Social studies structured essay questions

The first batch was admitted in January while the undergraduate curriculum has been organized in six limited integrated modules.


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Multiple assessment methods including short essay questions, MCQs, OSPEs, and orals carrying equal weightage were used for module assessment. The college faculty developed all assessment questions. Level I: Include questions which attempt to check recall of information. Level II: Include questions which attempt to test understanding and interpretation of data.

Level III : Include questions which attempt to test the application of knowledge for solving a particular problem.

One subject expert and three medical educationists reviewed each assessment tool. Initially the reviewers individually reviewed the assessment tool for the cognitive level and IWFs according to predefined criteria and reported their results to the principal investigator.

The Straits Times

A total of MCQs that were administered in all six module examinations were reviewed. A total of 36 SEQs were administered in all six module examinations. The cognitive level of 30 SEQs A total of MCQs were administered in the all six module examinations. Attempts to change existing assessment methods have been hindered by financial constraints, lack of expertise in psychometric analysis of the examination and institutional policies.


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  8. It may be due to the fact that MCQs at recall level are easier to construct and need less time and knowledge as compare to problem solving MCQs which needs expertise and training. But in that study a total of 50 MCQs representing different disciplines of medicines like gastroenterology, cardiology, neurology, rheumatology, nephrology etc were evaluated. Constructing problem solving MCQs in basic sciences is difficult in comparison to clinical sciences.

    In present study, multiple factors have contributed to low cognitive level questions such as newly established medical college with inadequate faculty training, diverse background of teachers, non-existence of question bank, first examination of the college etc. Jozefowicz et al. Several studies have confirmed that MCQs not only test the knowledge of the examinees but can also be used for measuring higher cognitive skills.

    Exam Questions: Types, Characteristics, and Suggestions

    One of the most common problems affecting MCQs quality is the presence of item writing flaws. Item-writing flaws IWFs are violations of these accepted item-writing guidelines which can affect student performance on MCQs, making the item either easier or more difficult. These results are in agreement with several studies.

    Our higher percentages IWFs can be explained in the view of Tarrant and Ware study who concluded that MCQs written at lower cognitive levels, are more likely to contain item-writing flaws. Flawed items affect difficulty and discrimination index. Low difficulty and poor discrimination in an item favors low achievers while higher difficulty and poor discrimination negatively affected the high scorers and moreover flawed items also fail to assess the course learning objectives.

    For reducing IWFs, and improving cognitive levels of the test items, Downing , suggested the use of test blue print. Test blue print helps in accurately delineating the percentage of test questions to be allocated to the different content areas, and at different cognitive levels.


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    7. Faculty should be encouraged, and trained to construct MCQs for higher order cognitive levels. Tarrant et al. The present study suggest that there is need to improve the quality of our assessment tools because if the assessment tools measur low cognitive level, it will not only decrease the validity of the exam but also compel the students to adopt surface learning approaches which is not suitable for lifelong learning. Moreover, difficulty and discrimination indices were not available. The medical college should evolve policy guidelines on preparing questions of higher cognitive level for all departments and student assessment should align with the learning outcomes.

      There is need to review the quality of item including the content of assessment tools. MB: Designed the study, did all analysis and prepared the manuscript. Recommendations: Psychometric analysis should be done for all types of assessment while test blue print should be developed to ensure validity. A structured faculty development program is recommended for developing improved assessment tools.

      SEQ Revision | Question | Essays

      Similar studies are recommended in other basic science subjects. National Center for Biotechnology Information , U. Pak J Med Sci. Mukhtiar Baig 1 Dr. Explain your answer.

      Evaluation of Multiple Choice and Short Essay Question items in Basic Medical Sciences

      In addition to showing an awareness of the issues at hand, the student must provide examples and link on how their recommendations could help solve the issue stated in the question to get the maximum number of marks. Call us at and to book your slots now! Contact Us. Social Studies. December 6, Humanities Hub. Combined Humanities. Share on Facebook. Share on Twitter. Featured Posts. December 12, November 15, April 3, Please reload. Recent Posts.

      May 9, May 3, April 27, My students, you included, take a different approach. They allocate more pre-exam time to practicing SEQs as they are more predictable. They get almost full marks in Section B. The result—most of them score distinctions in History Elective. As mentioned above, they are way more predictable than SBQs. Let me tell you a secret. For you, boring is GOOD!

      Contrast with SBQs—no way for us to predict the sources that will appear in the exam. Although there are guidelines for you to follow which I will share in later lessons , every SBQ answer is different as each source is unique. Hypothetical History Elective Exam Scenario. However, he struggles at English Language and the Humanities.

      Anything that requires him to read or write more than 5 sentences daunts him. Months before the O Levels, his History teacher makes him take 20 to 30 minutes a week to do one SEQ, marks them all, and ensures he submits his corrections. D-day approaches.

      He manages to get the full 8 marks for 2 a , since he just needs to explain 2 factors.