When passing fails: Designing multiple choice assessments to control for false positives-Reference-Cited by-同舟云学术

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When passing fails: Designing multiple choice assessments to control for false positives

Published:2016-09 Issue:5 Volume:8 Page:598-608
ISSN:1877-1297
Container-title:Currents in Pharmacy Teaching and Learning
language:en
Short-container-title:Currents in Pharmacy Teaching and Learning

Author:

Dubins David N.,Poon Gregory M.K.,Raman-Wilms Lalitha

Funder

National Science Foundation, United States

Publisher

Elsevier BV

Subject

General Pharmacology, Toxicology and Pharmaceutics,Pharmacy

Reference24 articles.

1. The value of paradoxical tensions in medical education research;Eva;Med Educ,2010

2. Assessment in clinical education;Keating,2009

3. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain;Bloom,1956

4. AMEE Guide No. 25: the assessment of learning outcomes for the competent and reflective physician;Shumway;Med Teach,2003

5. Writing multiple-choice questions for continuing medical education activities and self-assessment modules;Collins;Radiographics,2006

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Dissecting Knowledge, Guessing, and Blunder in Multiple Choice Assessments;Applied Measurement in Education;2023-01-02

2. Leveraging experiential learning training through spaced learning;Journal of Work-Applied Management;2019-05-22

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