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Efficiency analysis of two written short-answer student evaluation formats.

P W Stratford1

  • 1Department of Medicine, McMaster University, Hamilton, Ontario, Canada.

Physical Therapy
|October 1, 1988
PubMed
Summary

The diagnosis format for student evaluations is more efficient than the response set format, offering higher reliability per unit of examination time. This format also allows for faster grading and better interrater agreement in physical therapy education.

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Area of Science:

  • Medical Education
  • Physical Therapy Assessment
  • Educational Measurement

Background:

  • Written short-answer formats are common in student evaluations.
  • Assessing the efficiency of different evaluation formats is crucial for optimizing educational outcomes.
  • Physical therapy programs require effective methods for evaluating student understanding of clinical concepts.

Purpose of the Study:

  • To compare the efficiency of two written short-answer student evaluation formats: diagnosis and response set.
  • To determine which format provides greater reliability per unit of examination time.
  • To assess grading time and interrater agreement for each format.

Main Methods:

  • A 12-item quiz with parallel items in diagnosis and response set formats was administered to 20 physical therapy students.

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  • Data collected included student scores, time to complete items, and faculty grading time.
  • Reliability per unit of examination time was calculated as the primary efficiency measure.

    • Main Results:

    • The diagnosis format demonstrated higher reliability per unit of examination time compared to the response set format.
    • Faculty grading time was significantly lower, and interrater agreement was higher for the diagnosis format.
    • Student scores on the diagnosis format tended to be higher, suggesting potential adjustments to grading criteria.

    Conclusions:

    • The diagnosis format is a more efficient evaluation tool in physical therapy education due to its superior reliability and grading efficiency.
    • Consideration should be given to adjusting baseline scores when using the diagnosis format in criterion-referenced grading systems.
    • Further research is needed to establish the validity of the diagnosis format.