Gender variability in performance of multiple-choice question-based assessment on medical biochemistry topics among 1st year MBBS students
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BACKGROUND: Owing to its popularity and ubiquity, multiple-choice questions (MCQs) are now a commonly used assessment means used in medical education. However, the gender variability in the performance of students in MCQ-based examinations has been a notable topic of exploration in educational research. AIM: To discern if there are any gender-based differences in the performance as well as the risk-taking tendency in MCQ-based assessment among the 1st year medical students in Biochemistry. MATERIALS AND METHODS: This observational study was carried out on 237 1st year MBBS students as an end-of-module assessment test on “Miscellaneous topics in Biochemistry.” Six different types of formats of MCQs: single best response, multiple responses, true and false, reason assertion, pictorial, and matching types were administered to them. The performances of the students were compared among the different types of MCQs after stratifying the students according to gender and academic standing. The percentages of students who attempted and who correctly marked a particular type of MCQ were compared using appropriate statistical tests. RESULTS: No significant differences were observed in the pattern of scoring, attempt, or skipped questions in between the two genders in any of the six types of MCQs. The difference was observed in the type of MCQ formats preferred and the risk aversion pattern between the two genders. CONCLUSION: To affirm the gender neutrality and fairness of MCQ-based examinations, all the formats of MCQs must be administered in MCQ-based assessments.Keywords:
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Abstract Recently attention has been paid to the epistemic requirements for proper assertion. The most popular account has been the knowledge account, that we can only properly assert what we know. Others have criticized the knowledge account and argued that the norm of assertion is truth, belief, or assertion of what it is reasonable to believe.
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Introduction PART 1. WHAT IS AN ASSERTION? 1. Against Assertion 2. Conversational Score, Assertion and Testimony 3. What is Assertion? 4. Information and Assertoric Force 5. The Essential Contextual PART 2. EPISTEMIC NORMS OF ASSERTION 6. Fallibilism and the Knowledge Norm for Assertion and Practical Reasoning 7. Putting the Norm of Assertion to Work: the Case of Testimony 8. Truth-Relativism, Norm-Relativism and Assertion 9. Norms of Assertion 10. Assertion and Isolated Secondhand Knowledge 11. Assertion, Norms, and Games
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Arguably, a theory of assertion should be able to provide (i) a definition of assertion, and (ii) a set of conditions for an assertion to be appropriate. This paper reviews two strands of theories that have attempted to meet this challenge. Commitment-based accounts a la Peirce define assertion in terms of commitment to the truth of the proposition. Restriction-based accounts a la Williamson define assertion in terms of the conditions for its appropriate performance. After assessing the suitability of these projects to meet the desiderata of a theory of assertion, I argue that a speech act theoretic account a la Searle is more suitable for this purpose: it integrates the core intuitions of both restriction-based and commitment-based accounts while avoiding their respective problems, and has the further advantage of determining how assertion fits into a more general theory of illocutionary acts.
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With the spreading of Marxism popularity in recent years,profound research has been done to the popularity of Marxism from different aspects and perspectives,including the popularity’s scientific implication,necessity,problems,past experiences,and the ways of promoting the popularity.The research is advantageous to the better development of Marxism popularity.
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A LifeSkills© video module to teach assertion has been developed that uses dramatizations of the effective and ineffective ways to respond to a provocation. Normal volunteers were randomly assigned to watch the assertion video ( n = 50) or a control instructional video ( n = 53). Participants completed pre‐/post‐assessment batteries that tested their knowledge of the steps of assertion and their ability to apply this knowledge in response to 3 written scenarios. The answers were scored for both the presence of aggression and the use of assertion. Participants randomized to the assertion video showed larger increases in assertion and decreases in aggression compared to controls, indicating that a video dramatizing the use of assertion can be a practical and effective means of improving assertion skills, with decreased aggression a potential added benefit.
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Assertion is fundamental to our lives as social and cognitive beings. Philosophers have recently built an impressive case that the norm of assertion is factive. That is, you should make an assertion only if it is true. Thus far the case for a factive norm of assertion been based on observational data. This paper adds experimental evidence in favor of a factive norm from six studies. In these studies, an assertion’s truth value dramatically affects whether people think it should be made. Whereas nearly everyone agreed that a true assertion supported by good evidence should be made, most people judged that a false assertion supported by good evidence should not be made. The studies also suggest that people are consciously aware of criteria that guide their evaluation of assertions. Evidence is also presented that some intuitive support for a non-factive norm of assertion comes from a surprising tendency people have to misdescribe cases of blameless rule-breaking as cases where no rule is broken.
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