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Related Experiment Video

Updated: Jul 1, 2025

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

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

Published on: September 11, 2021

An Evidence-Based Approach to Constructing Multiple-Choice Test Questions for Knowledge Assessment.

Stephen D Schneid, Hirsh Makhija, Jess Mandel

Journal of Continuing Education in Nursing

|March 11, 2024

Summary

This summary is machine-generated.

This guide offers nursing educators practical strategies for creating effective multiple-choice questions (MCQs). Learn evidence-based methods to design high-quality assessments that accurately measure learner knowledge acquisition.

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Area of Science:

Nursing Education
Educational Assessment

Background:

Effective assessment is crucial in nursing education.
Well-designed multiple-choice questions (MCQs) align with learning objectives and support sound assessment practices.

Purpose of the Study:

To provide nursing educators with practical, evidence-based strategies for constructing high-quality MCQs.
To equip educators with foundational tools for effective knowledge assessment.

Main Methods:

A step-by-step approach to test construction is presented.
Guidance includes developing an assessment blueprint and writing MCQ components.

Main Results:

The article details considerations for writing MCQs, including incorporating clinical context.
Common flaws in MCQ construction and their remedies are discussed.

Conclusions:

Nurse educators can utilize these strategies to create MCQs that accurately assess learner knowledge.
This resource aims to improve the quality and effectiveness of nursing education assessments.