Raupach, Tobias

[["dc.bibliographiccitation.firstpage","e669"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","European Journal of Dental Education"],["dc.bibliographiccitation.lastpage","e678"],["dc.bibliographiccitation.volume","22"],["dc.contributor.author","Kanzow, Philipp"],["dc.contributor.author","Schuelper, Nikolai"],["dc.contributor.author","Witt, Daniela"],["dc.contributor.author","Wassmann, Torsten"],["dc.contributor.author","Sennhenn-Kirchner, Sabine"],["dc.contributor.author","Wiegand, Annette"],["dc.contributor.author","Raupach, Tobias"],["dc.date.accessioned","2020-05-22T07:21:30Z"],["dc.date.available","2020-05-22T07:21:30Z"],["dc.date.issued","2018-06-22"],["dc.description.abstract","Introduction: Various scoring approaches for Multiple True-False (MTF) items exist. This study aimed at comparing scoring results obtained with different scoring approaches and to assess the effect of item cues on each scoring approaches' result.\r\nMaterials and methods: Different scoring approaches (MTF, Count-2, Count-3, \"Vorkauf-Method,\" PS50 , Dichotomized MTF, \"Blasberg-Method,\" Multiple response (MR), Correction for Guessing, \"Ripkey-Method,\" Morgan-Method, Balanced Scoring Method) were retrospectively applied to all MTF items used within electronic examinations of undergraduate dental students at the University Medical Center Göttingen in the winter term 2016/2017 (1297 marking events). Item quality was evaluated regarding formal parameters such as presence of cues and correctness of content. Differences between scoring results of all scoring approaches and the differences between each methods' scoring results of items with and without cues were calculated by Wilcoxon rank sum tests (P < .05).\r\nResults: Average scoring results per item highly differed between the scoring approaches and ranged from 0.46 (MR) to 0.92 (Dichotomized MTF). Presence of cues leads to significantly higher scoring in case of all scoring approaches (P < .001; +0.14 on average). However, effect of cues differed amongst scoring approaches and ranged from +0.04 (Dichotomized MTF) to +0.20 (MR).\r\nConclusion: Scoring of MTF items is complex. The data presented in this manuscript may help educators make informed choices about scoring algorithms."],["dc.identifier.doi","10.1111/eje.12372"],["dc.identifier.pmid","29934980"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65686"],["dc.language.iso","en"],["dc.relation.issn","1396-5883"],["dc.relation.orgunit","Poliklinik für Präventive Zahnmedizin, Parodontologie und Kariologie"],["dc.relation.orgunit","Klinik für Mund-, Kiefer- und Gesichtschirurgie"],["dc.relation.orgunit","Poliklinik für Kieferorthopädie"],["dc.relation.orgunit","Poliklinik für Zahnärztliche Prothetik"],["dc.relation.orgunit","Klinik für Kardiologie und Pneumologie"],["dc.subject.gro","Kprim"],["dc.subject.gro","K’"],["dc.subject.gro","Multiple True-False"],["dc.subject.gro","Type X"],["dc.subject.gro","k of n"],["dc.subject.gro","scoring"],["dc.title","Effect of different scoring approaches upon credit assignment when using Multiple True-False items in dental undergraduate examinations"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","100409"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Educational research review"],["dc.bibliographiccitation.volume","34"],["dc.contributor.author","Schmidt, Dennis"],["dc.contributor.author","Raupach, Tobias"],["dc.contributor.author","Wiegand, Annette E."],["dc.contributor.author","Herrmann, Manfred"],["dc.contributor.author","Kanzow, Philipp"],["dc.date.accessioned","2021-09-29T18:46:25Z"],["dc.date.available","2021-09-29T18:46:25Z"],["dc.date.issued","2021-09-24"],["dc.description.abstract","Multiple-True-False questions are one specific type of multiple-choice item that can be used to assess knowledge in written examinations. Within Multiple-True-False items, a number of statements within a single item are given, and each statement has to be marked separately as true or false. Various scoring methods for Multiple-True-False items exist and there is no consensus as to the ideal scoring method. The study aimed to systematically identify available scoring methods for Multiple-True-False items and to assess their usability and statistical parameters (i.e. available information included and expected chance scores from random guessing). Another objective was to examine the relation between examinees’ true knowledge and expected scoring results. Data presented in this manuscript may help educators make informed choices about the scoring method to be selected and corresponding pass marks required for testing a certain level of true knowledge of examinees."],["dc.identifier.doi","10.1016/j.edurev.2021.100409"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/89770"],["dc.language.iso","en"],["dc.relation.issn","1747-938X"],["dc.relation.orgunit","Poliklinik für Präventive Zahnmedizin, Parodontologie und Kariologie"],["dc.relation.orgunit","Klinik für Kardiologie und Pneumologie"],["dc.subject.gro","Cluster-type true-false"],["dc.subject.gro","Independent true-false"],["dc.subject.gro","Kprim"],["dc.subject.gro","Kprime"],["dc.subject.gro","K'"],["dc.subject.gro","Type X"],["dc.title","Relation between examinees' true knowledge and examination scores: systematic review and exemplary calculations on Multiple-True-False items"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]