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. 2019 Aug 21:264:1927-1928.
doi: 10.3233/SHTI190717.

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

Marice Fourcot  1 , Lionel Di Marco  1 , Vanda Leungo  2 , Pierre Gillois  1
Affiliations

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

Marice Fourcot et al. Stud Health Technol Inform. .

Abstract

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.

Keywords: Educational measurement; Learning; Psychometrics.

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