Making the Most of Multiple Choice

Autor/in	Brookhart, Susan M.
Titel	Making the Most of Multiple Choice
Quelle	In: Educational Leadership, 73 (2015) 1, S.36-39 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Multiple Choice Tests; Educational Practices; Questioning Techniques; Test Reliability; Test Validity; Instructional Materials; Instructional Material Evaluation; Classroom Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Bildungspraxis; Befragungstechnik; Fragetechnik; Testreliabilität; Testvalidität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Multiple-choice questions draw criticism because many people perceive they test only recall or atomistic, surface-level objectives and do not require students to think. Although this can be the case, it does not have to be that way. Susan M. Brookhart suggests that multiple-choice questions are a useful part of any teacher's questioning repertoire because they do not require extensive written or spoken answers and teachers can ask and students can answer a lot more multiple-choice questions than open-ended questions in a given period of time. Some of the most useful multiple-choice questions for assessing higher-order thinking require students to answer questions about a piece of content that is included with the question. Brookhart discusses three types of such context-dependent questions: Questions about a visual item, such as a chart, graph, or map. Questions about a text, story, or scenario, such as a primary source or a made-up story involving content. Questions about the work of a fictional student, in which answerers must determine whether the fictional student's answer is correct. Teachers can use questions like this on tests, but also for formative assessment. Student-response systems involving clickers or hand signals can help the teacher determine how many students understand the material. Asking students to explain their answers to multiple-choice questions will give students the opportunity to practice their metacognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01