Can learning outcomes in cognitive domain be assessed effectively using multiple choice questions? A study in an undergraduate pharmacy curriculum
- Author:
Hui Meng Er
;
Srinivasan Ramamurthy
;
Peter CK Pook
- Publication Type:Journal Article
- Keywords:
Cognitive;
learning outcomes;
multiple choice;
questions;
pharmacy;
written examination.
- From:International e-Journal of Science, Medicine and Education
2014;8(3):9-18
- CountryMalaysia
- Language:English
-
Abstract:
Background: The widespread use of multiple choice
questions (MCQ) in examinations is attributed to its
logistical advantage and broad coverage of content within
a short duration. The end-of-semester examinations for
several modules in the pharmacy programme previously
employed a combination of written examination tools
including MCQ, short answer questions (SAQ) or essays
for assessing learning outcomes in the cognitive domain.
Concerns regarding assessment fatigue and subjectivity
in marking have led to a review of the assessment
formats in the examinations. Various types of MCQ were
consequently introduced as the only assessment tool.
This study was conducted to evaluate the performance
of students in the examinations as a result of the change.
Methodology: Analyses were carried out on the end-ofsemester
examination results of two cohorts of students
for each module, one based on a combination of MCQ,
SAQ or essay and the other based on MCQ alone.
The class means were compared, and t-test was used to
determine the difference between the performances.
Results: Although the difference in the mean scores of
the two groups is statistically significant in 13 of the 20
modules, the difference is less than 5% in 10 modules.
Conclusion: The findings provide evidence that wellconstructed
MCQ can effectively assess cognitive skills.
- Full text:P020150528319797177021.pdf
