JDE
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

J Dent Educ. 70(4): 378-386 2006
© 2006 American Dental Education Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Prihoda, T. J.
Right arrow Articles by Jones, A. C.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Prihoda, T. J.
Right arrow Articles by Jones, A. C.

Educational Methodologies

Correcting for Guessing Increases Validity in Multiple-Choice Examinations in an Oral and Maxillofacial Pathology Course

Thomas J. Prihoda, Ph.D.; R. Neal Pinckard, Ph.D.; C. Alex McMahan, Ph.D.; Anne Cale Jones, D.D.S.

Key words: validity, formula scoring, correction for guessing, educational methodology, educational measurement, examination performance, evaluation, multiple-choice questions, short-answer questions, dental education

Submitted for publication 09/21/05; accepted 12/15/05

A standard correction for random guessing on multiple-choice examinations was examined retrospectively in an oral and maxillofacial pathology course for second-year dental students. The correction was a weighting formula for points awarded for correct answers, incorrect answers, and unanswered questions such that the expected value of the increase in test score due to guessing was zero. We compared uncorrected and corrected scores on examinations using a multiple-choice format with scores on examinations composed of short-answer questions. The short-answer format eliminated or at least greatly reduced the potential for guessing the correct answer. Agreement of corrected multiple-choice scores with short-answer scores (intraclass correlation coefficient 0.78) was significantly (p=0.015) higher than agreement of uncorrected multiple-choice scores with short-answer scores (intraclass correlation coefficient 0.71). The higher agreement indicated increased validity for the corrected multiple-choice examination.




This article has been cited by other articles:


Home page
 J Dent EducHome page
J. E.N. Albino, S. K. Young, L. M. Neumann, G. A. Kramer, S. C. Andrieu, L. Henson, B. Horn, and W. D. Hendricson
Assessing Dental Students' Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education
J Dent Educ., December 1, 2008; 72(12): 1405 - 1435.
[Abstract] [Full Text] [PDF]

Home page
 J Dent EducHome page
T. J. Prihoda, R. N. Pinckard, C. A. McMahan, J. H. Littlefield, and A. C. Jones
Prospective Implementation of Correction for Guessing in Oral and Maxillofacial Pathology Multiple-Choice Examinations: Did Student Performance Improve?
J Dent Educ., October 1, 2008; 72(10): 1149 - 1159.
[Abstract] [Full Text] [PDF]

Home page
 J Dent EducHome page
D. W. Chambers, T. J. Prihoda, R. N. Pinckard, C. A. McMahan, and A. C. Jones
Correcting for Guessing on Multiple-Choice Exams
J Dent Educ., February 1, 2007; 71(2): 193 - 196.
[Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2006 by the American Dental Education Association.