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Disruptive Analysis of Closed Questions Assessments at Medical School, Interest of Massive Multi-Choice Tests

机译：医学院闭合问题评估的破坏性分析，大规模多项选择试验的利益

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Descriptive statistics, Classical Test Theory (CTT), and Item Response Theory (IRT) are used to analyze learning. These results are a powerful synthesis for students to evaluate their progression into their personal pathway of learning, for teachers to improve the quality of different multiple-choice questions (MCQ) series, and for administration to assist in making pedagogical decisions. Our study explores tools to evaluate MCQ tests, and MCQs. Answers to tutorials and final examination of students of the first year of health contest were collected and analyzed.

机译：描述性统计数据，经典测试理论（CTT）和项目响应理论（IRT）用于分析学习。这些结果对于学生提供评估他们进入其个人途径的强大综合，为教师提高不同多项选择题（MCQ）系列的质量，以及管理有助于制作教学决策。我们的研究探讨了评估MCQ测试和MCQ的工具。收集和分析了对健康比赛第一年学生的教程和最终审查的答案。

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《MEDINFO》|2019年|xl 1091-2035 p. :|共2页
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Marice Fourcot; Lionel Di Marco; Va Leungo; Pierre Gillois;
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中图分类医学与其他学科的关系;
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4. Disruptive Analysis of Closed Questions Assessments at Medical School, Interest of Massive Multi-Choice Tests [C] . Marice Fourcot, Lionel Di Marco, Va Leungo, MEDINFO . 2019

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Disruptive Analysis of Closed Questions Assessments at Medical School, Interest of Massive Multi-Choice Tests

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