Multiple-choice questions have an undeserved reputation for only being able to test student recall of basic facts. In fact, well-crafted mechanically gradable questions can measure very sophisticated cognitive skills, including those engaged at the highest level of Benjamin Bloom’s taxonomy of outcomes. In this article, I argue that multiple-choice questions should be a part of the diversified assessment portfolio for most philosophy courses. I present three arguments broadly related to fairness. First, multiple-choice questions (...) allow one to consolidate subjective decision making in a way that makes it easier to manage. Second, multiple-choice questions contribute to the diversity of an evaluation portfolio by balancing out problems with writing-based assessments. Third, by increasing the diversity of evaluations, multiple-choice questions increase the inclusiveness of the course. In the course of this argument I provide examples of multiple-choice questions that measure sophisticated learning and advice for how to write good multiple-choice questions. (shrink)

We offer a case-study in irrationality, showing that even in a high stakes context, intelligent and well trained professionals may adopt dominated practices. In multiple-choice tests one cannot distinguish lucky guesses from answers based on knowledge. Test-makers have dealt with this problem by lowering the incentive to guess, through penalizing errors (called formula scoring), and by eliminating various cues for outperforming random guessing (e.g., a preponderance of correct answers in middle positions), through key balancing. These policies, though (...) widespread and intuitively appealing, are in fact ‘‘irrational’’, and are dominated by alternative solutions. Number-right scoring is superior to formula scoring, and key randomization is superior to key balancing. We suggest that these policies have persisted since all stake-holders – test-makers, test-takers and test-coaches – share the same faulty intuitions. (shrink)

This paper presents a new two-dimensional Multiple-Choice Model accounting for Omissions (MCMO). Based on Thissen and Steinberg multiple-choice models, the MCMO defines omitted responses as the result of the respondent not knowing the correct answer and deciding to omit rather than to guess given a latent propensity to omit. Firstly, using a Monte Carlo simulation, the accuracy of the parameters estimated from data with different sample sizes (500, 1,000, and 2,000 subjects), test lengths (20, 40, (...) and 80 items) and percentages of omissions (5, 10, and 15%) were investigated. Later, the appropriateness of the MCMO to the Trends in International Mathematics and Science Study (TIMSS) Advanced 2015 mathematics and physics multiple-choice items was analyzed and compared with the Holman and Glas' Between-item Multi-dimensional IRT model (B-MIRT) and with the three-parameter logistic (3PL) model with omissions treated as incorrect responses. The results of the simulation study showed a good recovery of scale and position parameters. Pseudo-guessing parameters ( d ) were less accurate, but this inaccuracy did not seem to have an important effect on the estimation of abilities. The precision of the propensity to omit strongly depended on the ability values (the higher the ability, the worse the estimate of the propensity to omit). In the empirical study, the empirical reliability for ability estimates was high in both physics and mathematics. As in the simulation study, the estimates of the propensity to omit were less reliable and their precision varied with ability. Regarding the absolute item fit, the MCMO fitted the data better than the other models. Also, the MCMO offered significant increments in convergent validity between scores from multiple-choice and constructed-response items, with an increase of around 0.02 to 0.04 in R 2 in comparison with the two other methods. Finally, the high correlation between the country means of the propensity to omit in mathematics and physics suggests that (1) the propensity to omit is somehow affected by the country of residence of the examinees, and (2) the propensity to omit is independent of the test contents. (shrink)

This case study explored how a teacher, Mr. Smith, and his students experienced a mandated performance assessment while simultaneously preparing for an end of the year high-stakes, multiple-choice assessment. We employed qualitative research methods to examine how the teacher enacted a mandated performance assessment during a unit on Byzantium and how students described their learning and classroom experiences from the unit. Drawing on Grant's idea of ambitious teaching and learning of history and Ball's work on policy realization, analysis (...) of these data indicated that Mr. Smith interpreted and enacted a performance assessment in ways that differed from how district and state policy makers intended. Despite an assessment that the district designed to promote historical thinking skills, students learned primarily factual knowledge. (shrink)

This article explores the extent to which multiple-choice history/social studies exams measure student knowledge of social studies content. This article presents descriptive statistics that quantify the findings from a qualitative study. Data for this study were collected from 13 tenth-grade world history students in an urban classroom in New York State. Each participant answered 15 multiple-choice questions that had appeared on previous versions of the Global History and Geography Regents exam, the high-stakes exam they would have (...) to take at the end of the school year. As a small-scale exploratory study, the findings are not what quantitative researchers would call generalizable. Nevertheless, the findings raise questions about what tests measure, their effectiveness, and what constitutes social-studies knowledge. (shrink)

This paper presents a comparison of social kinship (patrilineage) and biological kinship (genetic relatedness) in predicting cooperative relationships in two different economic contexts in the fishing and whaling village of Lamalera, Indonesia. A previous analysis (Alvard, Human Nature 14:129–163, 2003) of boat crew affiliation data collected in the village in 1999 found that social kinship (patrilineage) was a better predictor of crew affiliation than was genetic kinship. A replication of this analysis using similar data collected in 2006 finds the same (...) pattern: lineage is a better predictor than genetic kinship of crew affiliation, and the two together explain little additional variance over that explained by lineage alone. However, an analogous test on food-sharing relationships finds the opposite pattern: biological kinship is a better predictor of food-sharing relationships than is social kinship. The difference between these two cooperative contexts is interpreted in terms of kin preferences that shape partner choice, and the relative autonomy with which individuals can seek to satisfy those preferences. Drawing on stable matching theory, it is suggested that unilineal descent may serve as a stable compromise among multiple individuals’ incongruent partner preferences, with patriliny favored over matriliny in the crew-formation context because it leads to higher mean degrees of relatedness among male cooperators. In the context of food-sharing, kin preferences can be pursued relatively autonomously, without the necessity of coordinating preferences with those of other households through the institution of lineage. (shrink)

In “Where Is the Sin in Synecdoche?” (2005) Adrienne Asch and David Wasserman criticize the choice to use prenatal testing (PNT) to determine disability. Notwithstanding the multiple meanings, motives, and circumstances behind people’s reproductive choices, Asch and Wasserman argue that individual choices to reject impaired potential offspring should be the subject of moral scrutiny, since they are likely to be the result of synecdoche—“the uncritical reliance on a stigma-driven inference from a single feature to a whole future life” (...) (181). Such synecdochal choices, they argue, assume that in virtue of impairment, the future child in question would be “incapable of [the] intimacy and community” involved in family.. (shrink)

THIS ESSAY APPLIES CONCEPTS AND VALUE JUDGMENTS FROM WITHIN the Jewish tradition to the range of questions raised by genetic testing for BRCA1/2 mutations as well as possible prophylactic interventions to prevent breast cancer; in so doing, it models a Jewish methodology for approaching contemporary situations through the lens of classical Judaism. It notes the Jewish tradition's robust skepticism about the value of partial knowledge and its repeated admonitions against predicting future events based on incomplete data. The essay also weighs (...) Jewish tradition's strong imperative to aggressively pursue good health against Judaism's equally strong reluctance to attempt to predict future events based on partial data. This essay offers few definitive conclusions about Jewish law; instead, it shows that Jewish tradition can tolerate and support several different choices simultaneously. Jewish sources can guide individuals through the decision-making process without prescribing specific behaviors. (shrink)

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail (...) to accurately assess the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)

The role of the major histocompatibility complex (MHC) in mate choice in humans is controversial. Nowadays, the availability of genetic variation data at genomic scales allows for a careful assessment of this question. In 2008, Chaix et al. reported evidence for MHC‐dependent mate choice among European American spouses from the HapMap 2 dataset. Recently, Derti et al. suggested that this observation was not robust. Furthermore, when Derti et al. applied similar analyses to the HapMap 3 European American samples, (...) they did not see a significant effect. Although some of the points raised by Derti et al. are relevant, we disagree with the reported absence of evidence for MHC‐dependent mate choice within the HapMap samples. More precisely, we show here that the MHC dissimilarity among HapMap 3 European American spouses is still extreme in comparison to the rest of the genome, even after multiple testing correction. This finding supports the hypothesis of MHC‐dependent mate choice in some human populations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Many Mansions? Multiple Religious Belonging and Christian IdentityJames L. FredericksMany Mansions? Multiple Religious Belonging and Christian Identity. Edited by Catherine Cornille. Maryknoll, NY: Orbis Books, 2002. 152 pp."A heightened and widespread awareness of religious pluralism," according to Catherine Cornille, "has presently left the religious person with the choice not only of which religion, but also how many religions she or he might belong to" (p. (...) 1). What Cornille calls "multiple religious belonging," therefore, merits our theological attention. I agree, even though I am not convinced that the phenomenon is very widespread and certainly not a trend. In any event, Cornille does us a great service in raising the issue of multiple religious belonging. The book should be widely read and discussed.Lest there be any confusion, Cornille is skeptical of bourgeois Westerners making facile claims about being Buddhists or Taoists and does not consider this "belonging." She argues (following Raymundo Panikkar) that religious belonging entails a twofold movement: first, a conscious (not "anonymous") identification with a religious community, and second, being recognized by that community as a member. Promoters of New Age spirituality therefore do not practice multiple religious belonging as defined by Cornille. In fact, New Age religiosity is not a form of belonging at all to the extent that it rejects the normativity of any religious claim. Furthermore, belonging is more than admiration for another religion and acceptance of selected beliefs from that religion. In this case, Christians such as myself, who have dedicated themselves to the study of Buddhism, cultivated Buddhist friends, studied with Buddhist teachers and who practice forms of Buddhist meditation within a Christian liturgical context, but do not self-identify as Buddhists, should not be considered examples of multiple religious belonging. All this seems very sensible to me. Oddly, none of the contributors actually endorse multiple religious belonging as defined by Cornille. There is, however, much discussion regarding possible theological foundations for it.At the beginning of his essay, Jacques Dupuis recognizes that multiple religious belonging poses serious theological problems for Christian believers. Clearly this is [End Page 167] the case. A Christian professing to be a Buddhist is theologically unintelligible. Dupuis, however, goes on to caution theologians such as myself to go slow in coming to any conclusions about the propriety of multiple religious belonging. In this, I also am in agreement. The church should be patient with multiple religious belongers in the hope of learning from them. If this means putting theological concerns on hold for the time being, so be it. This would not be the first time that theology would be playing catch-up ball with new forms of Christian spiritual practice. Multiple religious belonging may prove to be a genuine possibility for Christian spiritual practice. Theology will have a legitimate voice in making such a determination. Dupuis is right to counsel caution.Not all of the contributors take the theological problems posed by multiple religious belonging as seriously as Dupuis does. Raymundo Panikkar, for example, deals with the problem by dismissing the importance of doctrine to religious identity. Apparently, one is free to believe anything one wants and still call oneself a Christian, a Sikh, or a Muslim, provided that one is accepted by these communities as a member. In minimizing the importance of doctrine, Panikkar takes pains to separate faith from mere belief, as if making this strict distinction between the two were the only alternative to fundamentalism. Once faith transcends the institutional boundaries that distinguish religions, the test for religious belonging is sociological, not theological. Conflicting doctrinal claims distinguishing religious communities from one another are not a problem for multiple religious belonging because doctrinal consistency has little to do with one's multiple religious identities.Even more than Panikkar, Francis X. Clooney is untroubled by the theological problems attending multiple religious belonging. Starting with Hindu texts (primarily the Mutal Tiruvantati), Clooney builds bridges to a Christian text (Spiritual Exercises of Ignatius Loyola) and concludes that God will be with us in whatever way suits us. "However someone takes refuge in me," Vishnu assures us in the Gita, "in that way I do favor them." The devotee supplies the imagination. God never fails... (shrink)

Local item dependence is one of the most critical assumption in the Rasch model when it comes to the validity of a test. As the field of vocabulary assessment is calling for more clarity and validity for vocabulary tests, such assumption becomes more important than ever. The article offers a Rasch-based investigation into the issue of LID with the focus on the two popular formats of Vocabulary Levels Tests : multiple-choice and matching. A Listening Vocabulary Levels (...) class='Hi'>Test and an Updated Vocabulary Levels Test were given to a single cohort of 311 university students in an English as a Foreign Language context. The analyses of raw score and standardized residuals correlations were conducted. The findings found no relationship between the 4-option, multiple-choice format of the LVLT and item local dependence. However, results from score and standardized residuals correlations analyses showed a strong link between the 3-item-per-cluster, matching format and item local dependence. The study calls for greater attention to the format of future vocabulary tests and support the use of meaning-recall formats in vocabulary testing. (shrink)

Moral reasoning typically relates unexpectedly weakly with both Machiavellianism and authoritarianism. Although researchers often explain this by pointing to apparent shortcomings in both the construct and the measure of moral reasoning, such explanations are questionable given the many instances of support for hypotheses involving moral reasoning using the same construct and measure. As these latter cannot only sometimes be flawed, we explored the possible influence of moral reasoning index choice on observed results by using multiple indices available in (...) the Defining Issues Test. In a sample of 201 employed persons surveyed in 1998, with results reported for the first time, advanced moral reasoners tended to be neither Machiavellian nor authoritarian. However, the specific moral reasoning index employed was critical to detecting these hypothesized inverse relationships. Specifically, we proposed that currently unavailable D scores would be the relevant index for examining inverse relationships with Machiavellianism and that P scores would be most appropriate in the context of inverse relationships with authoritarianism, particularly among persons inclined to utilize their characteristic moral reasoning. We extrapolate the conceptual logic underpinning such relationships, and suggest that appropriate index choice flows from this logic and is essential to hypothesis testing across a broad array of constructs. Future research could adopt this logic to examine relationships involving constructs with implications similar to those found in Machiavellianism and authoritarianism. (shrink)

Recent findings demonstrate sex-related differences in the neurobiological mechanisms by which emotional arousal influences memory, and raise questions about the extent to which memory for emotional events may differ between males and females. Here we examine whether sex-related differences exist in the recall of central information and peripheral detail from an emotional story. Healthy subjects viewed a brief, narrated slide-show containing emotional elements in its middle section. One week later, they received an incidental multiple-choice recognition test for (...) the story. Following the test, each subject completed the BEM Sex-Role Inventory, an assessment of sex-related masculine and feminine traits. The results reveal no differences in recall of either central or peripheral story information when considering the performance of actual men and women, but a significant difference when considering male and females as determined by their BEM test scores. “BEM” males showed significantly enhanced recall of central emotional information. “BEM” females did not. Both groups showed significantly enhanced recall of peripheral emotional information, although this effect appeared larger in BEM females than in BEM males. The influences of “BEM” sex and type of information significantly interacted to influence emotional memory performance. These findings confirm the existence of sex-related influences in the recall of emotional information, and suggest that sex-related traits, rather than actual sex per se, may be a more sensitive indicator of these influences. (shrink)

The Watson-Glaser Critical Thinking Appraisal Test is one of the oldest, most frequently used, multiple-choice critical-thinking tests on the market in business, government, and legal settings for purposes of hiring and promotion. I demonstrate, however, that the test has serious construct-validity issues, stemming primarily from its ambiguous, unclear, misleading, and sometimes mysterious instructions, which have remained unaltered for decades. Erroneously scored items further diminish the test’s validity. As a result, having enhanced knowledge of formal and (...) informal logic could well result in test subjects receiving lower scores on the test. That’s not how things should work for a CT assessment test. (shrink)

The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to find consolidated (...) information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly known level of difficulty which might be expected when considering its use by an average person. (shrink)

This article introduces a new hybrid intake procedure developed for posttraumatic stress disorder (PTSD) screening, which combines an automated textual assessment of respondents’ self-narratives and item-based measures that are administered consequently. Text mining technique and item response modeling were used to analyze long constructed response (i.e., self-narratives) and responses to standardized questionnaires (i.e., multiple choices), respectively. The whole procedure is combined in a Bayesian framework where the textual assessment functions as prior information for the estimation of the PTSD latent (...) trait. The purpose of this study is twofold: first, to investigate whether the combination model of textual analysis and item-based scaling could enhance the classification accuracy of PTSD, and second, to examine whether the standard error of estimates could be reduced through the use of the narrative as a sort of routing test. With the sample at hand, the combination model resulted in a reduction in the misclassification rate, as well as a decrease of standard error of latent trait estimation. These findings highlight the benefits of combining textual assessment and item-based measures in a psychiatric screening process. We conclude that the hybrid test design is a promising approach to increase test efficiency and is expected to be applicable in a broader scope of educational and psychological measurement in the future. (shrink)

While speakers have been shown to adapt to the knowledge state of their addressee in choosing referring expressions, they often also show some egocentric tendencies. The current paper aims to provide an explanation for this “mixed” behavior by presenting a model that derives such patterns from the probabilistic combination of both the speaker's and the addressee's perspectives. To test our model, we conducted a language production experiment, in which participants had to refer to objects in a context that also (...) included a visually misleading object whose function was either known to both partners, or known just to the speaker but not the addressee. Modeling results indicate that the experimental findings cannot be explained by assuming that speakers tailor a referring expression solely to their own perspective or to the perspective of their addressee. Instead, accounting for the behavioral pattern requires an approach where both perspectives influence the choice of referring expressions. Nevertheless, in our situation, speakers consider their partner's perspective more than their own. (shrink)

Mentalization is a useful ability for social functioning and a crucial aspect of mentalizing is emotion regulation. Literature suggests programmes for children and adults to increase mentalizing abilities useful both for emotional and social competences. For this reason, the issue of how to prompt children’s mentalization has started to attract researchers’ attention, supporting the importance of the interpersonal dimension for the individual differences in the developmental of mentalization. The TiM (Thoughts in Mind) Project, a training programme based on the explanation (...) of mentalization mechanisms and designed for adults, deals with emotion regulation. Starting from the TiM Project, this study tests the effects of the TiM Child (TiM-C) training programme, over a control training programme, a conversational training designed for the school context, in children attending Year 2 of primary school. We designed a training based on narratives, followed by multiple-choice questions and conversations about mental states. Our results revealed significant improvements over the training period only in the TiM-C Project group for Metacognition, Emotion Regulation Strategies and a Theory of Mind task. As far as the educational implications, our findings suggest that it is possible to enhance mentalization through activities at school by promoting not only the understanding of the relations between mind and emotion, but also metacognitive skills. (shrink)

Discusses how the radio button and its technological cousins, graying out and "incompletely filled out" check-box forms "not accepted," and the like, compromise ethics in the context of professional autonomy of faculty in the matter of grading. Three case studies are given, based on my personal experience as a professor and instructor. -/- The point generalizes to all contexts, however, and can be read to object to all such radio-button forms, from multiple-choice tests for students, to surveys, etc.

Introducción: El examen estatal escrito evalúa la competencia del egresado y debe cumplir los requisitos de su confección y de su análisis informar las deficiencias en el proceso docente educativo para su perfeccionamiento. Objetivo: Caracterizar el examen estatal ordinario escrito y los resultados obtenidos en la Facultad de Estomatología. Camagüey durante el período 2011-2012. Métodos: Se realizó un estudio descriptivo del examen estatal ordinario escrito aplicado a 146 estudiantes. Se elaboró una base de datos con las calificaciones obtenidas, índice académico (...) y una guía con las variables tipo de examen, de preguntas, nivel de asimilación, claridad de formulación, correspondencia con los objetivos de la carrera, clave de calificación y cumplimiento de los criterios de Guilbert, analizados por grupo de expertos. Resultados: En los resultados se aproximó la nota de los excelentes (27,4 %) con el índice académico de los altos rendimientos (28,1 %). La mediana general fue de 86,3. Los temas más explorados fueron Endodoncia (18,8 %), Prótesis y Odontopediatría (10,4 %). Las preguntas con más valor fueron de temas curativos. El nivel de asimilación fue reproductivo y el 35,4 % de preguntas tipo selección múltiple complemento agrupado. Existieron dificultades de diseño del examen y autopreparación de los estudiantes. Conclusiones: Los resultados se aproximaron a los rendimientos académicos. No hubo equidad entre el número, valor de las preguntas por temas y nivel de asimilación. Los errores se asociaron en frecuencia al diseño y redacción de algunas preguntas, insuficiente estudio y en menor grado a la falta de sistematicidad en el proceso docente, que permitieron determinar las deficiencias para su intervención. Introduction: The State written exam evaluates the competence of seniors and must meet the requirements of its preparation and analysis in order to report deficiencies in the educational teaching process for its further development. Objective: To characterize the written regular state exam and the results obtained at the Faculty of Stomatology. Camaguey during the period of 2011-2012. Methods: A descriptive study of the written regular state exam was conducted to 146 students. A data base was developed with the grades obtained, academic index and a guide with the exam- type variables, questions, level of assimilation, clarity of formulation, correspondence with the objectives of the career, key qualification and compliance with the criteria of Guilbert, all analyzed by groups of experts. Results: In the results the excellent notes (27.4%) approached to the academic index of high yield (28.1%). The general average was 86,3. The most explored themes were Endodontics (18.8%), Prosthesis and Pediatric Odontology (10.4%). healing topics were the questions with more value. The level of assimilation was reproductive and 35.4% of multiple choice type questions complement clustered. There were difficulties according to the test design and the students' self study. Conclusions: The results were close to academic performance. There was no equality between the number, value of the questions by topic and level of assimilation. Errors were often associated with the design and wording of some questions, insufficient study and in a lesser extent to the lack of systematic fashion in the teaching process, which allowed to determine deficiencies for its intervention. (shrink)

Ideal for courses in modern philosophy or modern and contemporary philosophy, The Great Conversation: A Historical Introduction to Philosophy, Volume II: Descartes through Derrida and Quine covers the same material as the second half of author Norman Melchert's longer volume, The Great Conversation. Tracing the exchange of ideas among history's key philosophers, the book demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. It addresses the fundamental questions of human life: Who (...) are we? What can we know? How should we live? and What sort of reality do we inhabit?The sixth edition retains the distinctive feature of previous editions: author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable to students with his lucid and engaging explanations. Ranging from Descartes to Derrida and Quine, the selections are organized historically and include a translation of Descartes' Meditations on First Philosophy. The author's commentary offers a rich intellectual and cultural context for the philosophical ideas conveyed in the excerpts. Extensive cross-referencing shows students how philosophers respond appreciatively or critically to the thoughts of other philosophers. The text is enhanced by two types of exercises--"Basic Questions" and "For Further Thought"--and forty illustrations.NEW TO THE SIXTH EDITION:* Coverage of Iris Murdoch and Zen, and an expanded portrait of Jean-Paul Sartre* A more concise, single-chapter treatment of Wittgenstein* Key terms, boldfaced throughout and listed at chapter ends* Brief and provocative quotations that stimulate thought and provoke questions* A new section on how to read philosophy* A new appendix: Writing a Philosophy Paper* A Companion Website at www.oup.com/us/melchert featuring resources for students including key points, flashcards, multiple-choice questions, and Internet resources* A revised Instructor's Manual and Test Bank containing key points, teaching suggestions, and multiple-choice, short-answer, and essay exam questions Also available to suit your course needs: The Great Conversation: A Historical Introduction to Philosophy, Sixth Edition and The Great Conversation: Volume I: Pre-Socratics through Descartes. (shrink)

We show that the assertion that every vector space is a projective module implies the axiom of multiple choice and that the reverse implication does not hold in set theory weakened to permit the existence of atoms.

In set theory without the Axiom of Choice, we consider Ingleton’s axiom which is the ultrametric counterpart of the Hahn–Banach axiom. We show that in ZFA, i.e., in the set theory without the Axiom of Choice weakened to allow “atoms,” Ingleton’s axiom does not imply the Axiom of Choice. We also prove that in ZFA, the “multiple choice” axiom implies the Krein–Milman axiom. We deduce that, in ZFA, the conjunction of the Hahn–Banach, Ingleton and Krein–Milman (...) axioms does not imply the Axiom of Choice. (shrink)

278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test, by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both (...) computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results. (shrink)

It is commonly held that, given multiple medically permissible ways of proceeding, each with a different impact on the patient’s future, it is extremely important, and part of respecting patient autonomy, that patients not be under substantial pressure to defer to their physicians’ presumed authority. Some, however, worry that the focus on patient autonomy can be detrimental and that, at least in cases where it is hard to grasp what it is really like to live with certain outcomes without (...) any first‐hand or second‐hand experience, it is best if patient choice is firmly directed, or at least effectively nudged, by the recommendation of an experienced medical professional. The idea seems to be that, since physicians cannot get their patients to promptly assimilate a large amount of information and experience, physicians must, if they are to really help their patients make good decisions in hard cases, exert non‐argumentative influence on them. But this neglects an interesting possibility, namely the possibility of influencing patients by providing them with evidence regarding what decisions have proved most satisfactory for patients with their profile. Approximations of patient profile tests are already employed in medical practice. But the potential of the profile‐test approach in medical practice (and research) has been obscured by ongoing debate that neglects the significance of the approach with respect to the apparent dilemma faced by patients who need to make informed, autonomous decisions but cannot be expected to fully assimilate, in short order, the knowledge and experience of their physicians. (shrink)

This article presents a radical claim: American medical ethics is broken, and it needs love to be healed. Due to a unique set of cultural and economic pressures, American medical ethics has adopted a mechanistic mode of ethical reasoning epitomized by the doctrine of principlism. This mode of reasoning divorces clinicians from both their patients and themselves. This results in clinicians who can ace ethics questions on multiple‐choice tests but who fail either to recognize a patient's humanity or (...) to navigate the ethical quandaries into which they are frequently thrown. Drawing on personal experience as well as the philosophical work of Augustine of Hippo, Simone Weil, and Iris Murdoch, we propose a novel ethical approach grounded in a conception of neighbor love, specifically, the virtue of love understood as attention to a sufferer's humanity. We conclude with five practical recommendations for reimagining medical ethics education oriented around the virtue of love. (shrink)

(Tye 2006) presents us with the following scenario: John and Jane are both stan- dard human visual perceivers (according to the Ishihara test or the Farnsworth test, for example) viewing the same surface of Munsell chip 527 in standard conditions of visual observation. The surface of the chip looks “true blue” to John (i.e., it looks blue not tinged with any other colour to John), and blue tinged with green to Jane.¹ Tye then in effect poses a (...) class='Hi'>multiple choice question. (shrink)

In classifications of vocabulary knowledge, vocabulary size and depth have often been separately conceptualized (Schmitt, 2014). Although size and depth are known to be substantially correlated, it is not clear whether they are a single construct or two separate components of vocabulary knowledge (Yanagisawa & Webb, 2020). This issue has not been addressed extensively in the literature and can be better examined using structural equation modeling (SEM), with measurement error modeled separately from the construct of interest. The current study reports (...) on conventional and Bayesian SEM approaches (e.g., Muthén & Asparouhov, 2012) to examine the factor structure of the size and depth of second language vocabulary knowledge of Japanese adult learners of English. A total of 255 participants took five vocabulary tests. One test was designed to measure vocabulary size in terms of the number of words known, while the remaining four were designed to measure vocabulary depth in terms of word association, polysemy, and collocation. All tests used a multiple-choice format. The size test was divided into three subtests according to word frequency. Results from conventional and Bayesian SEM show that a correlated two-factor model of size and depth with three and four indicators, respectively, fit better than a single-factor model of size and depth. In the two-factor model, vocabulary size and depth were strongly correlated (r =.945 for conventional SEM and.943 for Bayesian SEM with cross loadings), but they were distinct. The implications of these findings are discussed. (shrink)

As clinical ethics consultants move toward professionalization, the process of certifying individual consultants or accrediting programs will be discussed and debated. With certification, some entity must be established or ordained to oversee the standards and procedures. If the process evolves like other professions, it seems plausible that it will eventually include a written examination to evaluate the core knowledge competencies that individual practitioners should possess to meet peer practice standards. The American Society for Bioethics and Humanities has published core knowledge (...) competencies for many years that are accepted by experts as the prevailing standard. Probably any written examination will be based upon the ASBH core knowledge competencies. However, much remains to be done before any examination may be offered. In particular, it seems likely that a recognized examining board must create and validate examination questions and structure the examination so as to establish meaningful, defensible parameters after dealing with such challenging questions as: Should the certifying examination be multiple choice or short-answer essay? How should the test be graded? What should the pass rate be? How may the examination be best administered? To advance the field of health care ethics consultation, thought leaders should start to focus on the written examination possibilities, to date unaddressed carefully in the literature. Examination models—both objective and written—must be explored as a viable strategy about how the field of health care ethics consultations can grow toward professionalization. (shrink)

Featuring an exceptionally clear writing style and a wealth of real-world examples and exercises, Logic, Second Edition, shows how logic relates to everyday life, demonstrating its applications in such areas as the workplace, media and entertainment, politics, science and technology, student life, and elsewhere.Thoroughly revised and expanded in this second edition, the text now features 2600 exercises, more than 1000 of them new; three new chapters on legal arguments, moral arguments, and analyzing a long essay; enhanced pedagogy; and much more.FEATURES* (...) 2600 exercises--more than 1000 of them new--breathe new life into logic* Real-world examples help bring logic down to earth for students* A unique, extended explanation or model of the answer to the first question of each "Check Your Understanding" section shows students what is expected of their answers* An additional 25% of the exercises are answered at the back of the book* "Profiles in Logic" provide short sketches of logicians, philosophers, mathematicians, and others associated with logic* "Logic Challenge" problems present puzzles and paradoxes that end each chapter on a fun note* Additional pedagogical elements--marginal definitions, key terms, a glossary, reference boxes, and bulleted chapter summaries--make the material even more accessible* Detailed guides help students learn to create "truth tables" and Venn diagramsSUPPORT PACKAGEAn Instructor's Manual with Computerized Test Bank on CD includes: Solutions to all exercises in the book, enhanced by explanations and answers that elucidate the details of the correct answersKey Terms and a summary for each chapterA customizable Computerized Test Bank--with multiple-choice, true/false, and fill-in-the-blank questions--that allows instructors to give exams or homework problems that can be auto-gradedA traditional "pencil-and-paper" Test Bank and answer key containing the same questions as the Computerized Test BankPowerPoint-based lecture outlinesThe Instructor's Manual with Computerized Test Bank and the traditional Test Bank are also available in printed format.A Companion Website offers:Instructor Resources :A downloadable version of the Instructor's Manual PowerPoint-based lecture outlinesStudent Resources:Brief chapter summariesInteractive Flash Cards with key terms and definitionsWeb links and other media resourcesPractice quizzes with answers and explanations The Learning Management System Cartridges include, in a fully downloadable format:Instructor's Manual and Computerized Test Bank Student material from the companion websiteThe Perfect Text for Your Course... No Matter How You Teach ItYour course is unique; you have your own teaching philosophy and style. Whether you teach traditional Introduction to Logic, Critical Thinking/Informal Logic, or Formal Logic, Baronett: Logic, Second Edition, can be tailored to fulfill your course needs.We'll make it easy for you; choose one of our Alternate Editions or build the book you want, chapter by chapter.Option 1. Author Stan Baronett has suggested four Alternate Editions that may work for you. Each Alternate Edition comes in full color, with answers to problems, a full glossary, and an index. The books are in stock and available for ordering. Please see the ISBN information below.Logic: Concise EditionChapters 1, 3, 4, 5, 6, 7, 8Order using ISBN: 978-0-19-994129-2Logic: An Emphasis on Critical Thinking and Informal LogicChapters 1, 2, 3, 4, 10, 11, 12, 13 A-E, 14, 15Order using ISBN: 978-0-19-994128-5Logic: An Emphasis on Formal LogicChapters 1, 5, 6, 7, 8, 9Order using ISBN: 978-0-19-994126-1Logic: With Diagramming used in Chapter 4. Informal FallaciesFull textOrder using ISBN: 978-0-19-997081-0Option 2. Create your own customized textbook by choosing the specific chapters that you need for your course. Please contact your Oxford University Press Sales Representative or call 800.280.0280 for details. (shrink)

BackgroundThe introduction and wide application of non-invasive prenatal testing (NIPT) has triggered further evolution of routines in the practice of prenatal diagnosis. ‘Routinization’ of prenatal diagnosis however has been associated with hampered informed choice and eugenic attitudes or outcomes. It is viewed, at least in some countries, with great suspicion in both bioethics and public discourse. However, it is a heterogeneous phenomenon that needs to be scrutinized in the wider context of social practices of reproductive genetics. In different countries (...) with their different regulatory frameworks, different patterns of routines emerge that have different ethical implications.This paper discusses an ethics of routines informed by the perspectives of organizational sociology and psychology, where a routine is defined as a repetitive, recognizable pattern of interdependent organizational actions that is carried out by multiple performers. We favour a process approach that debunks the view – which gives way to most of the concerns – that routines are always blindly performed. If this is so, routines are therefore not necessarily incompatible with responsible decision-making. Free and informed decision-making can, as we argue, be a key criterion for the ethical evaluation of testing routines. If free and informed decision-making by each pregnant woman is the objective, routines in prenatal testing may not be ethically problematic, but rather are defensible and helpful. We compare recent experiences of NIPT routines in the context of prenatal screening programmes in Germany, Israel and the Netherlands. Notable variation can be observed between these three countries (i) in the levels of routinization around NIPT, (ii) in the scope of routinization, and (iii) in public attitudes toward routinized prenatal testing.ConclusionAn ethics of routines in the field of prenatal diagnostics should incorporate and work with the necessary distinctions between levels and forms of routines, in order to develop sound criteria for their evaluation. (shrink)

Background: Due to recent legislations on euthanasia and its current practice in the Netherlands and Belgium, issues of end-of-life medicine have become very vital in many European countries. In 2002, the Ethics Working Group of the German Association for Palliative Medicine (DGP) has conducted a survey among its physician members in order to evaluate their attitudes towards different end-of-life medical practices, such as euthanasia (EUT), physician-assisted suicide (PAS), and terminal sedation (TS). Methods: An anonymous questionnaire was sent to the 411 (...) DGP physicians, consisting of 14 multiple choice questions on positions that might be adopted in different hypothetical scenarios on situations of “intolerable suffering” in end-of-life care. For the sake of clarification, several definitions and legal judgements of different terms used in the German debate on premature termination of life were included. For statistical analysis t-tests and Pearson-correlations were used. Results: The response rate was 61% (n=251). The proportions of the respondents who were opposed to legalizing different forms of premature termination of life were: 90% opposed to EUT, 75% to PAS, 94% to PAS for psychiatric patients. Terminal sedation was accepted by 94% of the members. The main decisional bases drawn on for the answers were personal ethical values, professional experience with palliative care, knowledge of alternative approaches, knowledge of ethical guidelines and of the national legal frame. Conclusions: In sharp contrast to similar surveys conducted in other countries, only a minority of 9.6% of the DGP physicians supported the legalization of EUT. The misuse of medical knowledge for inhumane killing in the Nazi period did not play a relevant role for the respondents’ negative attitude towards EUT. Palliative care needs to be stronger established and promoted within the German health care system in order to improve the quality of end-of-life situations which subsequently is expected to lead to decreasing requests for EUT by terminally ill patients. (shrink)

Introduction The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. Methods A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. (...) These assessment tools were administered as a pre-test and post-test to a cohort of 58 Indian junior health research investigators before and after exposure to a new course on research ethics. Half of the investigators were exposed to the course online, the other half in person. Item discrimination was calculated for each question and Cronbach's α for each assessment tool. A final version of the assessment tool that incorporated the best questions from the pre-/post-test phase was used to assess retention of research ethics knowledge and skills 3 months after course delivery. Results The final version of the REKASA includes 41 items and had a Cronbach's α of 0.837. Conclusion The results illustrate, in one sample of learners, the successful, systematic development and use of a knowledge and skills assessment tool in research ethics capable of not only measuring basic knowledge in research ethics and oversight but also assessing learners' ability to apply ethics knowledge to the analytical task of reasoning through research ethics cases, without reliance on essay or discussion-based examination. These promising preliminary findings should be confirmed with additional groups of learners. (shrink)

We know that reading involves coordination between textual characteristics and visual attention, but research linking eye movements during reading and comprehension assessed after reading is surprisingly limited, especially for reading long connected texts. We tested two competing possibilities: (a) the weak association hypothesis: Links between eye movements and comprehension are weak and short‐lived, versus (b) the strong association hypothesis: The two are robustly linked, even after a delay. Using a predictive modeling approach, we trained regression models to predict comprehension scores (...) from global eye movement features, using participant‐level cross‐validation to ensure that the models generalize across participants. We used data from three studies in which readers (Ns = 104, 130, 147) answered multiple‐choice comprehension questions ~30 min after reading a 6,500‐word text, or after reading up to eight 1,000‐word texts. The models generated accurate predictions of participants' text comprehension scores (correlations between observed and predicted comprehension: 0.384, 0.362, 0.372, ps <.001), in line with the strong association hypothesis. We found that making more, but shorter fixations, consistently predicted comprehension across all studies. Furthermore, models trained on one study's data could successfully predict comprehension on the others, suggesting generalizability across studies. Collectively, these findings suggest that there is a robust link between eye movements and subsequent comprehension of a long connected text, thereby connecting theories of low‐level eye movements with those of higher order text processing during reading. (shrink)

BackgroundEffective plagiarism deterrence in the Republic of Cyprus, requires the identification of any gaps, best practices and case studies relating to plagiarism across the Higher Educational Institutions in the country. This paper discusses the findings of the first research conducted among university students and faculty in Cyprus and focuses on students’ awareness of and perceptions towards academic plagiarism.MethodologyThe research instrument for students was initially designed based on experts’ feedback, as part of the IPPHEAE project. It was translated into the national (...) language and pilot tested. The questionnaire included 33 questions of the following types: i) open-ended questions; ii) multiple choice questions in two variations: those requiring mutually exclusive options and single response and those permitting multiple selected answers and iii) Likert-type scale questions. The target population of the study included all students, undergraduate and graduate, pursuing an academic degree, in public and private universities in Cyprus. A total of 318 correctly completed questionnaires were collected.ResultsIt is clear from the findings of this study that there is a need for a clear and uniform definition and understating of the terms “plagiarism” and “academic dishonesty”. There is also a need to develop mechanisms for communicating these definitions both to students and to faculty, in addition to ensuring that these terms have been understood. In the setting up of policies, procedures and penalties for plagiarism and academic dishonesty, it is necessary to have uniformity and consistency in both implementation and especially in the imposition of penalties. The results also indicate that the use of tools, such as software for the detection or discourage of plagiarism, would definitely contribute positively to reducing plagiarism.ConclusionsFindings and recommendations outlined in this paper have been included to a national report distributed to interested stakeholders and it may contribute towards improved perceptions of students regarding plagiarism and relevant policies in Cyprus. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Being the DifferenceJake BeeryThat day started just like many others. It was a cold, wet day in March spent anxiously answering and reviewing hundreds of USMLE STEP 2 practice questions for my exam just a week away. Except that Sunday would be something different. Looking for any excuse to take a break from my personal mental marathon, I picked up a call from my dad. He had just spent (...) the past six weeks wheeling my mom to near-daily appointments at the Mayo Clinic for treatment of her metastatic ocular melanoma. But now, with them back home, I had hoped for a short reprieve in the story of her cancer journey—for me, and for all of us. Instead, I listened to him explain how, less than 24 hours after coming home, my mom would be entering a hospice house in our hometown. Unable to control symptoms by themselves, my parents made the choice they felt would be best.Left with more questions than answers, a day later I found myself on a red-eye flight touching down on a snowy Minnesota runway. Inside waiting was the rest of my family, whose happiness to see me was unmistakably weighted down by similar hours of lost sleep. Together we shared as much time as we could with my mom, grateful she was able to meaningfully communicate when most other tasks proved unbearable. And that would be how she passed, surrounded by her closest family. Gone was my mom, my best friend, and the one person who I felt truly knew what it meant for me to be in medical school.The days that followed flowed in a melancholic blur. While I felt I knew so much about the time before hospice through talking with my mom and reading too many Kaplan-Meier curves, I was lost in the reality of losing a loved one for the first time. But as support poured in, time seemed to ease up. A close family friend who worked with grieving families as part of their profession told me, "In times like these, people will say things that seem strange. That's okay. Just try to listen to how much they care." And listen I did, savoring the minutes-long escape of listening to stories of a life well lived. Each time doing so, I felt the pull from the unknown to a place of unfortunate familiarity. Without much reference to how life feels after the loss of a parent, I cautiously stepped forward to face the rest of life's chores thrown at me.First came the rescheduling of STEP 2, reworking my study schedule, and yet more practice questions. And with it came my first struggles. While prior to flying home I could answer and review over 150 questions on a good day, I found myself unable to complete more than a single 40-question block. Every ophthalmology, oncology, and critical-care question transported me from the realm of abstract patients back to the beige waiting room of the hospice house. Gone was the joy of memorizing medical minutia. Originally, studying filled me with a sense of pride, furthering my dream of becoming a physician just like my mom had unintentionally inspired me to be. But now I didn't feel any of that. I despised every minute spent with my laptop open. But knowing the weight of board exams on a medical trainee's life, I pushed on. Outside of UWorld questions, I tried to make my world as normal as it once had been. I went on runs, got cappuccinos, and sat with my best friends. I did all the non-urgent things that still felt so important. And while I still [End Page 70] desperately missed my mom, multiple-choice questions gradually got easier, and the second chapter of my medical school career came to an uneventful close in a stuffy suburban testing center. And with it came my return to the wards.As a now 4th year medical student, I was set to begin a month-long rotation on the inpatient palliative care consult team at a busy, tertiary care medical center. As usual, the first day... (shrink)