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A case study on multiple-choice testing in anatomical sciences.

Stephanie DuPont Golda1

  • 1Department of Anthropology, University of Missouri, Columbia, MO 65211-1440, USA. sdgzpd@mizzou.edu

Anatomical Sciences Education
|January 26, 2011
PubMed
Summary

Exam versions with shuffled questions and answers do not impact student performance in gross anatomy. This study found no significant difference between original and rearranged examination formats for anatomical science courses.

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Area of Science:

  • Anatomical Sciences
  • Educational Assessment

Background:

  • Objective testing, like multiple-choice exams, is standard in gross anatomy.
  • Exam versions are often shuffled to prevent cheating.

Purpose of the Study:

  • To investigate if distributing different examination versions affects student performance.
  • To determine if question/answer shuffling impacts results in anatomical science courses.

Main Methods:

  • Comparing student performance on original versus shuffled examination versions.
  • Utilizing lower-division anatomical science course data.

Main Results:

  • No significant difference in student performance was observed between examination versions.
  • Shuffling questions and answer choices did not confer an advantage or disadvantage.

Conclusions:

  • The practice of creating multiple exam versions by shuffling questions and answers does not affect student outcomes.
  • Standardized assessment in anatomy can utilize shuffled versions without compromising performance evaluation.