Learning and Assessing with Multiple-Choice Questions in College Classrooms: 1st Edition (Paperback) book cover

Learning and Assessing with Multiple-Choice Questions in College Classrooms

1st Edition

By Jay Parkes, Dawn Zimmaro

Routledge

138 pages

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Description

Multiple-choice questions (MCQs) are a ubiquitous tool used in college classrooms, yet most instructors admit that they are not prepared to maximize the question's benefits. Learning and Assessing with Multiple-Choice Questions in College Classrooms is a comprehensive resource designed to enable instructors and their students to enhance student learning through the use of MCQs. Including chapters on writing questions, assessment, leveraging technology, and much more, this book will help instructors increase the benefits of a question type that is incredibly useful as both a learning and assessment tool in an education system seeking ways to improve student outcomes.

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Table of Contents

Table of Contents

Chapter 1: Introduction

Why students hate tests, but they won’t hate yours.

"(Why) do I have to take this test?"

"What will be on the test?"

"We didn’t cover this in class!!!!"

Are you a test-giver or an educator?

The Formative Assessment Cycle

The Plan for this Book

Take a deep seat and a far-off gaze

Conclusion

References and Resources for Further Reading

Section 1: Writing Multiple-Choice Questions

Chapter 2: The Basic Multiple-Choice Question

Anatomy of a Multiple-Choice Question

Distractors are not tricks; they’re good measurement.

A Framework for Item Writing

Avoid Window Dressing

Don’t copy-and-paste language from elsewhere directly into the test question.

Watch your language

Stem-twisting

The Key is key.

It’s nice to have options.

Summary

References and Resources for Further Reading

Chapter 3: Variations and Elaborations

Matching Exercises

Binary Choice Items

Guessing

Context Dependent Item Sets

Vignette-based MCQ’s

Complex Multiple-Choice (Type K)

Summary

References and Resources for Further Reading

Section 2: Assessing with Multiple-Choice Questions

Chapter 4: Test Blueprints

"What’ll be on the test?"

What will be on the test?.

How will it be on the test?.

How much of it will be on the test?.

Your test blueprint pulls it all together

Using the blueprint before you teach and they learn.

While you’re teaching and they’re learning.

A Final Benefit

Summary

References and Resources for Further Reading

Chapter 5: Test Construction, Administration, and Scoring

Test Construction

Creating Alternate Forms

Test Administration

Test Scoring

Question Scoring Approaches

When in Doubt, Guess

Partial-Credit Scoring

Weighting Questions and Answer Choices

Norm- vs. Criterion-referenced Grading

Summary

References and Resources for Further Reading

Chapter 6: Improving Your Tests

How Difficult Are Your Questions?

How Well Do Your Questions Discriminate?

Is Your Test Reliable?

How Well Did Your Distractors Work?

Technical Qualities of MCQ Variations

Sample Item Analysis

Summary

References and Resources for Further Reading

Section 3: MCQs and Leveraging Technology

Chapter 7: Online Assessment Using MCQs

Variations from Paper-and-Pencil MCQs

Addressing Cheating Concerns

Summary

References and Resources for Further Reading

Chapter 8: Scaling Up

Writing Parallel Questions

Item Shells

Using Item Analysis Information

Using Technology to Select and Deliver Item Pools

Summary

References and Resources for Further Reading

Chapter 9: The Power of Immediate Feedback

Targeted and Timely Feedback

When to Give Feedback

Data-Based Decision-Making

Summary

References and Resources for Further Reading

Chapter 10: Technology in the Classroom

Clickers and MCQs

Team-Based Learning

Peer Learning Technologies

Summary

References and Resources for Further Reading

Section 4: Teaching and Learning through Multiple-Choice Questions

Chapter 11: Before the Test

Generic Assessment Information

Studying (for the Test)

Using the Test Blueprint.

Practice Makes Perfect.

Preparing for the Test

Summary

References and Resources for Further Reading

Chapter 12: How to Get Students to Think During a Test

You always have options.

Process or Product?

Add-ons

Variations and Elaborations

The Group Test

Summary

References and Resources for Further Reading

Chapter 13: After the Test

Mastery Opportunity

Variations on the Mastery Opportunity

The Graded Exam Activity

Handing Back Exams Activity

Exam Wrappers

Why This Isn’t Extra Credit

Summary

The End of the Beginning

References and Resources for Further Reading

About the Authors

Jay Parkes is Professor of Educational Psychology in the College of Education at the University of New Mexico, USA.

Dawn Zimmaro is Director of Learning Design and Assessment at the Open Learning Initiative at Stanford University, USA.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU030000
EDUCATION / Testing & Measurement