An Evaluation of Exam Questions Designed by Faculty Members, Emphasizing on the Multiple Choice Question Structure, Ahvaz Jundishapur University of Medical Sciences, 2007

AUTHORS

Abdolhussein shakurnia 1 , * , Azar Khosravi Borojeni 2 , Alireza Mozaffari 2 , Houssein Elhampour 2

AUTHORS INFORMATION

1 Immunology, Iran

2 Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 6 (2); e60718
Published Online: January 15, 2010
Article Type: Research Article
Received: August 22, 2017
Accepted: October 08, 2009

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Abstract

Background & Objective: Evaluation of educational achievement is an important part of an
educational process; such an evaluation is possible via holding exams. Multiple Choice Question
(MCQ), as an objective testing method, is the most common tool for evaluating students. Hence,
this study was conducted to evaluate the exam questions designed by faculty members with
emphasis on the MCQ structure in Ahvaz Jundishapur University of Medical Sciences.
Methods: In this descriptive study, questions designed by 197 non-clinician faculty members were
analyzed. Data was collected using a checklist including demographic information, properties of
exam questions, and items related to comparing MCQs with design rules of such questions.
Results: The results revealed that 8.1% of the questions developed by faculty members were essay,
55.32% and 36.54% were objective and a combination of essay and objective, respectively. Among
a total of 5208 evaluated questions, 64.96% contained no structural flaw. The most common flaws
included ambiguous or unclear question stems (15.94%), use of negative verb in the stem (12.22%),
using “all” or “none” among option (10.85%), and use of blank space in the beginning or middle of
the stem (10.41%). Almost 90% of the MCQs were at cognitive level (taxonomy I).
Conclusion: Due to the importance of developing standard questions corresponding to guidelines
for MCQs in acceptable exams, regular revision of exam questions and further training courses for
designing questions is recommended.

Keywords

Exam Faculty members MCQ

© 2010, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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