Hoseini, H., shakour, M., Rezaei Dehaghani, A. (2018). Validity, Reliability and Difficulty of Multiple-Choice Questions in Specialized Courses of Final Exams in Bachelor Nursing at Isfahan University of Medical Sciences. Educational Development of Judishapur, 9(2), 129-136.
Habibollah Hoseini; mahsa shakour; Abdollah Rezaei Dehaghani. "Validity, Reliability and Difficulty of Multiple-Choice Questions in Specialized Courses of Final Exams in Bachelor Nursing at Isfahan University of Medical Sciences". Educational Development of Judishapur, 9, 2, 2018, 129-136.
Hoseini, H., shakour, M., Rezaei Dehaghani, A. (2018). 'Validity, Reliability and Difficulty of Multiple-Choice Questions in Specialized Courses of Final Exams in Bachelor Nursing at Isfahan University of Medical Sciences', Educational Development of Judishapur, 9(2), pp. 129-136.
Hoseini, H., shakour, M., Rezaei Dehaghani, A. Validity, Reliability and Difficulty of Multiple-Choice Questions in Specialized Courses of Final Exams in Bachelor Nursing at Isfahan University of Medical Sciences. Educational Development of Judishapur, 2018; 9(2): 129-136.
Validity, Reliability and Difficulty of Multiple-Choice Questions in Specialized Courses of Final Exams in Bachelor Nursing at Isfahan University of Medical Sciences
1Faculty Member, Health & management Department, Nursing and Midwifery faculty, Isfahan University of Medical Sciences, Isfahan, Iran.
2Assistant professor, Arak University of Medical Sciences, Arak, Iran.
3Faculty Member, Health and management Department, Nursing and Midwifery faculty, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract
Different evidences have revealed that the quality of exams significantly affects the quality of training and teaching-learning procedures. Hence, the present study with the purpose of evaluating final exams of specialized theoretical courses of Nursing and also showing the true position of exams, was conducted based on standard indicators of classical model of test evaluation. It was a descriptive cross-sectional study which was carried out on final exam’ questions of nursing Bachelor’ specialized theoretical courses. . Collecting data was done by a questionnaire. Some variables in exams were evaluated like: reliability, validity, difficulty, discriminate index, discrepancies, type and level of questions. Accordingly, 209 MC items (56%) was as cognitive level as the Blooms’ level, 197 questions were considered as easy one (58.6%), and 121 questions (36%) had the ideal discriminate index. Moreover, the correlation between sessions and the overall number of designed questions for all courses was significant (r= 0.34, P-value < 0.001). For bloom’s level, 56.2% of all the questions were at knowledge level and 3 (0.8%) at synthesis level. At last, exam questions of nursing major in the present study and many other studies were not of high quality. Therefore, it is recommended that evaluation committees of universities undertake continuous supervision over educational and training plans to be offered for question designers.
1عضو هیات علمی،گروه بهداشت ومدیریت ، دانشکده پرستاری ومامایی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.
2عضو هیات علمی، مرکز مطالعات آموزش پزشکی، دانشگاه علوم پزشکی اراک، اراک، ایران
3عضو هیات علمی، گروه بهداشت ومدیریت، دانشکده پرستاری ومامایی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.
Abstract [Persian]
در هر برنامه آموزشی ارزشیابی رکنی اساسی بوده که میتواند آموزش را به مسیر صحیح هدایت نماید. استفاده از آزمون خوب پیشرفت تحصیلی، مستلزم در نظرگرفتن تمامی هدفهای آموزشی و همه محتوای برنامه درسی است. دراین تحقیق، با توجه به اهمیت دروس تخصصی نظری پرستاری، محققین به ارزشیابی امتحانات پایان ترم دروس تخصصی نظری پرستاری دانشگاه علوم پزشکی اصفهان پرداخته اند. متغیرهای مورد بررسی درسوالات امتحانی شامل نوع سوالات، سطح سوالات براساس طبقه بندی بلوم، ضریب دشواری و شاخص تمیزسوالات، روایی، پایایی آزمونها و تعداد سوالات برای محتوای هر درس بود. نتایج پژوهش حاضر نشان داد که 209 سوال چند گزینه ای(56 درصد) در سطح یک حیطه شناختی طبقه بندی بلوم قرار داشتند. 197سوال آسان (6/58 درصد) بود و 121سوال (36 درصد)دارای ضریب تمیز مناسب بودند. بر اساس آزمون پیرسون بین تعداد سوالات به ازای هر محتوای آموزشی در امتحانات با برآورد تعداد سوالات مناسب برای هر محتوای آموزشی،همبستگی معنی دار بود(p<0.001). در بررسی سوالات آزمون های دروس تخصصی نظری پرستاری از نظر تعداد سوالات و ضریب تمیز نامناسب بود که میتواند منجر به تمایز نادرست و نتیجه گیری اشتباه از یادگیری دانشجویان شود. این در حالی است که ارزشیابی باید چنان باشد که بتواند سنجش درستی ازمیزان یادگیری دانشجویان در تمام سطوح آموزشی باشد اما متاسفانه به دلایل مختلف به این مهم توجه نشده بود و بیشتر سوالات آسان و در سطح شناختی طراحی شده بودند.شناخت این نواقص ارزشیابی ازسوی مسئولین آموزشی وکمیته ارزشیابی دانشکده ها و اقدام جهت رفع آن ضروری به نظرمی رسد.
Keywords [Persian]
عضو هیات علمی، مرکز مطالعات آموزش پزشکی، دانشگاه علوم پزشکی اراک، اراک، ایران
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