Authors
1
Department of Anesthesia and Operation Room, Faculty of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
2
Anesthesiologist, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.
3
Instructor of Anesthesiology, School of Nursing and Midwifery, Anesthesiology Critical Care and Pain Management Research Center, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
4
Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
5
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
6
Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran.
7
Paris Nanterre University, Paris, France.
10.22034/meb.2021.312176.1032
Abstract
One of the main concerns of those in charge of education and evaluation in universities is the issue of students guessing the answer in multiple-choice questions. This is concerning because a student who guesses the correct answer may lack the required knowledge. The results of various studies show that students use guessing to different extents. Factors of personality, gender, cultural differences, and cognitive level of questions, situation, test conditions, and test-takers affect students' guessing. Using multiple-choice questions, reducing the structural errors of the question, increasing the number of options, adding the ‘I do not know’ option, using a negative score, using the confidence assessment model, eliminating the option, and the liberal method have been suggested as solutions to deal with guessing answers in multiple-choice questions.
Keywords
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