Comparison of oral examination and electronic examination using paired multiple-choice questions

dc.contributor.author	Βεντούρας, Ερρίκος Μ.	el
dc.contributor.author	Τριάντης, Δήμος Α.	el
dc.contributor.author	Τσιάκας, Παναγιώτης Κ.	el
dc.contributor.author	Στεργιόπουλος, Χαράλαμπος Χ.	el
dc.date.accessioned	2015-02-06T10:11:39Z
dc.date.available	2015-02-06T10:11:39Z
dc.date.issued	2015-02-06
dc.identifier.uri	http://hdl.handle.net/11400/5729
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://www.elsevier.com	en
dc.subject	Multiple-choice questions
dc.subject	Electronic assessment
dc.subject	Ερωτήσεις πολλαπλής επιλογής
dc.subject	Ηλεκτρονική αξιολόγηση
dc.title	Comparison of oral examination and electronic examination using paired multiple-choice questions	en
heal.type	journalArticle
heal.classification	Medicine
heal.classification	Electrical engineering
heal.classification	Ιατρική
heal.classification	Ηλεκτρολογική μηχανική
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh00006614
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85041666
heal.classificationURI	N/A-Ιατρική
heal.classificationURI	N/A-Ηλεκτρολογική μηχανική
heal.identifier.secondary	doi:10.1016/j.compedu.2010.10.003
heal.language	en
heal.access	campus
heal.recordProvider	Τ.Ε.Ι. Αθήνας. Σχολή Τεχνολογικών Εφαρμογών. Τμήμα Μηχανικών Βιοϊατρικής Τεχνολογίας Τ.Ε.	el
heal.publicationDate	2011
heal.bibliographicCitation	Ventouras, E., Triantis, D., Tsiakas, P. and Stergiopoulos, C. (April 2011). Comparison of oral examination and electronic examination using paired multiple-choice questions. Computers and Education. 56(3). pp. 616-624, 2011. Elsevier Science Ltd. Available from: http://www.sciencedirect.com [Accessed 20/10/2010]	en
heal.abstract	The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess answers, warranting research concerning scoring rules different from the simple positive-grades-only scores rule. Alternatively, OE is used in tertiary education, since it enables the assessment of intellectual capabilities and personal traits to a level not found in most other examination formats. However, the significant resource requirements of OE, especially in structured forms, might excessively strain the resources of academic institutions. In the present study, an MCQ test was given to examinees, in the framework of a computer-based learning system. The same examinees took also an OE possessing elements of structure, with three examiners concurrently and independently grading each of the examinees. In the MCQs examination a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The scoring of the paired questions avoided the procedure of mixed-scoring, i.e., both positive and negative markings, while at the same time a pair-wise bonus/penalty scoring rule was adopted. The results of the “paired” MCQs examination, when using the pair-wise scoring rule, were statistically indistinguishable with the grades produced by the OE, when made to the same sample of students, on the same topics and with the same levels of difficult. Both the results of the paired MCQs examination, when using the pair-wise scoring rule, and the OE results differed significantly from those obtained by scoring the same MCQs using a positive-grades-only scoring rule that ignored the pairing of MCQs.	en
heal.publisher	Elsevier Science Ltd	en
heal.journalName	Computers & Education	en
heal.journalType	peer-reviewed
heal.fullTextAvailability	true