从病理生理学,药物作用和治疗学课程系列评估检查项目的质量
Benjamin Shultz1, Mary Sullivan Kopale1, Scott Benken1
1UIC College of Pharmacy, University of Illinois Chicago, Chicago, IL, USA.
American journal of pharmaceutical education
|July 12, 2024
概括
项目写作缺陷显著影响学生的成绩. 难以置信的分心因素使问题变得更容易,而不集中的干则增加了混乱,影响了教育环境中的评估准确性.
科学领域:
- 教育评估的教育评估
- 心理测量 心理测量 心理测量
- 高等教育教学的教学.
背景情况:
- 项目写作缺陷在教育评估中很常见.
- 评估项目的认知水平可以影响学生的表现.
- 了解这些因素对于准确的评估至关重要.
研究的目的:
- 调查项目写作缺陷和认知水平对学生绩效指标的影响.
- 分析有缺陷和标准多选项项之间的性能差异.
- 检查特定的缺陷类型和认知需求如何影响项目难度.
主要方法:
- 综合治疗课程系列中的928个多选项项的审查.
- 对绩效指标的分析,比较有缺陷的与标准的项目.
- 基于缺陷类型 (干与答案选择) 和认知水平的差异的检查.
主要成果:
- 80%的物品含有缺陷,主要是不可信的分心器和不聚焦的茎.
- 有缺陷的项目通常更容易;有缺陷的答案选择显著降低了难度.
- 高层次的认知项目有更多的缺陷,特别是在答案选择中,并且与低层次项目没有显著的难度差异.
结论:
- 项目写作缺陷会对学生的成绩和评估有效性产生不同的影响.
- 难以置信的分心因素人为地降低了问题难度,掩盖了真正的认知技能评估.
- 不聚焦的干会增加混乱,不论认知复杂度如何,都会阻碍表现.
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