Multiple Choice Questions and Peerwise

Social learning theory (Bandura, 1986), social constructivism (Vgotsky, 1978), and communal constructivism (Tangney, FitzGibbon, Savage, & Mehan, 2001) provide research support for active student engagement in assessment within a learning community (Reilly & Denny, 2010).  Researchers have demonstrated higher performance by students who work with other students to create exam questions (Denny et al. 2008; […]

Constructing Multiple Choice Questions

Constructing Multiple Choice Questions

Recommended Practice Before Test Construction Begins Define learning objectives to be assessed by the test Construct a 2X2 matrix to track learning objectives and multiple choice questions (see example of Test Construction Matrix). Plan for a minimum of two to three questions for each learning objective.  The more questions the more reliable the information about […]

Multiple Choice Questions

Multiple Choice Questions

Definition: MCQs are structured assessments in which questions are presented and followed by two or more possible choices from which the test-taker selects the correct answer.  A true-false questions is the simplest example of a MCQ but generally MCQs provide 3 or more alternatives from which to choose. Application: They are quite useful in assessing […]

Multiple Choice Question Item Construction

Multiple Choice Question Item Construction

Step One: Before Test Construction Begins Define learning outcomes to be assessed by the test questions Construct a test matrix or blueprint to track learning outcomes and multiple choice questions Once you know the learning outcomes and item types you want to include in your test you should create a test matrix or blueprint. This […]

Multiple Choice Questions Definition

Multiple Choice Questions Definition

Multiple choice test items consist of a number of components: The item stem is where one lays out the question and needed context. Generally, factual questions require little or no context.  Higher order thinking questions requiring skills such as analysis or evaluation typically require a paragraph, chart, photograph, etc. to analyze or evaluate. Examples of item […]

Challenging Students To Think about What They’re Learning:  Higher Order Thinking Questions

Challenging Students To Think about What They’re Learning: Higher Order Thinking Questions

Challenging Students To Think about What They’re Learning: Constructing Higher Order Thinking (HOT) Multiple Choice Questions This seminar will assist faculty in constructing multiple choice questions that go beyond mere recall of facts and assessment of understanding of concepts. Faculty will participate in a hands-on exercise to create questions which can assess application, analysis, and […]

Assessment Resources

Assessment Resources

The most fundamental question that an assessment effort seeks to answer, whether on the course-level or program-level is: are your students learning what you intend? Assessment is therefore focused on learning outcomes and looks at teaching and decisions that teachers make as contributions to student learning. The following resources will help you make informed decisions […]

Using PeerWise to Engage Students

Using PeerWise to Engage Students

  PeerWise is an online repository of multiple-choice questions that are created, answered, rated and discussed by students. Typically, at the beginning of a term, a course using PeerWise begins with an empty repository. This grows gradually as the course progresses and students author and contribute relevant questions. All activity remains anonymous to students, however […]