Huxham G J, Naeraa N
Med Educ. 1980 Jan;14(1):23-6. doi: 10.1111/j.1365-2923.1980.tb02608.x.
The purpose of this study was to find out whether taxonomic classification of MCQ items reflected differences in student behaviour. The data from one of this University's official open-book exams, in which students answer sixty MCQ items distributed over twelve content-areas of physiology were examined. The responses from all 153 candidates were then subjected to factor analysis. Analysis of individual item scores was unrewarding. Analysis of scores for item-groups based on taxonomy and content resulted in the identification of three factors, which carried predominant loadings from recall or look-up items, interpretation items, and problem-solving items, respectively.
本研究的目的是探究多项选择题（MCQ）项目的分类法是否反映了学生行为的差异。对该大学一次官方开卷考试的数据进行了分析，在这次考试中，学生要回答分布在生理学十二个内容领域的60道多项选择题。随后，对所有153名考生的答案进行了因子分析。对单个项目分数的分析没有得出有价值的结果。基于分类法和内容对项目组分数进行分析后，确定了三个因子，它们分别主要负载了回忆或查找类项目、解释类项目和解决问题类项目的分值。
