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Learning and Assessing with Multiple-Choice Questions in College Classrooms
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Learning and Assessing with Multiple-Choice Questions in College Classrooms
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Book 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
Author(s)
Biography
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.