• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Question-writing as a learning tool for students – outcomes from curricular exams
【24h】

Question-writing as a learning tool for students – outcomes from curricular exams

机译：问题写作作为学生的学习工具–课程考试的结果

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students’ learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams could encourage students to discuss the learning material. Methods All students had to pass 4 exams in 7 fields of Internal Medicine. Three exams were comprised of 20 questions, and we applied the new method in one of these exams. The fourth exam was comprised of 30 questions, 15 of which were chosen from a students’ pool. After all exams had been completed we asked the students to fill in a web-based questionnaire on their learning habits and their views on the new approach. The test-results were compared to the results of the lecturers’ questions that defined high and low performing students. Results A total of 102 students completed all four exams in a row, 68 of whom filled in the questionnaire. Low performing students achieved significantly better results in the students’ questions. There was no difference in the number of constructed questions between both groups of students. The new method did not promote group work significantly. However, high performing students stated a stronger wish to be rewarded by good performance. Conclusions Creating a curricular exam by choosing questions from a pool constructed by students did not influence the learning habits significantly and favored low performing students. Since the high performing students sought to be rewarded for their efforts, we do not consider the approach applied in our study to be appropriate.
机译：背景写作考试题可以是一种有价值的学习工具。我们要求学生构建内科课程考试的多项选择题。特定考试的问题选自至少300个学生撰写的问题。所有学生都可以访问未更正的池。我们研究了这种方法对学生的学习习惯及其测试结果的影响。我们假设，为考试创建自己的问题库可能会鼓励学生讨论学习材料。方法所有学生必须通过7个内科领域的4项考试。三门考试由20个问题组成，我们在其中一门考试中采用了新方法。第四项考试由30个问题组成，其中15个是从学生库中选择的。完成所有考试后，我们要求学生填写有关他们的学习习惯和对新方法的看法的网络问卷。将测试结果与讲师提问的结果进行比较，讲师的问题定义了成绩优异的学生和成绩低下的学生。结果共有102名学生连续完成了所有四项考试，其中68名填写了问卷。表现不佳的学生在提问中取得了明显更好的成绩。两组学生之间构造的问题数量没有差异。新方法并未显着促进小组工作。但是，成绩优异的学生表示，他们希望获得良好的成绩，从而获得回报。结论通过从学生构建的库中选择问题来创建课程考试不会显着影响学习习惯，而偏向表现欠佳的学生。由于成绩优异的学生一直努力获得回报，因此我们认为本研究中采用的方法不合适。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号