Catherine M Wright, Virginia R Chomitz, Paula J Duquesnay, Sarah A Amin, Christina D Economos, Jennifer M Sacheck
The FLEX study school-based physical activity programs - measurement and evaluation of implementation
BMC public health
short answer questions vsaqs reduce cueing simulate better realclinical practice compared multiplechoice questions mcqs integrating formative exams potential addressing marking time ideal occasions items crucial study gathers validity evidence novel immediate selffeedback vsaq isfvsaq format determines optimal number items occasions reliable assessment ninetyfour thirdyear preclinical students took two tenitem isfvsaq exams cardiovascular drugs question comprised two sections 1 questions space student responses 2 list possible correct answers offering partialcredit scores ranging 000 100 along selfmarking selffeedback options indicate whether fully partially understand possible answers messicks validity framework guided collection validity evidence validity evidence included five sources 1 content expert reviewed isfvsaq format question aligned standard examination blueprint 2 response process starting students received example guide isfvsaq teacher detailed steps initial session aid selfassessment unexpected answers comprehensively reviewed experts 3 internal structure cronbach alphas good occasions 070 generalizability study revealed phicoefficients 060 071 076 079 one four occasions ten items respectively one occasion requires twentyfive items acceptable reliability phicoefficient 072 4 relations variables interrater reliability selfmarking teacher excellent item rs186 087098p 0001 5 consequences path analysis revealed selfreflected understanding score second attempt directly affected final mcq score 025p 0033 however vsaq score regarding perceptions 80 students strongly agreedagreed isfvsaq format enhances problem analysis presents realistic scenarios develops knowledge offers feedback supports electronic usability electronic isfvsaqs enhanced understanding elevates learning outcomes rendering suitable formative assessments clinical scenarios increasing number occasions effectively enhances reliability selfmarking reliable may reduce grading efforts instructors review answers identify common student errors