Knowledge increased significantly (p < 0.001) from a pre-game score of 6 to a post-game score of 6.9 on a ten question test.
To assess student understanding of evolution, teachers were asked to distribute a two question ACORNS short-answer diagnostic test.
Two questions tested the hypothesis that making a site more visible would be desirable from the decision-makers' perspective.
The final two questions tested student knowledge of engineering and structural design.
Composite scores (mean of accuracy and explanation quality) were then calculated across the two questions testing each aspect of understanding evolutionary relatedness (different levels and polytomy).
It is preferable to have at least two questions testing the same concept to confirm that learning changes measured using the two (or more) questions are similar for given students and classes.
In addition, eligible participants had been using CSII with rapid-acting insulin analogues for more than 6 months, were naive to CGM and had successfully completed a five-question multiple choice test concerning pump therapy and general understanding of diabetes [ 15].
Seventeen questions tested image interpretation, 7 tested concepts of image acquisition/optimization and 6 tested clinical application.
The three questions testing critical appraisal skills and knowledge were analysed separately for the Adapted Fresno Test (Questions 5, 6 and 7 = sub-total of 72).
The last section comprised ten questions, testing participants' knowledge of the theory of evolution.
Twenty-nine questestedtested knowledge of SIRS and the different stages of sepsis.
