We therefore also assessed the performance of question 2 of the BCD ('Over the past couple of weeks, have you been feeling unhappy or depressed?') operating as a single-item screen.
Using a paper-based exam as a means of assessment, we measured student performance on questions of various Bloom's levels in the context of open- and closed-note testing and found little difference when controlling for multiple student parameters.
To determine whether student perception matched reality, we compared overall paper quiz performance as well as performance on questions of specific Bloom's levels between open- and closed-note testing conditions.
Comparing nurses' self-ratings of performance on questions and reflections compared with their MITI scores indicates that it is important to evaluate skills and get feedback on one's own MI performance if one is to improve.
We examined the paper quiz scores of returner students in the Winter and Spring quarters and found their overall scores were significantly higher than first-time students, as was their performance on questions of multiple Bloom's levels.
If our module resulted in increased comprehension and critical-thinking abilities, we would expect to see higher performance on questions of various Bloom's levels for returner students relative to first-timers.
However, differences in group performance on questions testing depth of understanding (advanced) were not significant.
Student performance on questions measuring depth of understanding (advanced), however, differed significantly (F 3, 127) = 10.935, p > 0.001, partial η = 0.21).
In this paper, we focused on evaluating the performance of categorizing questions into multiple topics.
Performance of categorizing questions into multiple topics is affected by a number of factors including the key CUIs selection algorithm, the quality of the topics to be assigned, and the quality of the questions themselves.
