Formative (in-course) graduate assessment. Design of an accurate multiple-choice question examination and the training merits thereof

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dc.contributor.authorGledhill, R. F.en_ZA
dc.date.accessioned2011-03-18T14:57:41Z
dc.date.available2011-03-18T14:57:41Z
dc.date.issued1983
dc.descriptionCITATION: Gledhill, R. F. 1983. Formative (in-course) graduate assessment. Design of an accurate multiple-choice question examination and the training merits thereof. South African Medical Journal, 64:476-477.
dc.descriptionThe original publication is available at http://www.samj.org.za
dc.description.abstractMedical graduate learning is being appraised to an increasing extent during training. The adequacy of these formative (in-course) assessments has not been widely studied. The performances and opinions of junior specialists were used to evaluate the accuracy of a graduate multiple-choice question examination (MCQE) and the merits of such in-course assessments. Methods used in verifying the validity and reliability of this MCQE are detailed. In-course assessments were rated as being valuable in graduate training. Issues pertinent to sound appraisals of graduate learning are discussed.
dc.description.versionPublisher’s version
dc.identifier.issn2078-5135 (online)
dc.identifier.issn0256-9574 (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/7579
dc.language.isoen
dc.publisherHealth & Medical Publishing Group
dc.rights.holderSouth African Medical Journal
dc.subjectMedicine -- Study and teachingen_ZA
dc.titleFormative (in-course) graduate assessment. Design of an accurate multiple-choice question examination and the training merits thereofen_ZA
dc.typeArticle
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