Higher order question writing

Size: px

Start display at page:

Download "Higher order question writing"

Sydney Parks
5 years ago
Views:

1 Higher order question writing

2 Review Question Writing 101 Find the cueing flaws in dentally relevant items Utilize Bloom s revised Taxonomy for Learning Objectives Knowledge dimension Cognitive process dimension Analyze dentally relevant items on their taxonomic level Where do course objectives fit in the revised taxonomy? Recognize recall vs. application/analysis/evaluation questions How to recraft a recall question to assess higher order thinking Create your own higher order questions!

3 What are common pitfalls in basic MCQ writing???????

4 The stem. The lead-in, can be a scenario followed by a question The answer Select the best answer The distractors The incorrect alternatives. They should be plausible

5 The following quiz allows you to review some of the pitfalls of item design discussed last time. Let s see how well you do at spotting the flaws in these dentally relevant items!

6 The usual function of a Richwill crown remover is to remove: A. Crowns B. Amalgam C. Resin Composite D. Teeth

7 Postural hypotension more commonly occurs: A. In the supine position B. Upon standing after being reclined for a prolonged time C. Upon forward bending D. Upon flexion

8 The complex odontoma usually resembles an: A. Multiple microdental structures with enamel and dentin B. Supernumery tooth below the roots C. Dense trabeculation with a ground glass appearance D. Amorphous lesion of varying density with a radiolucent rim

9 Select the best response: Dental caries A. Is always caused by poor oral self care B. May often be exacerbated by xerostomia C. Is always initiated by maternal oral flora transfer D. Is never asymptomatic when in proximity to the pulp

10 101 Focussed on common pitfalls in basic MCQ writing: Don t give grammatical cues in the stem (an, plural, tense) Don t give the answer in another question Don t mix definite responses and qualifications Don t use implausible distractors Attempt to use distractors of similar length Use all options (including A and E) Make sure the correct answer is unique

11 Bloom s original Taxonomy of Educational Objectives (1956) One Dimensional Evaluation Synthesis Analysis Application Comprehension Knowledge

12 Objective Oriented Modification Considers 2 Dimensions in Writing Learning Objectives The Knowledge Dimension The Cognitive Process Dimension

13 Example: Explain the hydraulic conductance model of dentinal sensitivity The Knowledge Dimension The hydraulic conductance model The Cognitive Process Dimension Explain

14 Evaluation Synthesis Factual Analysis Conceptual Application Procedural Comprehension Metacognitive Knowledge

15 The Cognitive Process becomes Action oriented Evaluation moves to a lower order Synthesis Create Evaluation Synthesis Analysis Application Comprehension Knowledge Create Evaluate Analyze Apply Understand Remember

16 Remember Understand Apply Analyse Evaluate Create Factual Conceptual Procedural Metacognitive

17 From our example: Explain the hydraulic conductance model of dentinal sensitivity Where is this on the: Knowledge Dimension? Is it Factual/Conceptual/Procedural/Metacognitive? Conceptual The Cognitive Dimension? Is it Remembering/Understanding/Applying/Analyzing/Evaluating/Creating? Understand/Remember

18 I ve selected one IPROS educational objective Let s identify where this objective lies in the 2 Dimensions (see handout) e.g. From DENT 420 IPROS #5: Identify and describe structures to be included in impressions for diagnostic casts

19 #5: Identify and describe structures to be included in impressions for diagnostic casts Knowledge Dimension structures to be included =Knowledge of specific details=factual Cognitive Dimension identify and describe =Recognition/Recall=Remember Therefore a lower order objective Later we will create a question to assess part of this objective.

20 #5: Identify and describe structures to be included in impressions for diagnostic casts Remember Understand Apply Analyse Evaluate Create Factual #5 Conceptual Procedural Metacognitive

22 Get together in groups of 3-4 Select ~5 IPROS educational objectives per group Identify where these objectives lie in the 2 Dimensions (see handout) Place the number in the appropriate grid in the table Take 5 minutes

23 Remember Understand Apply Analyse Evaluate Create Factual Conceptual Procedural Metacognitive

24 Writing a Remember/Factual question is generally straightforward. Moving to Application or Analysis is more challenging Example: The inferior alveolar nerve supplies sensation to which teeth? vs. You are providing endodontic treatment for a patient with irreversible pulpitis on tooth 36. What type of local anaesthesia injection would you recommend?

25 Demo question #5: Identify and describe structures to be included in impressions for diagnostic casts Item Design requires Content Knowledge

26 Identify the anatomical structure shown in the following image A. Hamular notch B. Retromolar pad C. Retromolar papilla D. Maxillary Tuberosity E. Palatal pad

27 Identify the anatomical structure and its role in denture design and/or stability and/or retention A. Retromolar pad : establishes occlusal plane B. Retromolar papilla : resistance form C. Hamular notch :establishes seal D. Maxillary Tuberosity : resistance form E. Maxillary Tuberosity: establishes seal

28 A patient who recently suffered blunt trauma to the left zygomatic bone complains of the frequent sensation of dryness of the left eye. What would be the best explanation for his symptom? A. The trauma caused direct injury to the lacrimal gland, causing inadequate tear production. B. The trauma caused direct injury to the pterygopalantine ganglion, which sends post synaptic fibres to the lacrimal gland. C. The trauma caused direct injury to the post ganglionic fibres of the greater petrosal nerve which runs with the zygomatic nerve. D. The trauma caused direct injury to the lacrimal nerve, which is a branch of CN VII. E. The trauma caused direct injury to the infraorbital nerve.

29 It is 11:59pm on October 1st, and to your horror, you realise you have not yet submitted your Peerwise questions. Your heart begins to beat faster, you start to breath deeply, and break out into a cold sweat. As you stumble into the bathroom, you look in the mirror to discover your pupils have dilated significantly, and that an artery in your temple seems to be throbbing. You are about to break-down and call your mom, when you remember that these are simply the effects of epinephrine and norepinephrine, the mediators of sympathetic nervous system arousal. In this moment of clarity, you reflect upon your medical education and try to recall which adrenergic receptors are responsible for the various symptoms you have just encountered. Which of the following correctly matches receptor to symptom?...

31 Select one IPROS objective per group Develop a question stem to address the objective Provide the answer based on your prior knowledge Create 3-4 distractors Try to move up the taxonomy if possible Take about 15 minutes

32 Get started on PeerWise Part #3 today! Part 3: This question writing project is due on February 3. There will be a question authoring Workshop on Monday, October 7. You will need to submit four questions, answer twenty and comment on and rate five questions. Questions should be developed based on themes from the weekly Question of the Week or Focus of the Week topics. Move to Room 270

IMPRESSION MAKING (IN COMPLETE DENTURES)

IMPRESSION MAKING (IN COMPLETE DENTURES) DR ZURYATI AB GHANI BDS (WALES), Grad Dip Clin Dent (Adelaide), Doctor in Clinical Dentistry (prosthodontics), Adelaide, FRACDS 17.06.2007 Impressions An impression