ABSTRACT
The authors compare student's achievement in tests with low and moderately high number of questions requiring short answers. Five groups of Medical School students underwent their regular Anatomy evaluation tests, which consisted of 13 questions (one group), 15 (two groups) and 25 (two groups). In each group five questions were chosen at random, average scores being calculated from their marks. These scores were statistically compared to the ones calculated from the marks given to the full-length evaluation tests; it became quite evidente that averages go up when the number of questions is increased. Putting the averages in terms of A, B, C and D scores (very good, good, regular and insufficient), it was noted that failure to reach at least the C score is inversely proportional to the number of questions. The results are discussed in terms of determining the most proper number of questions to be given in a test.
Subject(s)
Anatomy/education , Educational Measurement , Achievement , Aptitude Tests , Education, MedicalABSTRACT
On hand of the electonmicroscope, the authors study 24 parts of the encephalic ventricles in samples of Bradypus tridactylus, relating the nervous structures to the ependymal lining, chiefly emphasizing the presence of intraventricular unmyelinated fibres. In various of these regions, typical nerve fibres and other intraventricular cell projections, that cannot be taken as nerve structures, because of the continuity they show along with ependymal cells, were observed. Finally they make an analysis of some functions related to arrangements of this nature.
