Rashid, and Laurent Elder Pan Asia Networking, IDRC, Canada Abstract Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies ICTsmobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways:
The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective.
There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors. Avoid complex multiple choice items, in which some or all of the alternatives consist of different combinations of options.
Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test. Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.
Additional Resources Burton, Steven J. Guidelines for University Faculty, Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Developing and validating multiple-choice test items, 2nd edition.
Probability Exam. May Syllabus with Learning Objective/Outcomes and Readings. The Probability Exam is a three-hour exam that consists of 30 multiple-choice questions and is. Lone Star College System Research Forest Drive, The Woodlands, TX - MAPS | HELP | JOBS | ACHIEVING THE DREAM | EMPLOYEE INTRANET. Public Speaking: The Virtual Text is a free online public speaking textbook. Chapters appear in PDF format and may be printed in black and white or in color.
Lawrence Erlbaum Associates, Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2 1, Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking.
Journal of Nursing Education Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine.
The questions for the particular exams were chosen from a pool of at least student-written questions. The uncorrected pool was accessible to.
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The Probability Exam is a three-hour exam that consists of 30 multiple-choice questions and is administered as a computer-based test. The purpose of the syllabus for this examination is to develop knowledge of the fundamental probability.
Years in development - the HAPS Anatomy Learning Outcomes are now available. These complement the A&P Learning Outcomes that have been available for years.
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