Teaching in Higher Ed Learning and Assessing with Multiple-Choice Questions
Jun 1, 2017
In this enlightening discussion, Jay Parkes, an educational psychology professor from the University of New Mexico, and Dawn Zimmaro, Director of Learning Design at Stanford, explore the often misunderstood realm of multiple-choice questions. They emphasize that the design, not the format, can enhance learning. Effective distractors reveal student misconceptions and immediate feedback fosters deeper understanding. By leveraging technology, they advocate for transforming assessments into engaging learning tools, prioritizing student growth over mere evaluation.
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MCQ Perceptions
- Multiple-choice questions (MCQs) are often viewed negatively, but they can be effective learning and assessment tools.
- Poorly written MCQs frustrate students, while well-written ones enhance learning and assessment.
Good MCQ Construction
- Focus on clear questions aligned with learning objectives.
- Keep language simple, avoiding jargon or humor, to assess knowledge, not linguistic ability.
Paramount Confusion
- Bonnie Stachowiak had students ask about the word "paramount" during a business test.
- This highlighted the issue of using complex vocabulary unrelated to learning objectives.
