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Related Experiment Video

Updated: Oct 6, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Assessment of biomedical engineering knowledge using true-false questions.

Manish Sreenivasa¹, Lucy Armitage¹, Winson C C Lee²

¹School of Mechanical, Materials, Mechatronic and Biomedical Engineering, Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, NSW, 2522, Australia.

Physical and Engineering Sciences in Medicine

|January 20, 2022

Summary

True-false (TF) questions are effective for online, unsupervised biomedical engineering exams. They show high score variation, differentiating students and predicting overall performance in remote assessments.

Keywords:

Closed-ended questions Proctoring Remote learning Student outcomes

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Area of Science:

Biomedical Engineering Education
Educational Technology
Assessment Methods

Background:

COVID-19 pandemic necessitated a shift to remote online examinations.
Online, unsupervised exams present invigilation challenges.
Closed-ended formats like true-false (TF) suit automated scoring.

Purpose of the Study:

To investigate the efficacy of TF questions in online, unsupervised undergraduate Biomedical Engineering examinations.
To analyze score characteristics of TF questions compared to other formats under remote conditions.

Main Methods:

Analysis of TF and other question-type scores from 57 students across three online, unsupervised examinations in 2020.
Calculation of coefficient of variance (CV) for TF and other question types.
Correlation analysis between TF scores and overall subject scores.

Main Results:

TF questions exhibited a significantly higher CV (42.7%) compared to other question types (22.3%).
High CV in TF questions attributed to unanswered (13.3% ± 17.2%) and incorrectly guessed (16.4% ± 11.5%) responses.
Significant positive correlation (r=0.64, p<0.05) found between TF scores and overall subject scores.

Conclusions:

TF questions are valuable for assessing biomedical content in online, unsupervised settings.
The high score variation in TF questions aids in differentiating student performance.
TF questions demonstrate effectiveness as predictors of overall student achievement in remote assessments.