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Related Concept Videos

Multiple Comparison Tests01:13

Multiple Comparison Tests

Multiple comparison test, abbreviated as MCT, is a post hoc analysis generally performed after comparing multiple samples with one or more tests. An MCT will help identify a significantly different sample among multiple samples or a factor among multiple factors.
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Surveys

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Cochran's Q Test01:17

Cochran's Q Test

Cochran's Q Test is a nonparametric statistical test used to determine if there are potential differences in the outcomes of three or more related groups on a binary (yes/no) or dichotomous outcome. It is essentially an extension of the McNemar Test, which is limited to two related samples - Cochran's Q test can handle three or more related samples, making it more versatile in scenarios where subjects are measured under multiple conditions. The test statistic follows a Chi-Square distribution,...
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Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
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Multiple Bar Graph

As the name suggests, a multiple bar graph is the same as a bar graph but has multiple bars to depict relationships between different data values. One can include as many parameters as possible. However, each parameter must have the same unit of measurement.
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Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

How to write good multiple-choice questions.

Dianne E Campbell1

  • 1Discipline of Paediatrics and Child Health, University of Sydney Department of Immunology and Allergy, The Children's Hospital at Westmead, Sydney, New South Wales, Australia. campbell@med.usyd.edu.au

Journal of Paediatrics and Child Health
|May 28, 2011
PubMed
Summary
This summary is machine-generated.

This guide offers simple strategies for medical educators to create high-quality multiple-choice questions for crucial assessments. It focuses on improving the fairness and validity of medical examinations through better question design.

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Area of Science:

  • Medical Education
  • Assessment and Evaluation

Background:

  • Medical practitioners often create high-stakes multiple-choice questions for student and specialist assessments.
  • Exam validity and fairness rely heavily on the quality and curriculum coverage of these questions.

Purpose of the Study:

  • To provide a straightforward guideline for producing high-quality multiple-choice questions.
  • To assist in creating effective single best answer and extended matching type questions.

Main Methods:

  • The paper outlines a simple guideline for question development.
  • Focuses on common multiple-choice question formats.

Main Results:

  • The guideline aims to improve the quality of multiple-choice questions.
  • Facilitates adequate curriculum sampling in assessments.

Conclusions:

  • Adhering to these guidelines can enhance the quality of medical examinations.
  • Improved question writing contributes to fairer and more valid assessments.