E‐assessment by design: using multiple‐choice tests to good effect

David Nicol

340 citations0/0 files storedJournal of Further and Higher Education

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Student Assessment and Feedback Innovations in Medical Education Educational Assessment and Pedagogy

Abstract

Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment framework and a set of feedback principles that, if implemented, would support the development of learner self‐regulation. The different uses of MCQs are then mapped out in relation to this framework using case studies of assessment practice drawn from published research. This analysis shows the different ways in which MCQs can be used to support the development of learner self‐regulation. The framework and principles are offered as a way of helping teachers design the use of MCQs in their courses and of evaluating their effectiveness in supporting the development of learner autonomy. A key message from this analysis is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.

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References

2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice 1956Taxonomy of Educational Objectives: The Classification of Educational Goals.2000Sustainable Assessment: Rethinking assessment for the learning society 1997Peer Instruction: A User's Manual 2003Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice 1998The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay 2003Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes 1999Just-In-Time Teaching: Blending Active Learning with Web Technology

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2008Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies 2019Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning 2009Catalytic assessment: understanding how MCQs and EVS can foster deep learning 2017Envisioning the use of online tests in assessing twenty-first century learning: a literature review

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