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解决不是回答. 关于在医学科学教育中编写高阶多选择题的指南的验证
Maria Xiromeriti1, Philip M Newton1
1Swansea University Medical School, Swansea University, Singleton Park Campus, Swansea, Wales, SA2 8PP UK.
新的指导有助于创建评估高阶学习的多选择题 (MCQ). 对于初学者来说,设计用于高阶思维的问题比较困难,而低阶问题则很容易在网上找到.
科学领域:
- 教育评估的教育评估
- 认知科学 认知科学
背景情况:
- 高等教育旨在促进解决问题和更高层次的学习.
- 多选题 (MCQs) 对于它们评估高阶学习与背诵的能力进行了辩论.
- 定义高阶学习和编写MCQ的现有框架是主观的,并受到批评.
研究的目的:
- 测试编写评估高阶学习的MCQ的指南.
- 实证验证MCQ作为衡量复杂认知能力的工具.
主要方法:
- 制定并应用了针对高阶认知技能制定MCQ的具体指南.
- 对这些MCQ进行了对比,对这些MCQ的科目新手和专家的表现.
- 通过在线搜索评估了通过在线搜索回答较低级别问题的易度.
主要成果:
- 使用新指南编写的MCQ对新手来说比专家更具挑战性.
- 通过简单的在线搜索,初学者可以很容易地回答低级MCQ.
- 这些发现为开发的指南的有效性提供了经验支持.
结论:
- 开发的指南有效地创建了衡量高阶学习的MCQ.
- 这些MCQ提供了一个可靠的,潜在的防欺骗替代传统评估,如论文.
- 在高等教育中,MCQ可以成为评估复杂认知能力的有效工具.
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