A Linguistic Perspective on Multiple Choice Questioning

Paxton, Moragh

doi:10.1080/713611429

Cited by 53 publications

(34 citation statements)

References 7 publications

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“…Los hallazgos de las investigaciones relacionan las dificultades de este tipo de evaluación o exámenes con el modo en que se redactan los ítems, con su longitud y con los modos de administración (Burton, 2004(Burton, , 2005(Burton, , 2006. Para este tipo de prueba se expresan profundas críticas desde la perspectiva lingüística (Paxton, 2000).…”

Section: A)unclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

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Section: A)unclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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“…On the other hand there are also some researches (e.g. Paxton 2000) shows that MCQs have some disadvantages: significant effort is required to construct MCQs, they only evaluate knowledge and recall, and they are unable to test literacy and creativity. Although the MCQs have been primarily used for summative evaluation, they also serve formative assessment purposes.…”

Section: Background and Review Of Previous Workmentioning

confidence: 99%

Intelligent diagnostic feedback for online multiple-choice questions

et al. 2013

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When students attempt multiple-choice questions (MCQs) they generate invaluable information which can form the basis for understanding their learning behaviours. In this research, the information is collected and automatically analysed to provide customized, diagnostic feedback to support students' learning. This is achieved within a web-based system, incorporating the snap-drift neural network based analysis of students' responses to MCQs. This paper presents the results of a large trial of the method and the system which demonstrates the effectiveness of the feedback in guiding students towards a better understanding of particular concepts.

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“…The problems encountered with the use of MCQs are reflected within the relevant literature through the work of other researchers in the field of teaching and learning in higher education such as Scouller and Prosser [20], Scouller [21], Gipps [9] and Paxton [18]. Whilst innovative MCQ development involving such techniques as "confidence measurement" [8] and "computer adaptive testing" [5] are regarded as having potential, such developments do not fully eliminate guessing and or fully address the argument that MCQs feed the answers rather than having the student construct them.…”

Section: B Assessment For Learningmentioning

confidence: 99%

Technology Enhanced Assessment for Learning in a Distance Education IT Degree Programme in Sri Lanka

Usoof¹,

Hudson²,

Wikramanayake³

2013

Int J on Adv. in ICT for Emerging Countries

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Abstract-This paper reports on a research study to investigate the impact of assessment practices on the learning process, student learning outcomes and student attitudes to learning in a large-scale distance education IT degree programme in Sri Lanka. The national context for higher education is described, especially the national challenges for widening access to, and participation in, higher education. The study is set within a developmental context which has involved a continual process of improvement through the use of technology enhanced learning. This process has addressed the need to improve retention and progression rates and the need to develop assessment practices in order to improve support for student learning. The paper includes a discussion of related work with regard to the development of online learning communities, promotion of collaborative learning and development of assessment for learning approaches. Findings from the research study are presented which arise from an analysis of students' enrolment, retention and progression rates in relation to three developmental phases of the programme. The outcomes of a survey of students' perspectives on their experience of assessment practices within this developmental context are also reported. The discussion identifies successes, areas for further improvement and directions for future research and development in relation to technology enhanced assessment for learning.

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A Linguistic Perspective on Multiple Choice Questioning

Cited by 53 publications

References 7 publications

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Intelligent diagnostic feedback for online multiple-choice questions

Technology Enhanced Assessment for Learning in a Distance Education IT Degree Programme in Sri Lanka

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