a group of students, allows us to refine the parameters of the model. The refined parameters in turn change the students’ grades and the psychometric properties of the exam. After several iterations, the final grades of the students and the final evaluation of the quality of the questions and the exam, considered as a measurement instrument, converge in the refined model. Keywords: UCV-Test, multiple choice questions, assessment.

With minimal training in assessment design, professors must generate high quality examinations that fairly assess student accomplishment of course objectives. Multiple choice questions are frequently used for this assessment, but often do not address learning objectives, are misinterpreted, and if reused, may challenge the integrity of some students. It is proposed that computer aids for generating multiple choice tests might be of considerable use to an instructor. This study presents a first step in building such aids, that of demonstrating via a case study, the inadequacy of current multiple choice test item generation methods. The case study also uncovers the functionality to build into a computer test generation aid for instructors. Bloom's taxonomy of learning objectives, discriminant analysis and student evaluations of questions is used to analyze the question data used in this study.

College Teaching, 2017

Multiple Choice Questions (MCQs) have come a long way since they were used in The Kansas Silent Reading Test in 1915. After 100+ years of MCQs, new innovative digital tools using this form of assessment can help foster interactivity in today’s classrooms. This article will explore three free online MCQ tools that are relatively quick and easy to use that instantly allow teachers to assess what students know.

Proceedings of the HLT-NAACL 03 workshop on Building educational applications using natural language processing -, 2003

This paper describes a novel computer-aided procedure for generating multiple-choice tests from electronic instructional documents. In addition to employing various NLP techniques including term extraction and shallow parsing, the program makes use of language resources such as a corpus and WordNet. The system generates test questions and distractors, offering the user the option to post-edit the test items.

The use of multiple choice tests as a tool of assessment are popular in many university courses, particularly in the foundation year where there is large number of students taking common subjects such as mathematics or engineering science. Under such circumstances, the answers to the multiple choice questions (MCQs) are written on special forms with blank ovals. These forms are scanned and marking is done by comparing the answers with those inputs by the examiner. Subsequently, the results of the students are tabulated with the aid of customised software. However, this conventional method of administering MCQs is not practicable when the number of students and the number of questions are small e.g. ≤ 100 and ≤ 10, respectively. The present paper addresses this issue and discusses the development of an unconventional, yet an effective method for administering short and simple MCQs as a means of assessing student learning in a focus area of the subject matter. A MCQs test was designed...

2012

2020

The use of computer-based examination systems offers advantages related to the reduction of human resource allocation and to gains in objectivity for the scoring process. Multiple-choice questions (MCQs) are widely used in such systems; one of the main reasons that hamper their effectiveness, in comparison with constructed response questions (CRQ), is the influence of guessing. Considering limitations within previously proposed MCQs examination methods and scoring rules, in the present work a novel MCQs examination method is presented, termed ‘adaptive’ MCQs method. MCQs are divided into 3 categories, per difficulty level. The ‘path’ that an examinee will follow is constituted by 3 phases, wherein a set of questions belonging to one of the three difficulty-categories, is appointed. The exact path followed is selected per the success level of the examinee in the preceding phase. The scoring provided by the adaptive MCQs examination method produced results that were statistically indi...