You are not logged in.

An inquiry into the effectiveness of student generated MCQs as a method of assessment to improve teaching and learning

Hutchinson, Damien and Wells, Jason 2013, An inquiry into the effectiveness of student generated MCQs as a method of assessment to improve teaching and learning, Journal of creative education, vol. 4, no. 7A2, pp. 117-125, doi: 10.4236/ce.2013.47A2014.

Attached Files
Name Description MIMEType Size Downloads

Title An inquiry into the effectiveness of student generated MCQs as a method of assessment to improve teaching and learning
Author(s) Hutchinson, Damien
Wells, Jason
Journal name Journal of creative education
Volume number 4
Issue number 7A2
Start page 117
End page 125
Total pages 9
Publisher Scientific Research Publishing
Place of publication Wuhan, China
Publication date 2013
ISSN 2151-4771
Keyword(s) assessment
multiple-choice questions
student generated content
computer security
information technology
Summary  In anticipation of helping students mature from passive to more active learners while engaging with the issues and concepts surrounding computer security, a student generated Multiple Choice Question (MCQ) learning strategy was designed and deployed as a replacement for an assessment task that was previously based on students providing solutions to a series of short-answer questions. To determine whether there was any educational value in students generating their own MCQs students were required to design MCQs. Prior to undertaking this assessment activity each participant completed a pre-test which consisted of 45 MCQs based on the topics of the assessment. Following the assessment activity the participants completed a post-test which consisted of the same MCQs as the pre-test. The pre and post test results as well as the post test and assessment activity results were tested for statistical significance. The results indicated that having students generate their own MCQs as a method of assessment did not have a negative effect on the learning experience. By providing a framework to the students based on the literature to support their engagement with the learning material, we believe the creation of well-structured MCQs resulted in a more advanced understanding of the relationships between the concepts of the learning material as compared with plainly answering a series of short-answer questions from a textbook. Further study is required to determine to what degree this learning strategy encouraged a deeper approach to learning.
Language eng
DOI 10.4236/ce.2013.47A2014
Field of Research 089999 Information and Computing Sciences not elsewhere classified
Socio Economic Objective 930302 Syllabus and Curriculum Development
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30061179

Document type: Journal Article
Collection: School of Information Technology
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 292 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Tue, 04 Mar 2014, 11:37:08 EST by Damien Hutchinson

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.