The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gareth J. Davies, Hereward Proops, C. Carolan
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引用次数: 0

Abstract

This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using this new assessment. In total, 13 students completed an online open-ended qualitative questionnaire. Data was analyzed thematically. Four themes were generated: (a) empowered choice, (b) iterative reading, (c) forcing comparison, and (d) justified understandings. Findings suggest that the new model MCQ assessment promoted wider and more prolonged engagement with learning materials and fostered critical comparisons resulting in deeper learning. Limitations in study design mean that further research is merited to develop our model of MCQ assessment and enhance our understanding of students' learning experience.
发展和使用多项选择题(MCQ)评估促进深度学习:一项探索性的基于网络的定性调查
本文报告了一种新的选择题(MCQ)评估模式的开发和试点,该模式用于某高等院校的两个本科学位模块。新模型旨在促进与SOLO分类法密切相关的深度学习。学生被邀请参加一项探索性质的研究,探索他们使用这种新的评估的学习经验。总共有13名学生完成了一份开放式的在线定性问卷。数据按主题进行分析。产生了四个主题:(a)授权选择,(b)迭代阅读,(c)强迫比较,(d)合理理解。研究结果表明,新的MCQ评估模式促进了更广泛、更持久的学习材料参与,并促进了批判性比较,从而产生了更深入的学习。研究设计的局限性意味着需要进一步的研究来发展我们的MCQ评估模型,并增强我们对学生学习体验的理解。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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