6 results
Search Results
2. Blueprinting in assessment: A tool to increase the validity of undergraduate written examinations in pathology.
- Author
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Patil, Sunita Y., Gosavi, Manasi, Bannur, Hema B., and Ratnakar, Ashwini
- Subjects
- *
BLUEPRINTING , *PATHOLOGY , *UNDERGRADUATES , *COGNITIVE testing , *TEST validity , *SENSORY perception , *PATHOLOGY education ,EXAMINATIONS, questions, etc. - Abstract
Context/Background: Written examinations are the most commonly employed method for assessment of cognitive skills in medical education. The few disadvantages of essay questions are less number of questions, limited sampling, unfair distribution of questions over topics, vague questions etc., Blueprinting overcomes these issues, increasing the validity of examinations. Objectives: To describe the process of developing a blueprint for undergraduate written examinations in pathology; and to evaluate its effect as a tool to increase the content validity of assessment. Methodology: A workshop was conducted in the Department of Pathology to sensitize the faculty about the importance of blueprinting. A blueprint was prepared for written examinations in pathology, question papers were set accordingly and administered in preliminary examinations. Feedback was collected from the students and faculty to know their perceptions about the question papers with reference to blueprinting. Results: The students and faculty felt that there was appropriate distribution of questions across topics (77% and 89%, respectively), appropriate weightage given to topics of public health importance (65% and 100%), examinations were fair (86% and 89%). All the faculty felt that blueprints aligns assessment with objectives and helps as a guide and to paper construction. Conclusions: Students were satisfied as blueprinting helped them to attempt examination better . The faculty who validated the blueprint felt that it helps in distribution of appropriate weightage and questions across the topics and blueprinting should be an integral part of assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
3. Does Student Crowdsourcing of Practice Questions and Animations Lead to Good Quality Materials?
- Author
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Edgcomb, Alex Daniel, Sai Yuen, Joshua, and Vahid, Frank
- Subjects
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CROWDSOURCING , *ENGINEERING , *SURVEYS , *DATA analysis , *EDUCATIONAL quality ,EXAMINATIONS, questions, etc. - Abstract
Web-native textbooks use practice questions and animations to improve student performance to help learn and visualize concepts. Creating practice questions and animations is time intensive. This paper investigates whether having students create and/or rate practice questions and animations--student crowdsourcing--can lead to good quality items. For animations, we conducted experiments involving 587 participants from a basic computing technology course. Students were asked to create animations of a topic, and a professor and fellow students rated those animations. Some students showed the ability to create quality animations: 2 of 19 completed animations were rated a "5" on a 1 to 5 scale (5 is best) by a professor / professional animation author. Furthermore, some students showed the ability to effectively rate student-created animations; the top 10% of student ratings was strongly correlated with the professor ratings with R-value = 0.88 (p-value < 0.001). For questions, we conducted experiments involving 25 participants from an introductory embedded programming course. Students were asked to create and rate practice questions for various embedded programming topics. Some students could effectively rate questions: the average of the top 20% of student ratings was strongly correlated with the professor rating with R-value = 0.82 (p-value = 0.02). However, students did not show the ability to create good question; no student's question was professor-rated above a 4. The common problem seen was an inability to write correct and precise English. [ABSTRACT FROM AUTHOR]
- Published
- 2015
4. Development and Implementation of a Tablet-based Exam App for Engineering Course.
- Author
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Gramoll, Kurt C.
- Subjects
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ENGINEERING education , *SEMESTER system in education , *ENGINEERING students , *ENGINEERING , *THERMODYNAMICS ,EXAMINATIONS, questions, etc. - Abstract
For large enrollment courses, such as Statics, Dynamics, Fluid Mechanics, Solid Mechanics, Thermodynamics, the use of computers (laptops and tablets) in the classroom can save instructor time. However, there are numerous problems with computer-based exams, especially when the students are allowed to access online course materials (eBook, homework, etc). Previously, the author used student-supplied laptops for web-based exams in the classroom, but this has become problematic over the years due to the increased sophistication of communication software (Twitter, Facebook, Skype, SnapChat, etc.). It is no longer reasonable to expect the instructor and TAs to be able to monitor student laptops during exams. To solve this issue, android-based tablets with special apps have been developed and implemented into two fundamental engineering courses, Fluid Mechanics and Solid Mechanics (Mechanics of Materials). The paper first examines both the selection process for the Android-based tablets and the development process for applications (apps) required for testing. Both Android and iOS tablets were considered. Based on cost and ease of system customization, Android-based tablets were selected. Two different apps were developed for use for tests. The first app, "examApp" permits the student to access the online text and it records the student's choices. It has numerous security features that limit access to the exam only on the tablets provided and only during the test time. All graphics are vector-based so they are crisp on high resolution screens. Included in the examApp was an admin (or instructor) page that provides the instructor and TAs real-time information about the exam while in progress. This includes scores, percent correct for a given problem, students activity, graphs, and direct communications to all students. The second app, "eBookApp", allows the student access to the online eBook used for the class. However, it blocks the student from other online web site or material. The Android operating system itself was modified to limit access to standard apps like email, app stores, social networks, and even browsers. The apps were developed using Abobe AIR development framework due to its relatively easy development of web and mobile apps when compared to native programming or HTML5 with JavaScript. AIR also avoids programming the same app three times (web browsers, Android and iOS). The successful results (and lessons learned) using tablets for in-class testing for multiple engineering courses are presented. [ABSTRACT FROM AUTHOR]
- Published
- 2015
5. Staying in STEM or changing course: Do natives and immigrants pursue the path of least resistance?
- Author
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Han, Siqi
- Subjects
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COLLEGE graduates , *CURRICULUM , *IMMIGRANTS , *SCIENCE exams , *ENGINEERING , *MATHEMATICS examinations, questions, etc. ,EXAMINATIONS, questions, etc. - Abstract
This paper examines why Science, Technology, Engineering and Math (STEM) fields are becoming “immigrant” fields of study as native students shift from STEM fields to law, medicine and business. Using data from the 2010 National Survey of College Graduates, the analyses find that foreign college-educated immigrants with STEM degrees tend to remain in STEM fields, while natives are more likely to shift from STEM fields to law, medicine and business in graduate school. Among those who moved into law, medicine and business, the gains in earnings are larger for natives than for foreign educated immigrants. These results have important implications for the social mobility of highly educated natives and immigrants. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
6. How to Run a Mock CASC.
- Author
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Welsh, Heather
- Subjects
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PSYCHIATRY , *PSYCHIATRISTS , *STUDY skills , *STUDY guides ,EXAMINATIONS, questions, etc. - Abstract
This paper describes the process followed in the West of Scotland to organise a local mock exam to support trainees with their preparation for the CASC (Clinical Assessment of Skills and Competencies), the final MRCPsych examination. The reader is taken through the necessary steps, including initial practicalities- building the organising team, deciding the venue and exam date; setting the mock exam format; writing the stations; recruiting actors and examiners; coordinating the mock exam on the day and overcoming potential problems. With an enthusiastic and organised team on board, we have found it possible to run a realistic mock CASC at a local level, at low financial cost. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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