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Related Experiment Videos

Misconceptions and miscarriages in multiple choice questions.

C W Melzer, S R Schach, J H Koeslag

    South African Medical Journal = Suid-Afrikaanse Tydskrif Vir Geneeskunde
    |April 3, 1976
    PubMed
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    A new multiple-choice question (MCQ) exam format allows variable marks per question. However, flawed implementation unintentionally lowers average scores and creates opportunities for student manipulation.

    Area of Science:

    • Medical Education
    • Assessment Methods

    Background:

    • A modified multiple-choice question (MCQ) examination format has been introduced in some medical schools.
    • This system allows for variable marks to be allocated to individual questions based on factors like relevance, importance, and difficulty.

    Purpose of the Study:

    • To describe a modified multiple-choice question (MCQ) examination format.
    • To analyze the implementation and consequences of this new assessment scheme in medical education.

    Main Methods:

    • Descriptive analysis of a modified MCQ examination format.
    • Evaluation of the impact of variable mark allocation on student scores and examination integrity.

    Main Results:

    • The implementation of variable mark allocation in MCQs has led to unintentionally low average class scores.

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  • The modified system creates a wider, disproportionate mark gap between high-achieving students and the rest of the class.
  • The examination format is susceptible to exploitation by students familiar with the mark allocation system.

    • Conclusions:

    • The current implementation of variable-mark MCQs in some medical schools deviates from fundamental assessment principles.
    • The modified MCQ system requires refinement to ensure fair and accurate evaluation of student performance.
    • Addressing the flaws in this assessment method is crucial for maintaining the integrity of medical examinations.