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dc.contributor.authorJennings, Nicholas B.
dc.contributor.authorSlack, Marion K.
dc.contributor.authorMollon, Lea E.
dc.contributor.authorWarholak, Terri L.
dc.date.accessioned2019-05-01T01:01:13Z
dc.date.available2019-05-01T01:01:13Z
dc.date.issued2016-01
dc.identifier.citationJennings, N. B., Slack, M. K., Mollon, L. E., & Warholak, T. L. (2016). Measurement characteristics of a concept classification exam using multiple case examples: A Rasch analysis. Currents in Pharmacy Teaching and Learning, 8(1), 31-38.en_US
dc.identifier.issn18771297
dc.identifier.doi10.1016/j.cptl.2015.09.010
dc.identifier.urihttp://hdl.handle.net/10150/632165
dc.description.abstractObjective: To determine if an exam using multiple cases to test research design concepts measured only one cognitive skill, concept classification, and to determine if item difficulty varied according to the research design used for the case. Methods: The exam consisted of 50 multiple choice items associated with five example abstracts: a randomized controlled trial, pretest-posttest, crossover, retrospective cohort, and descriptive designs. A Rasch analysis was conducted to determine dimensionality (i.e., measured a single skill). Items were stratified by design to explore the relationship between item difficulty and study design. Overall difficulty was assessed using an item person map. Results: The exam was administered to 101 students; the mean was 88.4% (mean score = 44.2; SD = 3.5). The Rasch analysis indicated the exam primarily measured one cognitive skill, presumably concept classification. The stratified analysis indicated that overall no single research design was more difficult than other designs; however, the type of research design and item topic interacted so that an easy item for one design could be difficult when associated with a different study design. Conclusions: The exam appeared to function more like a mastery exam documenting that most students performed well rather than as an exam for ranking students by ability. That item topic interacted with study design to affect item difficulty, indicates that items on the same topic are needed to test basic design concepts across study designs. (C) 2015 Elsevier Inc. All rights reserved.en_US
dc.language.isoenen_US
dc.publisherELSEVIER SCIENCE INCen_US
dc.relation.urlhttps://linkinghub.elsevier.com/retrieve/pii/S1877129715001082en_US
dc.rights© 2015 Elsevier Inc. All rights reserved.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectConceptsen_US
dc.subjectMultiple choice examen_US
dc.subjectRasch analysisen_US
dc.subjectResearch designen_US
dc.titleMeasurement characteristics of a concept classification exam using multiple case examples: A Rasch analysisen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, Coll Publ Hlth, Div Community Environm & Policyen_US
dc.contributor.departmentUniv Arizona, Coll Pharm, Dept Pharm Practice & Scien_US
dc.identifier.journalCURRENTS IN PHARMACY TEACHING AND LEARNINGen_US
dc.description.note12 month embargo; available online 6 November 2015.en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleCurrents in Pharmacy Teaching and Learning
dc.source.volume8
dc.source.issue1
dc.source.beginpage31
dc.source.endpage38
refterms.dateFOA2016-11-06T00:00:00Z


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