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Performance of Positively and Negatively Worded Questions on a Classroom Exam.

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Abstract:

Objective: A retrospective study several years ago found no difference between the positively and negatively question performance. This follow-up study incorporated stricter controls on the preparation of items and number of content areas tested to see if differences could be detected. Methods: Four questions on iron supplements were used to create a total of eight exam questions (four pairs of two – one positive and one negative). The items were included as part of a classroom exam in two configurations: two positive followed by two negative and vice versa. The items were placed early or in the middle of the exam, creating a total of four versions that were tested. Item Analysis, t tests, and nonparametric statistics were used to analyze the performance of the questions. Results: Each version of the exam was completed by 16 students (N=64). Item difficulty ranged from 47% to 77%. On the tests where the two negatively-worded items appeared first, the students who encountered the first item later in the exam were more likely to select the correct answer than those who encountered the same question early in the exam (p=0.0108). There was no significant difference between the early and middle placement groups when the first two questions were positively-worded. Implications: No trend emerged across all four questions to indicate that positively or negatively worded questions had a superior or inferior performance when used in a classroom exam. Further testing on the subgroups will be conducted this spring.
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Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p118991_index.html
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MLA Citation:

Carter, Jean. and Miller, Sarah. "Performance of Positively and Negatively Worded Questions on a Classroom Exam." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118991_index.html>

APA Citation:

Carter, J. T. and Miller, S. J. , 2006-07-05 "Performance of Positively and Negatively Worded Questions on a Classroom Exam." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118991_index.html

Publication Type: Abstract
Abstract: Objective: A retrospective study several years ago found no difference between the positively and negatively question performance. This follow-up study incorporated stricter controls on the preparation of items and number of content areas tested to see if differences could be detected. Methods: Four questions on iron supplements were used to create a total of eight exam questions (four pairs of two – one positive and one negative). The items were included as part of a classroom exam in two configurations: two positive followed by two negative and vice versa. The items were placed early or in the middle of the exam, creating a total of four versions that were tested. Item Analysis, t tests, and nonparametric statistics were used to analyze the performance of the questions. Results: Each version of the exam was completed by 16 students (N=64). Item difficulty ranged from 47% to 77%. On the tests where the two negatively-worded items appeared first, the students who encountered the first item later in the exam were more likely to select the correct answer than those who encountered the same question early in the exam (p=0.0108). There was no significant difference between the early and middle placement groups when the first two questions were positively-worded. Implications: No trend emerged across all four questions to indicate that positively or negatively worded questions had a superior or inferior performance when used in a classroom exam. Further testing on the subgroups will be conducted this spring.

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