I. Introduction to Selected Response Items
A. Definition & Characteristics of Selected-Response
Selected response items are assessment questions where students choose an answer from a list of options. They are standardized and offer choices, unlike constructed response items where students generate their own answers. These types of questions are often considered objective and require students to select from pre-defined options.
BASIC Information
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Selected Response Test ItemsEfficiency: They allow for the assessment of a broad range of content in a short period.
Objectivity: Since answers are predetermined, there's minimal subjectivity in scoring.
Versatility: Can be used to assess different levels of cognitive skills, from basic recall to analysis.
Limitation: They primarily measure recognition rather than recall.
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Test Better, Teach Better : The Instructional Role of AssessmentINTERMEDIATE Information
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Writing Selected Response Assessment ItemsBreadth over Depth: Suitable for assessing a broad spectrum of content, but may not deeply probe understanding.
Bias and Misinterpretation Prevention: By designing clear, unambiguous questions and answer choices, educators can minimize misinterpretation.
High Reliability: Scoring doesn't vary from one scorer to another since it's typically automated or clear-cut.
Feedback Potential: These items can provide instant feedback if used with electronic assessment systems.
Suppose you're a PA student, and you’ve recently had lectures on drug interactions. An intermediate selected response question might be: "Which of these drug pairs could potentially lead to an adverse drug interaction?" A) Aspirin and Ibuprofen B) Lisinopril and Amlodipine C) Warfarin and Cranberry juice D) Metformin and Insulin
While all the pairs can have interactions, the correct choice, highlighting a less commonly known interaction that demands a deeper understanding, might be "C) Warfarin and Cranberry juice."
ADVANCED Information
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Applying the utility index to review single best answer questions in medical education assessmentConstruct Validity: These items can have high validity when well-constructed. They must align with the learning objectives and assess the intended skill or knowledge area.
Cognitive Levels: They're not just for factual recall. With careful design, they can assess higher order thinking like application and analysis.
Distractor Quality: Effective selected response items have distractors (incorrect options) that are plausible. This demands discernment from the student rather than mere guesswork.
Cueing and Clueing: Poorly designed items can inadvertently give away the answer through patterns or unintentional hints. Advanced design prevents this.
Functional Limitations: While they're efficient, they may not always be the best choice for assessing complex skills or attitudes.
Consider an advanced student studying various interventions for cardiac arrest. A nuanced multiple-choice question might involve the interpretation of an EKG reading and choosing the next best step from a list of interventions.
For instance:
"You see a flat line EKG without any discernable rhythm. What is the most appropriate next step?" A) Start chest compressions B) Administer Adrenaline C) Shock using a defibrillator D) Check for pulse and signs of life
In this context, the answer choice A) Start chest compressions, illustrates the necessity to recognize asystole (flat line) and prioritize immediate CPR over other interventions. The other choices, while relevant in resuscitation scenarios, are not the primary actions for this specific presentation.