Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper
Open Access
- 28 November 2007
- journal article
- research article
- Published by Springer Science and Business Media LLC in BMC Medical Education
- Vol. 7 (1), 49
- https://doi.org/10.1186/1472-6920-7-49
Abstract
Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution.Keywords
This publication has 20 references indexed in Scilit:
- Pay for Performance at the Tipping PointThe New England Journal of Medicine, 2007
- Assessment in Medical EducationThe New England Journal of Medicine, 2007
- Beyond multiple-choice questions: using case-based learning patient questions to assess clinical reasoningMedical Education, 2006
- Assessing the Measurement Properties of a Clinical Reasoning ExerciseTeaching and Learning in Medicine, 2000
- The Impact of Classroom Evaluation Practices on StudentsReview of Educational Research, 1988
- The modified essay question: an evaluation of its use in a family medicine clerkshipMedical Education, 1987
- Modified Essay Questions: are they worth the effort?Medical Education, 1986
- Use of an educational taxonomy for evaluation of cognitive performanceAcademic Medicine, 1981
- Assessment of problem-solving abilityMedical Education, 1977
- An indication for a process dimension in medical problem-solvingMedical Education, 1977