1 / 21

How to write good MCQs

EUROPEAN UNION. MoERI/ NCDTVET-PIU. How to write good MCQs. EUROPEAN UNION. MoERI/ NCDTVET-PIU. In this session. What is assessment? What is the purpose of assessment? Types of assessment instruments MCQ structure, design, do’s and don’ts?. EUROPEAN UNION. MoERI/ NCDTVET-PIU.

josef
Download Presentation

How to write good MCQs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EUROPEAN UNION MoERI/ NCDTVET-PIU How to write good MCQs Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  2. EUROPEAN UNION MoERI/ NCDTVET-PIU In this session • What is assessment? • What is the purpose of assessment? • Types of assessment instruments • MCQ structure, design, do’s and don’ts? Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  3. EUROPEAN UNION MoERI/ NCDTVET-PIU Assessment in the learning process Learning Activities Learning Objectives Assessment of learning Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  4. EUROPEAN UNION MoERI/ NCDTVET-PIU What is assessment? The process of: • Planning for evidence collection • Collecting of evidence • Interpreting the collected evidence • Using the evidence Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  5. EUROPEAN UNION MoERI/ NCDTVET-PIU What is the purpose of assessment? • Formative To support the learner in the learning process • Diagnostic What does the learner know now? Are there gaps in understanding? • Summative Pass or Fail? Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  6. EUROPEAN UNION MoERI/ NCDTVET-PIU Types of assessment instruments • Multiple choice questions • True – False items • Matching items • Short answer / concise response • Many more…. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  7. EUROPEAN UNION MoERI/ NCDTVET-PIU Types of assessment instruments • Fill in the blanks • Essay / extended response • Report writing • Open book assignment • Take-home assignment Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  8. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsWhat are they? A question in which learners are asked to select one alternative from a given list of alternatives in response to a "question stem". Stem "Which one of the following is the currency unit used in Zambia?" Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  9. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questions Alternatives (answer choices/ options) • A Zambian dollar • B Kwacha • C Rand • D Lilangeni Key B Distractors A C D (the incorrect responses) Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  10. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questions Types Single correct response • "Which one of the following is the currency unit used in Zambia?" Incomplete stem • The currency used in Zambia is called: Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  11. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsAdvantages • A wide range of knowledge, skills and attitudes can be tested in a relatively short time • ALL levels of knowledge can be tested using MCQ • Easy to score • Reliable • Different response alternatives can provide diagnostic feedback Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  12. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDisadvantages • Difficult to set • Time consuming to prepare • Assessors tend to focus on lower cognitive levels only Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  13. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s • Keep stem simple and ensure clarity • Avoid negatives – if used use CAPITALS Example: "Which one of the following is NOT an inert gas?“ • Use ‘none of the above’ or ‘all of the above’ sparsely Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  14. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s Keep responses about equal in length Undesirable: The most general cause of low individual incomes in Romania is The lack of valuable productive services to sell b. Unwillingness to work c. Automation d. Inflation Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  15. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s Keep responses about equal in length Desirable: What is the most general cause of low individual incomes in Romania? A lack of valuable productive services to sell. b. The population's overall unwillingness to work. c. The nation's increased reliance on automation. d. An increasing national level of inflation. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  16. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s Ensure stem and responses are grammatical consistent eg A chain of islands is called an: archipelago. b. peninsula. c. polder d. moraine. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  17. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s • Avoid using similar word in stem and response eg The height to which a water dam is built depends on • the length of the reserve behind the dam. b. the volume of water behind the dam. c. the height of water behind the dam. d. the strength of the reinforcing wall. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  18. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s • Place correct responses randomly - no pattern in the reponses e.g. DCBADCBA ….. • When possible, present alternatives in some logical order eg dates 1963 1975 1983 Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  19. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s • Be certain there is only one best or correct response to the stem • Ensure ALL responses are plausible • Questions are to be independent Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  20. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple choice questionsDo’s and don’t’s • Avoid the use of specific determiners which would permit a test-wise but unprepared learner to respond correctly. • Specific determiners refer to sweeping terms like "all," "always," "none," "never," "impossible," "inevitable," etc. • Statements including such terms are more likely to be false. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  21. EUROPEAN UNION MoERI/ NCDTVET-PIU Multiple uses of MCQ • Designing a interactive face-to-face session around a few MCQs. • MCQs can be presented in a variety of ways in face-to-face sessions • Short tests for diagnostic feedback • Multiple choice questions for group discussion Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

More Related