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

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gareth J. Davies, Hereward Proops, C. Carolan
{"title":"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","authors":"Gareth J. Davies, Hereward Proops, C. Carolan","doi":"10.22329/jtl.v14i1.6300","DOIUrl":null,"url":null,"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.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.3000,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation\",\"authors\":\"Gareth J. Davies, Hereward Proops, C. Carolan\",\"doi\":\"10.22329/jtl.v14i1.6300\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":41980,\"journal\":{\"name\":\"Journal of Teaching and Learning\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":4.3000,\"publicationDate\":\"2020-05-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22329/jtl.v14i1.6300\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22329/jtl.v14i1.6300","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信