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Related Experiment Videos

Student-constructed examination items.

K I Hoffman, J Solinas, G J Marshall

    Medical Education
    |January 1, 1978
    PubMed
    Summary
    This summary is machine-generated.

    Student-written exam items correlated positively with teacher-written items, with higher scores on student items. This suggests student-written questions may be feasible for assessments if the writing process proves educational.

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    Area of Science:

    • Medical Education
    • Assessment and Evaluation

    Background:

    • Objective examinations are crucial in medical education.
    • Assessing student comprehension through item analysis is vital.
    • The role of student-generated content in assessments is underexplored.

    Purpose of the Study:

    • To compare student-written and teacher-written examination items.
    • To evaluate the educational impact of item writing on students.
    • To determine the feasibility of incorporating student-constructed items in medical examinations.

    Main Methods:

    • First-year medical students completed an objective examination containing both student-written and teacher-written items.
    • Student scores on both item types were analyzed.
    • Student ratings of teaching emphasis were collected.

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    Main Results:

    • Student scores were higher on student-written items compared to teacher-written items.
    • A positive correlation was observed between scores on student-written and teacher-written items.
    • Student ratings indicated no significant difference in perceived course emphasis between item types.
    • Item scores correlated with teaching emphasis, not inherent content difficulty.

    Conclusions:

    • Student-written items show potential for use in medical examinations.
    • Further research is necessary to confirm the educational benefits of item writing for students.
    • Incorporating student-constructed items could be a viable strategy if the writing process enhances learning.