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Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper

机译：评估本科教育中的高阶认知技能：论文修改还是多项选择题？研究论文

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Background Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution. Methods An analysis of multiple-choice questions and modified essay questions (MEQs) used for summative assessment in a clinical undergraduate curriculum was undertaken. A total of 50 MCQs and 139 stages of MEQs were examined, which came from three exams run over two years. The effectiveness of the questions was determined by two assessors and was defined by the questions ability to measure higher cognitive skills, as determined by a modification of Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. Results Over 50% of all of the MEQs tested factual recall. This was similar to the percentage of MCQs testing factual recall. The modified essay question failed in its role of consistently assessing higher cognitive skills whereas the MCQ frequently tested more than mere recall of knowledge. Conclusion Construction of MEQs, which will assess higher order cognitive skills cannot be assumed to be a simple task. Well-constructed MCQs should be considered a satisfactory replacement for MEQs if the MEQs cannot be designed to adequately test higher order skills. Such MCQs are capable of withstanding the intellectual and statistical scrutiny imposed by a high stakes exit examination.
机译：背景技术难以产生可靠且有效的，具有较高认知功能的笔试，尤其是对于评估临床问题的能力。修改后的作文问题（MEQ）通常用于优先于其他形式的评估，包括多项选择题（MCQ），以评估这些高级能力。 MEQ通常是高等教育课程结束评估的重要组成部分。尚不清楚这些问题如何有效评估高阶认知技能。本研究旨在评估MEQ评估本科院校中高阶认知技能的有效性。方法对临床本科课程中用于总结性评估的多项选择题和修正论文题（MEQ）进行分析。总共进行了50次MCQ和139个阶段的MEQ，它们来自两年多的三场考试。问题的有效性由两名评估者确定，并由问题的能力来衡量，这些能力是由Bloom的分类法修改确定的，其具有较高的认知能力，而质量是由存在的项目写作缺陷确定的。结果超过50％的MEQ测试了事实召回。这与MCQ测试事实召回的百分比相似。修改后的论文问题未能持续评估更高的认知技能，而MCQ经常测试的不仅仅是回忆知识。结论构建能够评估高阶认知技能的MEQ不能认为是简单的任务。如果不能将设计良好的MCQ设计为足以测试高阶技能的人，则可以认为结构良好的MCQ是MEQ的令人满意的替代品。这样的MCQ能够承受高风险退出考试所施加的智力和统计审查。

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