Distributed And Open Learning
Post the two multiple choice questions that you have developed. Explain why you think that the questions you have structured are good examples, support your point with outside sources. Properly cite your sources.
- 1. Which secondary colour do you get when you mix yellowand blue?
2. In which key is the melody Lullaby?
b. C Major
c. F Minor
d. E Major
The two multiple choice questions that I have posted are both versatile, reliable and valid to the experiences and teachings of my grade one class (first question) and my music class (second question).
In both situations the Stem is meaningful in and of itself, meaning students could be able to answer the question without the choices being present, (Vanderbilt) and that the majority of the wording is in the question, not the answer (Malamed). The stem questions are simple, to the point and ask one specific question, thus eliminating irrelevant material (Malamed). Neither of the questions contain negative wording, to attempt to keep students from confusion, and both questions are worded as a complete sentence rather than having students attempt to complete the sentence or fill in a blank (Vanderbilt).
In both scenarios, the distractors that I have included are clear, concise, and plausible, thus serving a purpose in understanding which students are understanding the outcomes (Vanderbilt). As Vanderbilt further explains, all of the answers (either keyed response, or distractor) should look uniform, they should:
- have grammar consistent with the stem.
- be parallel in form.
- be similar in length.
- use similar language.
All of which my answers do.
In addition, I have not used the phrases “all of the above” or “none of the above”, listed my answers neatly, in alphabetical order, mixed up my answer placement (no c. for me) and only included 4 possible answers (Malamed).
Some issues I came in contact with were:
1. assuring that my second question did not look confusing due to the fact that the answers for a. b. c. and d. were also Letters. I attempted to make sure that the letters were not the same (aka. a. A Major), and that I used capitals for the answer portion ( as opposed to a. a major).
2. making a multiple choice question for primary students. I rarely assess with testing, (I find there are far better ways to assess most grade/subject understanding) but if I were too with my grade one students I would likely go with something like what I developed for question 1. It is simply worded, short, and colour-coded (course spaces does not have brown or purple font – this could be something I would add too course spaces!- so just imagine those colours are also colour -coded. Creating questions for younger students bring up an entirely new issue all together – reading ability. It is difficult to get an accurate understanding of a students knowledge of a subject if the reading of the question itself is what is getting in the way.
3. assuring their were no overlapping alternatives. in my question 2, there are actually two answers for this question E Major, and C# minor. Because we have not gotten to this point in our class, the students should not understand this element of music yet, however I did not include C# minor at all in the answers to assure that there was no confusion, and that there was truly only one correct answer to the question
These two multiple choice questions have been created for the first lesson in my ‘Bake like the best’ course (see Module 6).
- Which one of the following conditions is crucial to allow egg whites to be beaten to the stiff peak stage?
- Using whites from organic eggs that are less than 2 weeks old
- Making sure that your bowl and beating tool are clean and dry
- Storing the egg whites in the fridge until just before beating them
- Adding a pinch of salt to stabilize the proteins in the egg whites
- What would you do with raisins to ensure best results when they are included in bran muffins?
- Rinse them in cold water before adding to the wet ingredients
- Toss them with flour and any spices in the recipe before adding them to the dry ingredients
- Warm in a low oven (150 degrees F) for 5 minutes before adding to wet ingredients
- Place in a small bowl, cover with boiling water & soak for ~1 hr before adding to wet ingredients
These two questions mostly assess the lowest level – remembering and understanding – of Bloom’s taxonomy because at this point in the course the student is being introduced to the concept of how to deconstruct any recipe by ‘stepping through’ a single, specific recipe (1). The multiple choice quiz that would include these two questions is intended as a formative rather than summative assessment – a summative assessment might also use multiple choice questions but those questions would focus more on higher level learning domains from Bloom’s taxonomy (1, 2).
I believe these questions have ‘face validity’ they are clearly about baking but the other concepts of validity mentioned by Iftikhar (content, criterion etc) are not really relevant in such a simple, fact-based question (3).
The questions adhere to the best practices set out by Brame: the stem can stand on its own and is phrased positively (2). The alternatives/distractors are of similar lengths, are plausible and are mutually exclusive (2). The grammatical construction is similar for each alternative/distractor in each set (2).
- Carolan C. EDCI 339 Distributed and Open Learning Module 8: Assessment. [PowerPoint presentation]. EDCI 339 Distributed and Open Learning. University of Victoria. [n.d.; cited 2018 Jun 18]. Available from: https://coursespaces.uvic.ca/mod/resource/view.php?id=944566.
- Brame, C., (2013) Writing good multiple choice test questions. Retrieved 2018 Jun 18from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/.
- Iftikhar M. Validity, its types, measurement & factors. [SlideShare presentation]. [2013 Sep 8; cited 2018 Jun 18]. Available from https://www.slideshare.net/MAHIJUSTICE/validity-its-types-measurement-factors.