June 20, 2010
June 20, 2010
June 23, 2010
15.1110.1 - 15.1110.23
Structured Process for Writing, Revising, and Assessing Multiple-Choice Quizzes
A structured process is presented for developing or revising a multiple-choice quiz. A multiple- choice checklist form was created based on the best practices found in educational measurement books. The multiple-choice checklist form serves as a guide for an instructor to revise an old quiz or develop a new quiz. The effectiveness of the multiple-choice quiz checklist form is determined based on an assessment and evaluation process. This paper considers the development a ‘new’ quiz for bending stress in a sophomore level fundamentals of mechanics course. Four instructors used the multiple-choice checklist form to develop a new quiz and five instructors developed a new multiple-choice quiz without the checklist form. Independent reviewers are used to carry out a quantitative evaluation of the new quizzes developed with and without the multiple-choice checklist form. The assessment form is based on the multiple-choice checklist form. The results of the assessment process show that the proposed multiple-choice quiz checklist form is a valuable tool for instructors to develop more effective quizzes.
Finite element (FE) learning modules have been developed for fifteen required undergraduate engineering courses.1,2,3 Some modules have been developed for the following topics: curved beam, bolt and plate stiffness, lateral frequency of a cantilever beam, lateral vibration of a tapered cantilever beam, steady state heat transfer in a bar, transient heat transfer in a l-bar, cylindrical drag, friction flow in a pipe, probe feed patch antenna, specific absorption rate, transmission parameters of an infinitely long co-axial cable, and human head. These FE learning modules are used to introduce basic and complex engineering problems to enhance student learning of the theory and fundamentals of the finite element method (FEM).
After the implementation of a new fatigue FE learning module in the spring of 2009, the pre- and post-quiz assessment results showed no improvement in student learning.3 This was the first time a FE learning module did not show significant improvement in student learning. After closer examination, we realized the quiz for the fatigue FE learning module used different question formats. The fatigue FE learning module quiz used half multiple-choice and half open- ended questions. Previous FE learning modules used entirely multiple-choice questions. Since open-ended questions are more challenging to assess student learning, future FE learning modules will use only multiple-choice questions. Whether a multiple-choice quiz should be used as opposed to a different format of a quiz (short answer, etc.) is a completely separate question. We have chosen to use a multiple-choice quiz as part of the assessment strategy for our learning modules.
This paper presents a multiple-choice checklist form that was developed based on a review of educational measurement books. The checklist provides a list of best practices divided into domains for an instructor to develop a new quiz or revise an old quiz. The proposed checklist
Coffman, J., & Rencis, J., & Jensen, D., & White, C., & Brown, A., & Liu, J., & Kaufman, K. (2010, June), Structured Process For Writing, Revising, And Assessing Multiple Choice Quizzes Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15825
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