TITLE

USING DISCUSSIONS OF Multiple Choice Questions

AUTHOR(S)

Ingram, Ella L.; Nelson, Craig E.

PUB. DATE

May 2006

SOURCE

American Biology Teacher (National Association of Biology Teache;May2006, Vol. 68 Issue 5, p275

SOURCE TYPE

Academic Journal

DOC. TYPE

Article

ABSTRACT

The article reports that many educators use multiple-choice questions (MCQs) as one method of assessing student comprehension. When creating alternative answers for MCQs, instructors often try to imitate or replicate student thoughts. One area to focus on when writing MCQs is the language content. As faculty with larger vocabularies than students, people may use words requiring subtle distinctions that are unfamiliar to many students. Use of such words may unreasonably cause confusion for students who understand the concept that the question addresses. A few studies have examined student confusion over non-technical words in MCQs. Student use of past learning increases as students work through problems, and future recall is enhanced by the creation of additional conceptual frameworks and reinforcement of prior frameworks. MCQs can have a profound influence on student understanding of the question. It is found such test questions are very helpful in revealing student thinking and reasoning skills.

ACCESSION #

20861680

Tags: MULTIPLE choice examinations;  COMPREHENSION strategies;  PSYCHOLOGY of learning;  STUDENTS -- Psychology;  EDUCATIONAL psychology;  STUDENTS;  TEACHERS;  COMMONSENSE reasoning;  REASONING (Psychology)

 

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