Abstract
This study investigates the relationship between cognitive taxonomic levels of multiple choice questions and student performance on basic medical sciences material. Parallel questions were developed testing the same factual information but at different taxonomic levels. First year medical students answered these questions as part of their diagnostic examinations. The results show that when content is held constant students perform as well on simple level questions, i.e., recall, as on more complex ones, i.e., interpretation and problem-solving. Also there was no relationship between student-ranking and performance on the different types of items. Several explanations of these results and recommendations are discussed.
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