Traditional and Modern MCQ Methods as In-class Formative Assessment
This study was designed to compare three different Multiple Choice Questions (MCQs) delivery methods namely clickers, pen and paper MCQs and online elearning MCQs on the effectiveness of student engagement used as an in-class formative assessment. The results were also compared without the use of any formative assessment. Overall, the majority of students appreciates and recommends in-class formative assessment particularly clickers and online elearning to be used in other courses. In the presentation, the results of these assessment delivery methods will be discussed as well as issues and concerns found by the observer using these delivery methods.
- 3.Draper SW (2009) Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British J Educ Technol 40(2):285–293 Google Scholar
- Govindasamy T (2001) Successful implementation of E-learning: pedagogical consideration. Elsevier Science Inc. PII: S1096-7516(01)00071-9Google Scholar
- Kirsten C and Kristen LC (2008) CBE-Life Sci Educ 7:146–154Google Scholar
- 10.Patterson B, Kilpatrick J, Woebkenberg E (2010) Evidence for teaching practice: the impact of clickers in a large classroom environment. Nurse Educ Today In Press, Corrected proofGoogle Scholar
- 11.Petr D (2005) Experience with a multiple-choice audience response system in an engineering classroom. In: 35th ASEE/IEEE frontiers in education conference S3G-1, Indianapolis, 19-22 Oct 2005Google Scholar