STUDENT CHALLENGES OF EXAMINATION QUESTIONS.
Richardson, Daniel.
Department of Physiology, University of Kentucky College of Medicine,
Lexington, KY 40536-0084.
APStracts 2:0016S, 1995.
ABSTRACT
Multiple choice (MC) examinations are a very effective means of objectively
evaluating large numbers of students for the purpose of grade determination.
However, they are quite rigid and they tend to encourage passive memorization
as opposed to active learning. We have attempted to address these concerns
through a challenge process whereby, within a period of a few days following
an examination, students are allowed to submit in writing their rationale for
selecting a particular choice on an MC question. The challenges are evaluated
by the instructor and, if applicable, the course director. If a challenge is
judged to be correct, then an adjustment is made in that student's score. In
cases where a student's challenge reveals a faulty question, an adjustment is
made for the whole class. We have administered the challenge procedure in
Elementary Physiology, a first course for undergraduates, and Medical
Physiology. The procedure has been widely used in both courses. In one
examination 40 percent of the class submitted challenges, and 61 percent of
these students had at least one successful challenge. Positive comments from
the students indicated that the procedure helped their learning, while the
major criticism was that all successful challenges should apply to the whole
class. From an instructional point of view, the challenges were helpful in
identifying common misconceptions. In summary, we found the challenge
procedure to foster active learning and provide flexibility in the otherwise
passive and rigid procedure of multiple choice examinations.
Received 19 August 1996; accepted in final form 19 August 1996.
APS Manuscript Number S028-6.
Article publication pending J. Neurophysiol.
ISSN 1080-4757 Copyright 1996 The American Physiological Society.
Published in APStracts on 19 September 1996