<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572016000100055</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.07.004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexiones sobre adivinar en preguntas de opción múltiple y cómo afecta el resultado del examen]]></article-title>
<article-title xml:lang="en"><![CDATA[Insights into guessing in multiple choice questions and its effect in the assessment outcome]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jurado-Núñez]]></surname>
<given-names><![CDATA[Alma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leenen]]></surname>
<given-names><![CDATA[Iwin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Programa de Apoyo y Fomento a la Investigación Estudiantil]]></institution>
<addr-line><![CDATA[D.F. México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Secretaría de Educación Médica]]></institution>
<addr-line><![CDATA[D.F. México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>17</numero>
<fpage>55</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Los exámenes de opción múltiple (EOM) son la herramienta más difundida en educación médica, pero su utilidad está supeditada a la confiabilidad del instrumento y la validez de las inferencias que emanan de la medición. La posibilidad de adivinar, inherente al formato de evaluación, puede introducir varianza irrelevante a la medición y reducir la representación del rasgo latente en la calificación del examen por diferencias individuales respecto a educated guessing, testwiseness y la tendencia a adivinar. En este artículo se presentan brevemente las características generales de la Teoría Clásica de los Tests (TCT) y la Teoría de Respuesta al Ítem (TRI) y su abordaje al problema de adivinar. Asimismo, se propone un modelo teórico dentro de la TCT que integra los mecanismos que afectan la adivinación y se determina la variación de la probabilidad de aprobar un EOM, en función de ciertos supuestos respecto a adivinar a través de un análisis teórico dentro de un modelo TRI. Es posible concluir que algunas características de los ítems propician la adivinación, y cuando ésta ocurre se encuentran inmersas diversas variables, relacionadas o independientes, del rasgo que se pretende medir, que determinan la magnitud de su efecto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Multiple-choice tests (MCT) are the most employed assessment tool in medical education; however, its use is limited to the instrument reliability and validity of the inferences made upon the measurement. Guessing, an inherent element of this evaluating tool, may introduce construct-irrelevant variance and reduce the load of the latent trait in the score of the exam due to individual differences regarding educated guessing, testwiseness and guessing tendency. This article presents an overview of Classical Test Theory (CTT) and Item Response Theory (IRT), including a discussion of how each theory addresses the guessing phenomenon. With respect to the latter, we propose a theoretical model that integrates factors related to guessing within the CTT framework. We further include a theoretical analysis, which displays the variation of the probability of passing a MCT reliant on certain assumptions regarding guessing that are akin to a particular IRT model. In conclusion, various features of the items increase the likelihood of guessing, and, when guessing takes place, the magnitude of its effect is determined by some variables that can be dependent or independent of the latent trait.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Exámenes de opción múltiple]]></kwd>
<kwd lng="es"><![CDATA[Adivinar]]></kwd>
<kwd lng="es"><![CDATA[Teoría Clásica de los Tests]]></kwd>
<kwd lng="es"><![CDATA[Teoría de Respuesta al Ítem]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Multiple-choice tests]]></kwd>
<kwd lng="en"><![CDATA[Guessing]]></kwd>
<kwd lng="en"><![CDATA[Classical Test Theory]]></kwd>
<kwd lng="en"><![CDATA[Item Response Theory]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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