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Direct linkRichard Say; Denis Visentin; Annette Saunders; Iain Atherton; Andrea Carr; Carolyn King – Journal of Computer Assisted Learning, 2024
Background: Formative online multiple-choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple-choice tests can discourage meaningful engagement and enable strategies, such as trial-and-error, that circumvent intended learning outcomes. These strategies…
Descriptors: Feedback (Response), Self Management, Formative Evaluation, Multiple Choice Tests
Sonique Sailsman; Emma El-Shami – Quarterly Review of Distance Education, 2024
Nurse educators at the undergraduate level spend significant time developing and revising exam questions. Following the exam administration, course faculty have the opportunity to complete an item analysis and question revision to improve reliability and validity. A challenge faculty face is tracking these exam changes when teaching as part of a…
Descriptors: Nursing Education, Nursing Students, College Faculty, Test Construction
Blake Edward Morris – ProQuest LLC, 2024
Aim: This study aimed to describe the practices and perceptions of nurse educators when developing NGN-style test items. Methods: This study used a qualitative descriptive methodology to explore the practices and perceptions of nursing faculty when developing NGN-style test items from nursing faculty in accredited prelicensure programs in the…
Descriptors: Nursing Education, Test Items, Test Construction, Facilitators (Individuals)
