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

 

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