View in EDS

A Case Study Examining Multiple-True-False Formative Assessments in Microbiology within a Physician Assistant Education Graduate Program

Saved in:
Bibliographic Details
Title: A Case Study Examining Multiple-True-False Formative Assessments in Microbiology within a Physician Assistant Education Graduate Program
Language: English
Authors: Lance Shultz
Source: ProQuest LLC. 2024Ph.D. Dissertation, State University of New York at Buffalo.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 195
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Objective Tests, Multiple Choice Tests, Test Items, Student Evaluation, Formative Evaluation, Microbiology, Allied Health Personnel, Graduate Students, Student Experience, Feedback (Response), Misconceptions, Student Attitudes
ISBN: 979-83-8283-542-6
Abstract: Multiple-true-false (MTF) assessments can provide granular feedback on course materials, which stems from the format of the MTF question and helps to enhance student understanding and illuminates misconceptions that can be hidden with other assessment types (Brassil & Couch, 2019). The purpose of this study was to document how students use and experience MTF based formative assessments, the feedback provided on the assessments, and subsequent reinstruction, to improve student conceptions of microbial cell biology over the course of three MTF based formative assessments. The context of the study was a first-year course covering microbiology in a physician assistant education program. The research design was a qualitative case study with item level frequency analysis and descriptive statistical analysis. Findings revealed that MTF based formative assessments uncovered student misconceptions and allowed for improvement of the conceptions of cell wall material of fungi, Gram staining, and bacterial cell wall composition. Students engaged in metacognitive reflection and reiterated via interviews that MTF based assessments helped to expose their non-expert understandings. Students' attitudes and experiences were also noted; there was near unanimous support for the MTF question type in formative assessment. This study suggests that there are numerous benefits for the use of MTF based formative assessments for addressing microbiology concepts, additionally, it contributes to the literature by documenting the voice of students to further understand MTF based assessments. Students expanded on the following traits of the MTF question type from the literature, the clear and concise nature and test taking strategies used on the assessments, as being significant in their metacognitive reflections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243075
Accession Number: ED657220
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED657220
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Case Study Examining Multiple-True-False Formative Assessments in Microbiology within a Physician Assistant Education Graduate Program
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lance+Shultz%22">Lance Shultz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ph.D. Dissertation, State University of New York at Buffalo.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 195
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Objective+Tests%22">Objective Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Microbiology%22">Microbiology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-83-8283-542-6
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Multiple-true-false (MTF) assessments can provide granular feedback on course materials, which stems from the format of the MTF question and helps to enhance student understanding and illuminates misconceptions that can be hidden with other assessment types (Brassil & Couch, 2019). The purpose of this study was to document how students use and experience MTF based formative assessments, the feedback provided on the assessments, and subsequent reinstruction, to improve student conceptions of microbial cell biology over the course of three MTF based formative assessments. The context of the study was a first-year course covering microbiology in a physician assistant education program. The research design was a qualitative case study with item level frequency analysis and descriptive statistical analysis. Findings revealed that MTF based formative assessments uncovered student misconceptions and allowed for improvement of the conceptions of cell wall material of fungi, Gram staining, and bacterial cell wall composition. Students engaged in metacognitive reflection and reiterated via interviews that MTF based assessments helped to expose their non-expert understandings. Students' attitudes and experiences were also noted; there was near unanimous support for the MTF question type in formative assessment. This study suggests that there are numerous benefits for the use of MTF based formative assessments for addressing microbiology concepts, additionally, it contributes to the literature by documenting the voice of students to further understand MTF based assessments. Students expanded on the following traits of the MTF question type from the literature, the clear and concise nature and test taking strategies used on the assessments, as being significant in their metacognitive reflections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243075" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243075</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED657220
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED657220
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 195
    Subjects:
      – SubjectFull: Objective Tests
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Microbiology
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
    Titles:
      – TitleFull: A Case Study Examining Multiple-True-False Formative Assessments in Microbiology within a Physician Assistant Education Graduate Program
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lance Shultz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: isbn-print
              Value: 979-83-8283-542-6
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1