Open AccessThe Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation
Author(s) -
G.R. Davies,
Hereward Proops,
Clare Carolan
Publication year - 2020
Publication title -
journal of teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 1911-8279
pISSN - 1492-1154
DOI - 10.22329/jtl.v14i1.6300
Subject(s) - psychology , multiple choice , qualitative research , mathematics education , reading (process) , exploratory research , qualitative property , medical education , computer science , medicine , sociology , social science , machine learning , political science , anthropology , law
This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using this new assessment. In total, 13 students completed an online open-ended qualitative questionnaire. Data was analyzed thematically. Four themes were generated: (a) empowered choice, (b) iterative reading, (c) forcing comparison, and (d) justified understandings. Findings suggest that the new model MCQ assessment promoted wider and more prolonged engagement with learning materials and fostered critical comparisons resulting in deeper learning. Limitations in study design mean that further research is merited to develop our model of MCQ assessment and enhance our understanding of students' learning experience.