Cox K R
Med J Aust. 1976 Jun 5;1(23):884-6.
Multiple-choice questions classified as requiring problem-solving skills have been interpreted as measuring problem-solving skills within students, with the implicit hypothesis that questions needing an increasingly complex intellectual process should present increasing difficulty to the student. This hypothesis was tested in a 150-question paper taken by 721 students in seven Australian medical schools. No correlation was observed between difficulty and assigned process. Consequently, the question-answering process was explored with a group of final-year students. Anecdotal recall by students gave heavy weight to knowledge rather than problem solving in answering these questions. Assignment of the 150 questions to the classification by three teachers and six students showed their congruence to be a little above random probability.
被归类为需要解决问题能力的多项选择题，被解读为是在衡量学生的解决问题能力，其隐含的假设是，需要越来越复杂智力过程的问题，应该会给学生带来越来越大的难度。这一假设在一份由澳大利亚七所医学院的721名学生作答的包含150道题的试卷中得到了检验。未观察到难度与指定的智力过程之间存在相关性。因此，对一组即将毕业的学生的答题过程进行了探究。学生们的轶事性回忆表明，在回答这些问题时，他们非常倚重知识而非解决问题的能力。由三位教师和六名学生将这150道题进行分类，结果显示他们分类的一致性略高于随机概率。
