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What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom's taxonomy.
- Source :
-
Medical teacher [Med Teach] 2021 May; Vol. 43 (5), pp. 575-582. Date of Electronic Publication: 2021 Feb 16. - Publication Year :
- 2021
-
Abstract
- Background: Using revised Bloom's taxonomy, some medical educators assume they can write multiple choice questions (MCQs) that specifically assess higher (analyze, apply) versus lower-order (recall) learning. The purpose of this study was to determine whether three key stakeholder groups (students, faculty, and education assessment experts) assign MCQs the same higher- or lower-order level.<br />Methods: In Phase 1, stakeholders' groups assigned 90 MCQs to Bloom's levels. In Phase 2, faculty wrote 25 MCQs specifically intended as higher- or lower-order. Then, 10 students assigned these questions to Bloom's levels.<br />Results: In Phase 1, there was low interrater reliability within the student group (Krippendorf's alpha = 0.37), the faculty group (alpha = 0.37), and among three groups (alpha = 0.34) when assigning questions as higher- or lower-order. The assessment team alone had high interrater reliability (alpha = 0.90). In Phase 2, 63% of students agreed with the faculty as to whether the MCQs were higher- or lower-order. There was low agreement between paired faculty and student ratings (Cohen's Kappa range .098-.448, mean .256).<br />Discussion: For many questions, faculty and students did not agree whether the questions were lower- or higher-order. While faculty may try to target specific levels of knowledge or clinical reasoning, students may approach the questions differently than intended.
- Subjects :
- Faculty
Humans
Reproducibility of Results
Students
Educational Measurement
Writing
Subjects
Details
- Language :
- English
- ISSN :
- 1466-187X
- Volume :
- 43
- Issue :
- 5
- Database :
- MEDLINE
- Journal :
- Medical teacher
- Publication Type :
- Academic Journal
- Accession number :
- 33590781
- Full Text :
- https://doi.org/10.1080/0142159X.2021.1879376