9 - Assessing the Cognitive Domain through MCQs: Critical to Quality Assurance in Higher Education
Corresponding Author(s) : Zeenatkhanu Kanji
Revue de l’enseignement supérieur en Afrique,
Vol. 15 No 1 (2017): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur les tendances dans l’enseignement supérieur et les pratiques d’assurance de la qualité en Afrique de l’Est
Résumé
En établissant les méthodes d’évaluation comme élément clé de l’assurance qualité, l’on ne doit perdre de vue le but de mesurer les résultats d’apprentissage attendus et les objectifs visés pour le programme. La réalisation de l’évaluation de la qualité cherche à garantir la production de diplômés et de programmes de haute qualité à travers les contenus et les approches d’exécution. L’une des stratégies les plus fréquemment utilisées dans l’évaluation du domaine cognitif de niveau supérieur est celle via les questions à choix multiples (QCM). Dans le présent article, notre réflexion sera axée sur l’effort de l’assurance qualité pour avoir une stratégie appropriée (bien faire), nécessaire (pour les bonnes raisons) et suffisante (obtenir les résultats escomptés) en répondant aux exigences. Un modèle de l’approche de développement professionnel continu est fourni pour construire, mesurer et évaluer les QCM, ce qui a mis en avant l’obligation de considérer l’engagement à la fois de la faculté (pair) et organisationnel dans le processus de réalisation du produit de diplômés compétents et qui réussissent.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Bandaranayake, R., 2008, ‘Setting and maintaining standards in multiple choice examinations: AMEE guide No.37’, Medical Teacher, No. 30, pp. 836–845. Available online at https://doi:10.1080/01421590802402247.
- Bourke, M. P., and Ihrke, B. A., 2012, ‘The evaluation process: an overview’, in D.M. Billings, and J. A. Halstead, Teaching in nursing: a guide for faculty, 5th ed.,pp. 422–440, St. Louis, MO: Elsevier Saunders.
- Considine, J., Botti, M. and Thomas, S., 2005, ‘Design, format, validity, and reliability of multiple choice questions for use in nursing research and education’, Collegian, No. 12, pp. 19–24. Available online at https://doi:10.1016/S1322-7696(08)60478-3.
- Downing, S., 2005, ‘The effects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education’, Advances in Health Sciences Education, No. 10,pp. 133–143. Available online at https://doi.org/10.1007/s10459-004-4019-5.
- Er, H. M., Ramamurthy, S., and Pook, P. C. K., 2014, ‘Can learning outcomes in cognitive domain be assessed effectively using multiple choice questions? A study in an undergraduate pharmacy curriculum’. International E-Journal of Science Medical and Education (IeJSME), Vol. 8, No. 3, pp. 9–18. Available online at https://doi: 10.1007/s10459004-4019-5.
- Haladyna, T., Downing, S., and Rodriquez, M., 2002, ‘A review of multiple-choice item writing guidelines for classroom assessment’, Applied Measurement in Education, Vol. 15, No. 3, pp. 309-334. Available online at https://doi: 10.1207/S15324818AME1503_5.
- Inter-University Council for East Africa (IUCEA), 2010, A Road Map to Quality: Handbook for Quality Assurance in Higher Education, Volume 1: Guidelines for Self-assessment at Program Level, The Inter-University Council for East Africa/ DAAD. Available online at
- http://iucea1.org/qawp/wp-content/uploads/2013/12/ Handbook-Volume-11.pdf.
- McDonald, M. E., 2007, The Nurse Educator’s Guide to Assessing Learning Outcomes, Sudbury, MA: Jones & Bartlett.
- Morrison, S., and Walsh Free, K. (2001). ‘Writing multiple choice test items that promote and measure critical thinking’, Journal of Nursing Education, 40(1), 17–24.
- National League for Nursing, 2005, ‘Core competencies of nurse educators’. (http:// www.nln.org/profdev/corecompetencies.pdf ).
- Ramsden, P., 2003, Learning to Teach in Higher Education, Routledge New York: Falmer. Rodriguez, M. C., 2005, ‘Three options are optimal for multiple choice items: a meta- analysis of 80 years of research’, Educational Measures Issues and Practices, No. 24,
- pp. 3–13. Available online at https://doi.org/10.1111/j.1745-3992.2005.00006.x. Sadaf, S., Khan, S., and Ali, S. K., 2012, ‘Tips for developing a valid and reliable bank of multiple choice questions (MCQs)’, Education for Health, Vol. 25, No. 3, pp.
- –197. Available online at https://doi.org/10.4103/1357-6283.109786.
- Talebi, G. A., Ghaffari, R., Eskandarzadeh, E., and Oskouei, O. E., 2013, ‘Item analysis an effective tool for assessing exam quality, designing appropriate exam and determining weakness in teaching’, Research and Development in Medical Education, Vol. 2, No. 2, pp. 69–72. Available online at https://doi:10.5681/ rdme.2013.016.
- Tarrant, M., Knierim, A., Hayes, S.K., and Ware, J., 2006, ‘The frequency of item writing flaws in multiple choice questions used in high stakes nursing assessments’, Nurse Education Today, Vol. 26, No. 8, pp. 662–671. Available online at https://doi:10.1016/j.nedt.2006.07.006.
- Tarrant, M., and Ware, J., 2008, ‘Impact of item-writing flaws in multiple choice questions on student achievement in high-stakes nursing assessments’, Medical Education, No. 42, pp. 198– 206. Available online at https://doi: 10.1111/j.1365- 2923.2007.02957.x.
- Tarrant, M., and Ware, J., 2010, ‘A comparison of the psychometric properties of three – and four-option multiple-choice questions in nursing assessments’, Nurse Education Today, No. 30, pp. 539–543. Available online at https://doi. org/10.1016/j.nedt.2009.11.002.
- Vegada, B., Shukla, A., Khilnani, A., Charan, J., and Desai, C., 2016, ‘Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study’, Indian Journal of Pharmacology, Vol. 48,No. 5, pp. 571–575. Available at https://doi.org/10.4103/0253-7613.190757.
Les références
Bandaranayake, R., 2008, ‘Setting and maintaining standards in multiple choice examinations: AMEE guide No.37’, Medical Teacher, No. 30, pp. 836–845. Available online at https://doi:10.1080/01421590802402247.
Bourke, M. P., and Ihrke, B. A., 2012, ‘The evaluation process: an overview’, in D.M. Billings, and J. A. Halstead, Teaching in nursing: a guide for faculty, 5th ed.,pp. 422–440, St. Louis, MO: Elsevier Saunders.
Considine, J., Botti, M. and Thomas, S., 2005, ‘Design, format, validity, and reliability of multiple choice questions for use in nursing research and education’, Collegian, No. 12, pp. 19–24. Available online at https://doi:10.1016/S1322-7696(08)60478-3.
Downing, S., 2005, ‘The effects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education’, Advances in Health Sciences Education, No. 10,pp. 133–143. Available online at https://doi.org/10.1007/s10459-004-4019-5.
Er, H. M., Ramamurthy, S., and Pook, P. C. K., 2014, ‘Can learning outcomes in cognitive domain be assessed effectively using multiple choice questions? A study in an undergraduate pharmacy curriculum’. International E-Journal of Science Medical and Education (IeJSME), Vol. 8, No. 3, pp. 9–18. Available online at https://doi: 10.1007/s10459004-4019-5.
Haladyna, T., Downing, S., and Rodriquez, M., 2002, ‘A review of multiple-choice item writing guidelines for classroom assessment’, Applied Measurement in Education, Vol. 15, No. 3, pp. 309-334. Available online at https://doi: 10.1207/S15324818AME1503_5.
Inter-University Council for East Africa (IUCEA), 2010, A Road Map to Quality: Handbook for Quality Assurance in Higher Education, Volume 1: Guidelines for Self-assessment at Program Level, The Inter-University Council for East Africa/ DAAD. Available online at
http://iucea1.org/qawp/wp-content/uploads/2013/12/ Handbook-Volume-11.pdf.
McDonald, M. E., 2007, The Nurse Educator’s Guide to Assessing Learning Outcomes, Sudbury, MA: Jones & Bartlett.
Morrison, S., and Walsh Free, K. (2001). ‘Writing multiple choice test items that promote and measure critical thinking’, Journal of Nursing Education, 40(1), 17–24.
National League for Nursing, 2005, ‘Core competencies of nurse educators’. (http:// www.nln.org/profdev/corecompetencies.pdf ).
Ramsden, P., 2003, Learning to Teach in Higher Education, Routledge New York: Falmer. Rodriguez, M. C., 2005, ‘Three options are optimal for multiple choice items: a meta- analysis of 80 years of research’, Educational Measures Issues and Practices, No. 24,
pp. 3–13. Available online at https://doi.org/10.1111/j.1745-3992.2005.00006.x. Sadaf, S., Khan, S., and Ali, S. K., 2012, ‘Tips for developing a valid and reliable bank of multiple choice questions (MCQs)’, Education for Health, Vol. 25, No. 3, pp.
–197. Available online at https://doi.org/10.4103/1357-6283.109786.
Talebi, G. A., Ghaffari, R., Eskandarzadeh, E., and Oskouei, O. E., 2013, ‘Item analysis an effective tool for assessing exam quality, designing appropriate exam and determining weakness in teaching’, Research and Development in Medical Education, Vol. 2, No. 2, pp. 69–72. Available online at https://doi:10.5681/ rdme.2013.016.
Tarrant, M., Knierim, A., Hayes, S.K., and Ware, J., 2006, ‘The frequency of item writing flaws in multiple choice questions used in high stakes nursing assessments’, Nurse Education Today, Vol. 26, No. 8, pp. 662–671. Available online at https://doi:10.1016/j.nedt.2006.07.006.
Tarrant, M., and Ware, J., 2008, ‘Impact of item-writing flaws in multiple choice questions on student achievement in high-stakes nursing assessments’, Medical Education, No. 42, pp. 198– 206. Available online at https://doi: 10.1111/j.1365- 2923.2007.02957.x.
Tarrant, M., and Ware, J., 2010, ‘A comparison of the psychometric properties of three – and four-option multiple-choice questions in nursing assessments’, Nurse Education Today, No. 30, pp. 539–543. Available online at https://doi. org/10.1016/j.nedt.2009.11.002.
Vegada, B., Shukla, A., Khilnani, A., Charan, J., and Desai, C., 2016, ‘Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study’, Indian Journal of Pharmacology, Vol. 48,No. 5, pp. 571–575. Available at https://doi.org/10.4103/0253-7613.190757.