Should Items and Answer Keys of Small-Scale Exams Be Published?
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| Title: | Should Items and Answer Keys of Small-Scale Exams Be Published? |
|---|---|
| Language: | English |
| Authors: | Selvi, Hüseyin |
| Source: | Higher Education Studies. 2020 10(2):107-113. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Answer Keys, Tests, Test Items, True Scores, Test Construction, Psychometrics, Medical Education, Higher Education, Electronic Publishing |
| ISSN: | 1925-4741 |
| Abstract: | This study aimed to examine the effect of using items from previous exams on students? pass-fail rates and on the psychometric properties of the tests and items. The study included data from 115 tests and 11,500 items used in the midterm and final exams of 3,910 students in the preclinical term at the Faculty of Medicine from 2014 to 2019. Data were analyzed using descriptive statistics related to the total test scores, item difficulty and item discrimination values, and internal consistency values for reliability. The Shapiro-Wilks test was used to evaluate the distribution structure, and t test were used to analyze the differences between groups. The findings showed that the mean item repetition rate from 2014 to 2019 ranged from 16.98% to 39.00%. The total score variance decreased significantly as the percentage of test items increased. There was a significant, moderately positive relationship between the percentage of repeated test items and the number of students eligible to pass their grades. Item difficulty values obtained from initial item use were significantly lower than those obtained from repeated item use. We conclude that test items and answer keys should not be published by test makers unless they have the means such as the infrastructure, budget, and personnel to develop new items in place of the ones previously published in test banks. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1249216 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1249216 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1249216 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Should Items and Answer Keys of Small-Scale Exams Be Published? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Selvi%2C+Hüseyin%22">Selvi, Hüseyin</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2020 10(2):107-113. – Name: Avail Label: Availability Group: Avail Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 7 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – 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="%22Answer+Keys%22">Answer Keys</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22True+Scores%22">True Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1925-4741 – Name: Abstract Label: Abstract Group: Ab Data: This study aimed to examine the effect of using items from previous exams on students? pass-fail rates and on the psychometric properties of the tests and items. The study included data from 115 tests and 11,500 items used in the midterm and final exams of 3,910 students in the preclinical term at the Faculty of Medicine from 2014 to 2019. Data were analyzed using descriptive statistics related to the total test scores, item difficulty and item discrimination values, and internal consistency values for reliability. The Shapiro-Wilks test was used to evaluate the distribution structure, and t test were used to analyze the differences between groups. The findings showed that the mean item repetition rate from 2014 to 2019 ranged from 16.98% to 39.00%. The total score variance decreased significantly as the percentage of test items increased. There was a significant, moderately positive relationship between the percentage of repeated test items and the number of students eligible to pass their grades. Item difficulty values obtained from initial item use were significantly lower than those obtained from repeated item use. We conclude that test items and answer keys should not be published by test makers unless they have the means such as the infrastructure, budget, and personnel to develop new items in place of the ones previously published in test banks. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1249216 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1249216 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 107 Subjects: – SubjectFull: Answer Keys Type: general – SubjectFull: Tests Type: general – SubjectFull: Test Items Type: general – SubjectFull: True Scores Type: general – SubjectFull: Test Construction Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Medical Education Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Electronic Publishing Type: general Titles: – TitleFull: Should Items and Answer Keys of Small-Scale Exams Be Published? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Selvi, Hüseyin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1925-4741 Numbering: – Type: volume Value: 10 – Type: issue Value: 2 Titles: – TitleFull: Higher Education Studies Type: main |
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