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Student Performance and Exam Quality in Student- versus Instructor-Created Exams in Human Physiology

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Title: Student Performance and Exam Quality in Student- versus Instructor-Created Exams in Human Physiology
Language: English
Authors: Laura S. Kabiri, Catherine R. Barber, Thomas M. McCabe, Augusto X. Rodriguez
Source: HAPS Educator. 2024 28(2):35-46.
Availability: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Physiology, Science Tests, Student Developed Materials, Test Construction, Test Items, Correlation, Comparative Analysis, Multiple Choice Tests, Equal Education, Outcomes of Education, Undergraduate Students, Teacher Developed Materials, Low Income Students, First Generation College Students, Student Characteristics
ISSN: 2473-3792
2473-3806
Abstract: Multiple-choice questions (MCQs) are commonly used in undergraduate introductory science, technology, engineering, and mathematics (STEM) courses, and substantial evidence supports the use of student-created questions to promote learning. However, research on student-created MCQ exams as an assessment method is more limited, and no studies have investigated whether student-created exams address inequities in STEM outcomes. The current study explored student-created and instructor-created MCQ exams with students in an undergraduate human physiology course (N = 46). Descriptive statistics, Pearson correlations, and a paired samples "t" test compared student performance on the two versions. Multiple methods assessed exam quality, including the percentage of students who responded correctly to each question (difficulty), the corrected item-total correlation coefficient (discrimination), and an objective rater score (cognitive complexity). A series of four repeated measures factorial analyses of variance examined demographic subgroup performance differences. Students performed significantly better on student- rather than instructor-created exams. Both versions discriminated similarly and were moderately to strongly correlated with each other. However, student-created exams had a larger percentage of "easy" questions. Students who identified as first generation and/or low income performed significantly higher on student-created exams, but still failed to achieve the same level of performance as their peers. Student-created MCQ exams may serve an important role as part of a comprehensive assessment plan.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453851
Database: ERIC
FullText Text:
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  Data: Student Performance and Exam Quality in Student- versus Instructor-Created Exams in Human Physiology
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  Data: <searchLink fieldCode="AR" term="%22Laura+S%2E+Kabiri%22">Laura S. Kabiri</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+R%2E+Barber%22">Catherine R. Barber</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+M%2E+McCabe%22">Thomas M. McCabe</searchLink><br /><searchLink fieldCode="AR" term="%22Augusto+X%2E+Rodriguez%22">Augusto X. Rodriguez</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22HAPS+Educator%22"><i>HAPS Educator</i></searchLink>. 2024 28(2):35-46.
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  Data: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
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  Data: 12
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– Name: Abstract
  Label: Abstract
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  Data: Multiple-choice questions (MCQs) are commonly used in undergraduate introductory science, technology, engineering, and mathematics (STEM) courses, and substantial evidence supports the use of student-created questions to promote learning. However, research on student-created MCQ exams as an assessment method is more limited, and no studies have investigated whether student-created exams address inequities in STEM outcomes. The current study explored student-created and instructor-created MCQ exams with students in an undergraduate human physiology course (N = 46). Descriptive statistics, Pearson correlations, and a paired samples "t" test compared student performance on the two versions. Multiple methods assessed exam quality, including the percentage of students who responded correctly to each question (difficulty), the corrected item-total correlation coefficient (discrimination), and an objective rater score (cognitive complexity). A series of four repeated measures factorial analyses of variance examined demographic subgroup performance differences. Students performed significantly better on student- rather than instructor-created exams. Both versions discriminated similarly and were moderately to strongly correlated with each other. However, student-created exams had a larger percentage of "easy" questions. Students who identified as first generation and/or low income performed significantly higher on student-created exams, but still failed to achieve the same level of performance as their peers. Student-created MCQ exams may serve an important role as part of a comprehensive assessment plan.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 35
    Subjects:
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Science Tests
        Type: general
      – SubjectFull: Student Developed Materials
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Test Items
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      – SubjectFull: Correlation
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Equal Education
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      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Teacher Developed Materials
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      – SubjectFull: Low Income Students
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      – SubjectFull: First Generation College Students
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      – SubjectFull: Student Characteristics
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    Titles:
      – TitleFull: Student Performance and Exam Quality in Student- versus Instructor-Created Exams in Human Physiology
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