Overview

Multiple-choice questions (MCQs) are a ubiquitous tool used in college classrooms, yet most instructors admit that they are not prepared to maximize the question's benefits. Learning and Assessing with Multiple-Choice Questions in College Classrooms is a comprehensive resource designed to enable instructors and their students to enhance student learning through the use of MCQs. Including chapters on writing questions, assessment, leveraging technology, and much more, this book will help instructors increase the benefits of a question type that is incredibly useful as both a learning and assessment tool in an education system seeking ways to improve student outcomes. .

Full Product Details

Author:   Jay Parkes (University of New Mexico, USA) ,  Dawn Zimmaro (Stanford University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.362kg
ISBN:  

9781138845978

ISBN 10:   1138845973
Pages:   138
Publication Date:   31 March 2016
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Table of Contents Chapter 1: Introduction Why students hate tests, but they won’t hate yours. ""(Why) do I have to take this test?"" ""What will be on the test?"" ""We didn’t cover this in class!!!!"" Are you a test-giver or an educator? The Formative Assessment Cycle The Plan for this Book Take a deep seat and a far-off gaze Conclusion References and Resources for Further Reading Section 1: Writing Multiple-Choice Questions Chapter 2: The Basic Multiple-Choice Question Anatomy of a Multiple-Choice Question Distractors are not tricks; they’re good measurement. A Framework for Item Writing Avoid Window Dressing Don’t copy-and-paste language from elsewhere directly into the test question. Watch your language Stem-twisting The Key is key. It’s nice to have options. Summary References and Resources for Further Reading Chapter 3: Variations and Elaborations Matching Exercises Binary Choice Items Guessing Context Dependent Item Sets Vignette-based MCQ’s Complex Multiple-Choice (Type K) Summary References and Resources for Further Reading Section 2: Assessing with Multiple-Choice Questions Chapter 4: Test Blueprints ""What’ll be on the test?"" What will be on the test?. How will it be on the test?. How much of it will be on the test?. Your test blueprint pulls it all together Using the blueprint before you teach and they learn. While you’re teaching and they’re learning. A Final Benefit Summary References and Resources for Further Reading Chapter 5: Test Construction, Administration, and Scoring Test Construction Creating Alternate Forms Test Administration Test Scoring Question Scoring Approaches When in Doubt, Guess Partial-Credit Scoring Weighting Questions and Answer Choices Norm- vs. Criterion-referenced Grading Summary References and Resources for Further Reading Chapter 6: Improving Your Tests How Difficult Are Your Questions? How Well Do Your Questions Discriminate? Is Your Test Reliable? How Well Did Your Distractors Work? Technical Qualities of MCQ Variations Sample Item Analysis Summary References and Resources for Further Reading Section 3: MCQs and Leveraging Technology Chapter 7: Online Assessment Using MCQs Variations from Paper-and-Pencil MCQs Addressing Cheating Concerns Summary References and Resources for Further Reading Chapter 8: Scaling Up Writing Parallel Questions Item Shells Using Item Analysis Information Using Technology to Select and Deliver Item Pools Summary References and Resources for Further Reading Chapter 9: The Power of Immediate Feedback Targeted and Timely Feedback When to Give Feedback Data-Based Decision-Making Summary References and Resources for Further Reading Chapter 10: Technology in the Classroom Clickers and MCQs Team-Based Learning Peer Learning Technologies Summary References and Resources for Further Reading Section 4: Teaching and Learning through Multiple-Choice Questions Chapter 11: Before the Test Generic Assessment Information Studying (for the Test) Using the Test Blueprint. Practice Makes Perfect. Preparing for the Test Summary References and Resources for Further Reading Chapter 12: How to Get Students to Think During a Test You always have options. Process or Product? Add-ons Variations and Elaborations The Group Test Summary References and Resources for Further Reading Chapter 13: After the Test Mastery Opportunity Variations on the Mastery Opportunity The Graded Exam Activity Handing Back Exams Activity Exam Wrappers Why This Isn’t Extra Credit Summary The End of the Beginning References and Resources for Further Reading"

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Author Information

Jay Parkes is Professor of Educational Psychology in the College of Education at the University of New Mexico, USA. Dawn Zimmaro is Director of Learning Design and Assessment at the Open Learning Initiative at Stanford University, USA.

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