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|Title: ||Development of a searchable database of veterinary MCQs with educational feedback, for independent learning|
|Authors: ||Head, S.|
|Issue Date: ||2006|
|Publisher: ||© Loughborough University|
|Citation: ||HEAD, S. and OGDEN, C., 2006. Development of a searchable database of veterinary MCQs with educational feedback, for independent learning. IN: Danson, M. (ed.). 10th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 4th and 5th July 2006 at Loughborough University. Loughborough : Lougborough University, pp. 213-224|
|Abstract: ||The OCTAVE Project aims to provide the students of the English veterinary schools
with a database of Multiple Choice Questions (MCQs) to support their learning. The
questions have been written by veterinary academic staff and practitioners, and
contain educational feedback to aid the students’ understanding of the correct
response. There is always a problem when assembling a database to serve multiple
institutions in that the curriculum content and sequence is likely to be different.
Therefore, it is essential that the students can select the appropriate categories of
questions to use.
In order to make the database readily searchable, questions have been meta-tagged
so that students from any institution can make selections in a defined subject area.
The search tags for the questions are:
• Stage of course: i.e. preclinical or clinical
• Body system
• Discipline- scientific/clinical
The search occurs as each tag is chosen and the number of questions available after
each search is indicated. This allows students to decide whether they want to focus
the search further or whether they are happy to be presented with all the questions in
a certain area.
Students can choose to attempt the selected questions in three different ways:
• Assessment mode – correct/incorrect score given only
• Assessment /Revision mode with correct/incorrect indication and running total
given, and with individual question feedback available after taking all questions
• Revision mode/instant feedback which is given after attempting each question
Student activity is recorded and students may retake a previous test or may choose
to review/retake only those questions which they previously answered incorrectly.
The feedback that is offered to the student has three components:
If the chosen answer was incorrect the feedback:
• explains why that option is not correct
• gives a hint to the correct answer- but does NOT give the answer
• provides a reference for further study
If the correct answer is chosen, the feedback:
• confirms and reinforces that the answer IS correct.
• gives some further useful information (like icing on the cake)
• provides a reference for further study
This form of feedback follows best educational practice in identifying deficiencies of
logic, stimulating student reflection, and offering extra references and information as
a “carrot” for completion.
The database may also be used by lecturers at each institution in similar modes, or
to select questions for use in institutional assessments. The responses given by
students for each question are recorded so that subsequent analysis can determine:
the effectiveness of the question, frequency of choice of each distracter and the level
of difficulty of the question. This will allow lecturers to choose questions of known
difficulty to present to students for formative examinations or use in summative
3072 questions have been authored onto a Microsoft Word Template, peer reviewed,
assembled into an Excel spreadsheet, tagged and imported into the Speedwell
Database 'WebQuest'. This will be made available to be accessed through the web
by authenticated veterinary students at each of the English veterinary schools after
testing is completed.|
|Description: ||This is a conference paper.|
|Version: ||Accepted for publication|
|Appears in Collections:||CAA Conference|
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