ABSTRACT
Background: Multiple true-false tests (MTF), a component of our assessment system, have consistently generated low scores and many failures. This was attributed to the negative marking scheme. However, no study was conducted to explore the issue further. Item analysis revealed that students omitted false options more frequently and answered them wrongly more frequently than true options. The aim of this study was to determine the performance discrepancy between true and false options of MTF tests and the reasons for such discrepancy and the poor performance of MTF in general.Methods: The student performance of past 7 years of year-3 medicine end-of-posting examinations was analysed. The item analysis reports of 23 MTF tests were used to determine the significance of the differences in omission rates, correct-answer rates and the discrimination index of true and false options.Results: There were statistically significant differences in the omission rates, correct-answer rates and discrimination index values of true and false options. This study revealed that the false options consistently let down student performance. Although negative marking could be partly blamed for the situation, no justification could be found for the use of false options to test knowledge.Conclusions: Some publications endorse MTF, but many highlight its drawbacks. The use of false options in MTF was seen as an inherent defect in this instrument. As viable alternatives like VSAQ and Constructed Response Tests are in the horizon, we conclude that MTF ought to be discarded as an assessment instrument.
ABSTRACT
Objective: Multiple true false (MTF) questions are a standardized format of assessment. MTF questions test a wide range of knowledge in a short period of time; however reports regarding this method are not so alluring. We attempted to take the MTF assessment method to a higher order by designing an innovative missing link MTF questions (MLMTF). This has an incomplete stem where a linking phrase is missing and has to be filled, following which the students are able to answer the bit statements. Method: The study was conducted among year I MBBS students of Melaka Manipal Medical College. Students were asked to study a topic in biochemistry and were assessed by both regular MTF and MLMTF tests, consecutively one after the other. Care was taken to maintain the standard of questions and to avoid repetition. Students responded to a questionnaire after the tests. Results: Group A (n=35) included students with average scores >75% in previous assessment exams; group B (n=65) with scores between 60-75% and group C (n=21) with scores < 60%. Students of group C (90%) felt that traditional MTF were easier than MLMTF compared to groups B & C (88%; 83%). Group A (100%) preferred MTF because they felt they are more accustomed to it than groups B & C (88%, 90%). Groups A& C (100%) concurred in their views that it was more suited for competitive exams than for regular exams. Conclusion: Students opined that MLMTF questions are a bit more challenging and of a higher order, and that they would prefer the routine MTF for assessment.