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An item bank Or Question Bank is a term for a repository of test items that belong to a testing program, as well as all information pertaining to those items. In most applications of testing and assessment , the items are of multiple choice format, but any format can be used.
It can be a printed page that a child completes with a writing instrument. No other materials are needed. In education, a worksheet may have questions for students and places to record answers. In accounting, a worksheet is, or was, a sheet of ruled paper with rows and columns on which an accountant could record information or perform calculations.
The question pool in OpenOlat is a database of individual test questions, so-called items, usually in QTI format. Each item contains all associated information and metadata captured and compiled according to the Learning Objects Metadata. Items are exported in groups from the question pool and made available as an OpenOlat test learning resource.
The MECC started in 2022 and combines elements of the Financial Modeling World Cup and the Microsoft Excel World Championship, targeting college students. Contestants solve problems, in the form of case studies, using the spreadsheet software.
Objective question types include true/false answers, multiple choice, multiple-response and matching questions while Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format.
The first family is known as the True/False question and it requires a test taker to choose all answers that are appropriate. The second family is known as One-Best-Answer question and it requires a test taker to answer only one from a list of answers. There are several reasons to using multiple-choice questions in tests.
Question: The student formulates questions to be answered following a thorough examination of the topic(s). Read: The student reads through the related material, focusing on the information that best relates to the questions formulated earlier. Summary: The student summarizes the topic, bringing his or her own understanding of the process.
In the 2009 book Dirty rotten strategies by Ian I. Mitroff and Abraham Silvers described type III and type IV errors providing many examples of both developing good answers to the wrong questions (III) and deliberately selecting the wrong questions for intensive and skilled investigation (IV). Most of the examples have nothing to do with ...
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