Redmond Sandra P, Hartigan-Rogers Jackie A, Cobbett Shelley
Dalhousie University.
Int J Nurs Educ Scholarsh. 2012 Nov 26;9:/j/ijnes.2012.9.issue-1/1548-923X.2487/1548-923X.2487.xml. doi: 10.1515/1548-923X.2487.
Nurse educators teach students to develop an informed nursing practice but can educators claim the same grounding in the available evidence when formulating multiple-choice assessment tools to evaluate student learning? Multiple-choice questions are a popular assessment format within nursing education. While widely accepted as a credible format to assess student knowledge across disciplines, debate exists among educators regarding the number of options necessary to adequately test cognitive reasoning and optimal discrimination between student abilities. The purpose of this quasi-experimental between groups study was to examine the psychometric properties of three option multiple-choice questions when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or the mean examination scores when multiple-choice test questions were administered with three versus four option answer choices. This study provides additional guidance for nurse educators to assist in improving multiple-choice question writing and test design.
护理教育工作者教导学生形成基于充分信息的护理实践，但是在制定多项选择题评估工具以评估学生学习情况时，教育工作者能否声称自己同样以现有证据为依据呢？多项选择题是护理教育中一种流行的评估形式。虽然它被广泛认为是跨学科评估学生知识的可靠形式，但教育工作者之间对于充分测试认知推理以及区分学生能力所需的选项数量存在争议。这项组间准实验研究的目的是，将三个选项的多项选择题与更传统的四个选项的问题进行比较，检验其心理测量特性。数据分析表明，当多项选择题采用三个选项与四个选项的答案选择时，在项目区分度、难度或平均考试成绩方面没有统计学上的显著差异。本研究为护理教育工作者改进多项选择题编写和测试设计提供了更多指导。
