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VOL. 4, ISSUE 1 (2022)
A comparison of multiple-choice questions versus descriptive questions for assessment of cognitive domain in final year medical undergraduates
Authors
Tomy Philip, Athulya G Asokan, Tanisha Thomas
Abstract
Background and Objectives: Assessment is an essential component of student education. MCQs offer many unique advantages over descriptive questions like time factor, ease of validation, easiness of scoring. The study compared the effectiveness of the MCQ mode of assessment to the descriptive type of question format in assessing the cognitive domain of medical students. Methodology: An observational, comparative study was conducted among 78 medical undergraduates from a private medical college in south Kerala, India, from June 2016 to August 2016. Each student was assessed separately by four sessions of both descriptive questions and MCQs, irrespective of the complexity of the subject. Statistical analysis was done using SPSS 20. Results and Conclusion: A statistically significant correlation was noted between the marks of MCQ and descriptive questions in all four sessions of examinations. Compared to the descriptive type of questions, MCQs were equally effective for assessing the cognitive domain of medical students. It can be included for the internal assessment examinations and recommended for university examinations.
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Pages:13-17
How to cite this article:
Tomy Philip, Athulya G Asokan, Tanisha Thomas "A comparison of multiple-choice questions versus descriptive questions for assessment of cognitive domain in final year medical undergraduates ". International Journal of Educational Research and Development, Vol 4, Issue 1, 2022, Pages 13-17
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