Saq
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This document defines and discusses short answer questions (SAQs). SAQs are open-ended exam questions that require students to write out an answer rather than select from multiple choices. The structure of SAQs focuses on recalling specific facts and knowledge. Advantages include easy scoring, reduced guessing, and better content coverage than essays. Disadvantages include minor errors affecting scores and difficulty grading some questions. Examples provided demonstrate good SAQs that have a single correct answer and a bad example that has multiple possible answers.
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Short answer questions
Short answer questions (SAQ) are open-ended questions that require students to write out an answer rather than select from options. They are used to assess basic knowledge and understanding. SAQ should use precise language and focus on important content. They are structured to test recall of specific facts and knowledge through brief, targeted answers. SAQ have advantages like being easy to score, improving reliability, and allowing for better content coverage than essays. However, they are not suitable for measuring complex learning or analytical reasoning abilities. Examples of good and bad SAQ structures are provided.
Essay,short answer questions and multiple choice question
The document discusses different types of assessment questions used in education including essays, short answer questions, and multiple choice questions. Essay questions challenge students to create original responses rather than select from options. Short answer questions can include filling in blanks, listing brief responses, or answering in one sentence. Multiple choice questions require selecting the correct response from several options. The document uses examples of each type of question related to topics in nursing education.
short answer Questions
This document discusses objective tests and their use in education. It defines objective tests as those that can be scored objectively, eliminating subjective judgments. The document outlines different types of objective tests, including short-answer questions and multiple choice questions. It describes the components and varieties of multiple choice questions. The advantages and limitations of objective tests are provided. Guidelines for constructing good multiple choice questions are also presented.
Internal and external examination
Internal and external examinations are used to assess students. Internal assessment is conducted by teachers and provides continuous evaluation, while external exams are more formal and determine if a student passes or fails. Both types of exams have advantages like providing feedback and incentives to learn, but can also cause stress and negatively impact students who fail. The document outlines the definitions, purposes, types and features of internal and external examinations.
Objective Types of test...
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
Essay type questions, By Pooja Godiyal
The document discusses essay type questions and provides information about them. It defines essay tests as tests that require long written responses from the person being tested. It notes that essay questions assess students' understanding, reasoning, ability to select and organize ideas, and demonstrate complex understanding. The document also describes two main types of essay questions - extended response questions that give students freedom in organization and restricted response questions that provide more limitations. It provides advantages and disadvantages of essay questions and discusses grading rubrics.
Objective type test
Here are the key learning outcomes this exercise aims to assess:
- Students will develop an understanding of historical events from different perspectives by taking on roles in a Civil War battle reenactment.
- Students will learn about and experience aspects of daily life for Union and Confederate soldiers through activities like marching, setting up camp, cooking, and scouting.
- Students will gain procedural knowledge about the tactics and strategies employed in a historically representative Civil War battle through direct participation in a reenactment.
2. Design 5-10 multiple choice or true/false questions to assess student learning related to the reenactment experience.
essat type question
1. The document discusses essay type questions, their advantages and disadvantages as an assessment tool.
2. Essay questions allow for freedom of response but are time-consuming to score and more subjective than other assessments.
3. The document provides tips for constructing and scoring essay questions effectively to accurately evaluate students' knowledge and skills.
Recommended
Short answer questions
Short answer questions (SAQ) are open-ended questions that require students to write out an answer rather than select from options. They are used to assess basic knowledge and understanding. SAQ should use precise language and focus on important content. They are structured to test recall of specific facts and knowledge through brief, targeted answers. SAQ have advantages like being easy to score, improving reliability, and allowing for better content coverage than essays. However, they are not suitable for measuring complex learning or analytical reasoning abilities. Examples of good and bad SAQ structures are provided.
Essay,short answer questions and multiple choice question
The document discusses different types of assessment questions used in education including essays, short answer questions, and multiple choice questions. Essay questions challenge students to create original responses rather than select from options. Short answer questions can include filling in blanks, listing brief responses, or answering in one sentence. Multiple choice questions require selecting the correct response from several options. The document uses examples of each type of question related to topics in nursing education.
short answer Questions
This document discusses objective tests and their use in education. It defines objective tests as those that can be scored objectively, eliminating subjective judgments. The document outlines different types of objective tests, including short-answer questions and multiple choice questions. It describes the components and varieties of multiple choice questions. The advantages and limitations of objective tests are provided. Guidelines for constructing good multiple choice questions are also presented.
Internal and external examination
Internal and external examinations are used to assess students. Internal assessment is conducted by teachers and provides continuous evaluation, while external exams are more formal and determine if a student passes or fails. Both types of exams have advantages like providing feedback and incentives to learn, but can also cause stress and negatively impact students who fail. The document outlines the definitions, purposes, types and features of internal and external examinations.
Objective Types of test...
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
Essay type questions, By Pooja Godiyal
The document discusses essay type questions and provides information about them. It defines essay tests as tests that require long written responses from the person being tested. It notes that essay questions assess students' understanding, reasoning, ability to select and organize ideas, and demonstrate complex understanding. The document also describes two main types of essay questions - extended response questions that give students freedom in organization and restricted response questions that provide more limitations. It provides advantages and disadvantages of essay questions and discusses grading rubrics.
Objective type test
Here are the key learning outcomes this exercise aims to assess:
- Students will develop an understanding of historical events from different perspectives by taking on roles in a Civil War battle reenactment.
- Students will learn about and experience aspects of daily life for Union and Confederate soldiers through activities like marching, setting up camp, cooking, and scouting.
- Students will gain procedural knowledge about the tactics and strategies employed in a historically representative Civil War battle through direct participation in a reenactment.
2. Design 5-10 multiple choice or true/false questions to assess student learning related to the reenactment experience.
essat type question
1. The document discusses essay type questions, their advantages and disadvantages as an assessment tool.
2. Essay questions allow for freedom of response but are time-consuming to score and more subjective than other assessments.
3. The document provides tips for constructing and scoring essay questions effectively to accurately evaluate students' knowledge and skills.
Ppt on assessment of knowledge
Assessment is a key part of the educational system and serves as an individual evaluation as well as a way to compare performance. There are various types of assessment including formative and summative, criterion-referenced and norm-referenced, and informal and formal. Common assessment tools include essays, short answer questions, and multiple choice questions which have advantages like objectivity but also disadvantages such as not measuring complex thinking. Assessment is important for improving instruction, providing feedback, and certifying student competence.
Types of evaluation tool
This document discusses different tools and techniques used for evaluation. It describes classroom evaluation tools like paper pencil tests which can be subjective or objective. Objective tests include multiple choice questions, matching, and true/false. Clinical evaluation uses techniques like observations, practical exams, and written reports. The advantages and limitations of different evaluation methods like essays, short answers, and objective questions are provided. Guidelines for constructing different question types like essays, short answers, matching, and multiple choice questions are also outlined.
administrating test,scoring,grading vs marks
This document discusses administering tests, scoring tests, grading tests, and the differences between grading and marking. It provides steps for administering tests, including motivating students, giving directions, monitoring time, ensuring accuracy, and collecting materials. It also discusses principles of fair testing, avoiding distractions during testing, and preventing cheating. The document then covers scoring tests, including issues with human scoring variability, and methods for grading tests both analytically and globally. Finally, it discusses the differences between grading systems and marking/points systems for assessing student achievement.
MCQs
This document discusses multiple choice questions (MCQs) as a method of assessment. It describes the advantages and disadvantages of MCQs, provides examples of different MCQ formats, and gives guidance on how to properly frame high-quality MCQs. The document also covers activities where participants practice identifying errors in sample MCQs and formulating their own MCQs in different formats at varying difficulty levels. Validation of MCQs and specific learning objectives are additionally addressed.
Developing short answer questions (sa qs)
The document provides guidance on developing short answer questions (SAQs) for assessments. It discusses the criteria for good SAQ items, including being objective, valid, reliable, and feasible. SAQs are intended to test interpretation, reasoning, and problem-solving skills rather than just knowledge. An example is provided demonstrating how to construct an SAQ item using a clinical vignette linked to 3-4 questions with restricted point-wise answers and assigned marks. The key considerations in developing SAQs are selecting appropriate wording, constructing the answer key, and assigning marks to answers.
Administering a test, scoring - grading vs marks
The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on:
- The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers.
- Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings.
- The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality.
- Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions.
- The difference between marking, which awards numbers or symbols to tasks, and
Short answer question
The document discusses short answer questions as an assessment method. It defines short answer questions as open-ended questions that require students to create brief answers. The document outlines the structure, advantages, and disadvantages of short answer questions. It provides tips for designing effective short answer questions, such as writing clear instructions, directing questions, specifying acceptable answer formats, and preparing structured marking sheets.
Clinical rotation plan
This document outlines a clinical rotation plan for M.Sc. Nursing students. It defines clinical rotation as explaining the order of clinical postings for nursing students in relevant areas according to statutory requirements. The objectives are to gain experience from clinical areas and attain overall nursing program objectives. Principles of the plan include accordance with the master plan, continuity, sequence, integration, sufficient teaching staff, and avoiding overcrowding. Factors to be considered include standards, policies, facilities, personnel, budgets, and field visits. The role of teachers is to provide meaningful, continuous experiences and avoid overcrowding while supervising students. A sample clinical rotation plan is provided allocating time for various psychiatric units and community health settings totaling 950 practical
Administering,scoring and reporting a test ppt
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
Design of multiple choice questions
The document discusses best practices for designing multiple choice questions (MCQs) to assess different cognitive levels. It provides guidelines for writing effective MCQ stems and answer options, including examples. Key points covered include how to classify MCQs by cognitive level, evaluate MCQ quality using difficulty and discrimination indices, and strategies for reducing guessing. The overall focus is helping participants learn principles of creating high-quality MCQs and sample test papers.
Rating scale
This document discusses rating scales, which are tools used to evaluate individuals. It defines rating scales as sets of categories designed to elicit quantitative or qualitative information. There are four main types of rating scales: numerical, graphic, descriptive, and comparative. Rating scales make quantitative judgments about qualitative attributes and provide flexibility in judging performance levels or attributes. They are commonly used to structure observations but can be subjective. The document outlines characteristics of effective rating scales, steps to develop them, advantages like measuring objectives and evaluating skills, and disadvantages such as difficulty rating many aspects of individuals and potential subjectivity.
Multiple choice-questions
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Classroom testing-tailor made test
Classroom tests should be tailored by teachers to assess their specific objectives. Teachers can design tests that fit both the class and individual students. Evaluation should not be limited to conventional paper tests, as some objectives require techniques like ratings scales, checklists, and observations. Tests provide both qualitative and quantitative information about students and are used to determine achievement of goals, assign grades, identify weaknesses, and inform teaching practices. [/SUMMARY]
self and peer. evaluation
This document discusses self and peer evaluation in education. It begins by outlining the objectives of understanding and applying self and peer evaluation in nursing practice. It then explains that self and peer evaluation can increase student responsibility, promote deeper learning, and involve students in critical reflection. Self evaluation allows students to assess their own strengths and weaknesses, while peer evaluation judges each student's contribution to group work. Both methods provide feedback to students and teachers. However, they also require time and training to implement effectively without disadvantages like lack of student maturity, reluctance to evaluate peers, or unfair "ganging up".
standardized-tools.pptx
This document summarizes a presentation on standardized tools given by Kantekar Seema. The presentation covered intelligence, aptitude, personality, and achievement tests. It discussed objectives of various tests, definitions and theories of intelligence, how intelligence is measured, special abilities, interests and personality assessment. Test characteristics, uses, and limitations were also reviewed. Different types of achievement tests like essay, short answer, and objective tests were described along with their advantages and disadvantages.
Anecdotal record
Anecdotal records are short, objective observations of significant events written by a teacher or healthcare provider. They describe what happened, when, and the context in order to understand a student or patient's behavior and development. While anecdotal records provide insights, they are also subjective and depend on the observer's memory. They are used to communicate between healthcare team members and facilitate coordinated care.
Essay Question -assessment
This document provides guidelines for writing effective essay questions to assess student learning. It defines essay questions and outlines the main types: restricted response and extended response. Guidelines are given for constructing clear questions that assess higher-order thinking and provide criteria for grading. Both advantages and disadvantages of essay questions are discussed. Overall, the document advocates that essay questions can effectively evaluate students' reasoning and analytical abilities when guidelines are followed to create valid, reliable and fair assessment.
Construction of essay type questions ppt.pptx
Construction of Essay type questions and Evaluation ppt is very useful to the Nursing faculty and students.
Formative evaluation
The document discusses formative evaluation in education. It defines formative evaluation as a method used during instruction to provide feedback and modify teaching and learning activities to improve student outcomes. The key purposes of formative evaluation are to identify deficiencies, foster development and improvement, and shift the focus from grades to learning. Formative assessment techniques include quizzes, tests, and practical exercises. Research shows significant learning gains when formative assessment is used.
ADMINISTRATION SCORING AND REPORTING.pdf
1. The document discusses the process of administration, scoring, and reporting of tests, including planning tests based on learning objectives, preparing blueprints, developing test items, administering tests uniformly, scoring objectively, and evaluating tests and student performance.
2. It also compares grading systems to marking systems, noting advantages of letter grades over numerical marks in providing summaries, combining scores, and comparing performance.
3. Procedures for assigning letter grades include transforming various assessment scores to percentile ranks, weighting scores, summing totals, and using standards to determine grade cutoffs.
Question Paper Setting
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
Objective & scoring essay test- preeti sharma
Objective and scoring essay test is easy for scoring and better content validity.
It includes definition, advantage, disadvantages, principles, types etc. this is very informative test for scoring.
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Ppt on assessment of knowledge
Assessment is a key part of the educational system and serves as an individual evaluation as well as a way to compare performance. There are various types of assessment including formative and summative, criterion-referenced and norm-referenced, and informal and formal. Common assessment tools include essays, short answer questions, and multiple choice questions which have advantages like objectivity but also disadvantages such as not measuring complex thinking. Assessment is important for improving instruction, providing feedback, and certifying student competence.
Types of evaluation tool
This document discusses different tools and techniques used for evaluation. It describes classroom evaluation tools like paper pencil tests which can be subjective or objective. Objective tests include multiple choice questions, matching, and true/false. Clinical evaluation uses techniques like observations, practical exams, and written reports. The advantages and limitations of different evaluation methods like essays, short answers, and objective questions are provided. Guidelines for constructing different question types like essays, short answers, matching, and multiple choice questions are also outlined.
administrating test,scoring,grading vs marks
This document discusses administering tests, scoring tests, grading tests, and the differences between grading and marking. It provides steps for administering tests, including motivating students, giving directions, monitoring time, ensuring accuracy, and collecting materials. It also discusses principles of fair testing, avoiding distractions during testing, and preventing cheating. The document then covers scoring tests, including issues with human scoring variability, and methods for grading tests both analytically and globally. Finally, it discusses the differences between grading systems and marking/points systems for assessing student achievement.
MCQs
This document discusses multiple choice questions (MCQs) as a method of assessment. It describes the advantages and disadvantages of MCQs, provides examples of different MCQ formats, and gives guidance on how to properly frame high-quality MCQs. The document also covers activities where participants practice identifying errors in sample MCQs and formulating their own MCQs in different formats at varying difficulty levels. Validation of MCQs and specific learning objectives are additionally addressed.
Developing short answer questions (sa qs)
The document provides guidance on developing short answer questions (SAQs) for assessments. It discusses the criteria for good SAQ items, including being objective, valid, reliable, and feasible. SAQs are intended to test interpretation, reasoning, and problem-solving skills rather than just knowledge. An example is provided demonstrating how to construct an SAQ item using a clinical vignette linked to 3-4 questions with restricted point-wise answers and assigned marks. The key considerations in developing SAQs are selecting appropriate wording, constructing the answer key, and assigning marks to answers.
Administering a test, scoring - grading vs marks
The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on:
- The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers.
- Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings.
- The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality.
- Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions.
- The difference between marking, which awards numbers or symbols to tasks, and
Short answer question
The document discusses short answer questions as an assessment method. It defines short answer questions as open-ended questions that require students to create brief answers. The document outlines the structure, advantages, and disadvantages of short answer questions. It provides tips for designing effective short answer questions, such as writing clear instructions, directing questions, specifying acceptable answer formats, and preparing structured marking sheets.
Clinical rotation plan
This document outlines a clinical rotation plan for M.Sc. Nursing students. It defines clinical rotation as explaining the order of clinical postings for nursing students in relevant areas according to statutory requirements. The objectives are to gain experience from clinical areas and attain overall nursing program objectives. Principles of the plan include accordance with the master plan, continuity, sequence, integration, sufficient teaching staff, and avoiding overcrowding. Factors to be considered include standards, policies, facilities, personnel, budgets, and field visits. The role of teachers is to provide meaningful, continuous experiences and avoid overcrowding while supervising students. A sample clinical rotation plan is provided allocating time for various psychiatric units and community health settings totaling 950 practical
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This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
Design of multiple choice questions
The document discusses best practices for designing multiple choice questions (MCQs) to assess different cognitive levels. It provides guidelines for writing effective MCQ stems and answer options, including examples. Key points covered include how to classify MCQs by cognitive level, evaluate MCQ quality using difficulty and discrimination indices, and strategies for reducing guessing. The overall focus is helping participants learn principles of creating high-quality MCQs and sample test papers.
Rating scale
This document discusses rating scales, which are tools used to evaluate individuals. It defines rating scales as sets of categories designed to elicit quantitative or qualitative information. There are four main types of rating scales: numerical, graphic, descriptive, and comparative. Rating scales make quantitative judgments about qualitative attributes and provide flexibility in judging performance levels or attributes. They are commonly used to structure observations but can be subjective. The document outlines characteristics of effective rating scales, steps to develop them, advantages like measuring objectives and evaluating skills, and disadvantages such as difficulty rating many aspects of individuals and potential subjectivity.
Multiple choice-questions
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Classroom testing-tailor made test
Classroom tests should be tailored by teachers to assess their specific objectives. Teachers can design tests that fit both the class and individual students. Evaluation should not be limited to conventional paper tests, as some objectives require techniques like ratings scales, checklists, and observations. Tests provide both qualitative and quantitative information about students and are used to determine achievement of goals, assign grades, identify weaknesses, and inform teaching practices. [/SUMMARY]
self and peer. evaluation
This document discusses self and peer evaluation in education. It begins by outlining the objectives of understanding and applying self and peer evaluation in nursing practice. It then explains that self and peer evaluation can increase student responsibility, promote deeper learning, and involve students in critical reflection. Self evaluation allows students to assess their own strengths and weaknesses, while peer evaluation judges each student's contribution to group work. Both methods provide feedback to students and teachers. However, they also require time and training to implement effectively without disadvantages like lack of student maturity, reluctance to evaluate peers, or unfair "ganging up".
standardized-tools.pptx
This document summarizes a presentation on standardized tools given by Kantekar Seema. The presentation covered intelligence, aptitude, personality, and achievement tests. It discussed objectives of various tests, definitions and theories of intelligence, how intelligence is measured, special abilities, interests and personality assessment. Test characteristics, uses, and limitations were also reviewed. Different types of achievement tests like essay, short answer, and objective tests were described along with their advantages and disadvantages.
Anecdotal record
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Essay Question -assessment
This document provides guidelines for writing effective essay questions to assess student learning. It defines essay questions and outlines the main types: restricted response and extended response. Guidelines are given for constructing clear questions that assess higher-order thinking and provide criteria for grading. Both advantages and disadvantages of essay questions are discussed. Overall, the document advocates that essay questions can effectively evaluate students' reasoning and analytical abilities when guidelines are followed to create valid, reliable and fair assessment.
Construction of essay type questions ppt.pptx
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2. It also compares grading systems to marking systems, noting advantages of letter grades over numerical marks in providing summaries, combining scores, and comparing performance.
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- Item analysis which is used to select appropriate test items based on difficulty value and discrimination power. Formulas for calculating difficulty value and discrimination index are outlined.
- Advantages and disadvantages of different question types are compared. Best practices for writing multiple choice questions, short answer questions, and essay questions are discussed
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Saq
- 1. SHORT ANSWER QUESTIONS SAQ Presented by Rahul Gusain Msc (N) Ist year
- 2. objective •Define the short answer questions •Formulate the structure of question •Enlist the advantages of SAQ •Enlist the disadvantages of SAQ •Explain the Examples of SAQ.
- 3. Definition • Short answer questions (SAQ) are open ended question that require students to create an answer, rather than choose from a selection of responses. • They are commonly used in examination to assess the basic knowledge and understanding of a topic before more in depth assessment question.
- 4. Structure of short answer • Design for recall of specific names, facts, and basic knowledge. • Focus the question so there a limited number of possible correct responses (or only one) in order to discriminate achievement. • Each item should deal with important content area. • Use action oriented precise verbs.
- 5. Contd… • When a negative item is used, emphasize the negative word or phrase, that is, underline, capitalize, or italicize, for example, "DOES NOT.“ • SAQ tend to test the lower levels of the cognitive domain and assess mainly knowledge, comprehension and some application. • They are most effective when there can be no disagreement about acceptable answers.
- 6. Advantages • Easy to score, reliability of the score is improved, quick response. • Reduces possibility of guessing. • Better content coverage as compared to long essay question. • Improved objectivity as the marking scheme can be structured and predetermined • Higher chances for assessment of clinical reasoning.
- 7. Disadvantage • Correct responses may appear incorrect due to minor errors such as misspellings, order of words, etc. • There can be difficulty in grading if the question is not worded carefully. • also, if a large amount of knowledge needs to be tested, it is more efficient to use MCQs.
- 8. Examples Good Example of a Short Answer Question • In our class discussion on regression, what two terms were used interchangeably with the term "independent variable"? • Answer: predictor variable and explanatory variable
- 9. Bad Example of a ShortAnswer Question • What does the acronym ENIAC mean? • Answer: Electronic Numerical Integrator and Calculator
- 10. Other Examples Q- Canada turned 100 years old in the year? A- 2011. Q- In which year did wellington defeat napoleon at waterloo? A - 1735. Q- Neurocysticercosis is caused by? A- tapeworm Q- if a room measures 7metre by 4metre, the perimeter is ? A- 22m
- 11. Summary
- 12. conclusion