L&T Blog (w/c 03/06/24): Multiple Choice Question Assessments (The Pros and Cons!)

Dear WA colleagues,

Maximising the Benefits of Multiple-Choice Questions in the Classroom

This week, I want to share an article shared by Kate Jones published by Evidence Based Education about how Multiple-choice questions (MCQs) are a versatile and valuable tool for teachers, useful at various stages of the learning process. Here’s a summary of the pros and cons of using MCQs in your teaching strategy.

Pros of Multiple-Choice Questions

1. Flexibility: MCQs can be used at different points in a lesson for both formative and summative assessments. They are suitable for various subjects and age groups.

2. Accessibility: These questions support retrieval practice for younger students and those with learning difficulties by making retrieval more accessible and boosting confidence and motivation.

3. Time Efficiency: MCQs can be answered quickly, allowing more content to be covered in less time. This also leaves room for meaningful feedback and discussion.

4. Responsive Teaching: Well-designed MCQs can help identify and address misconceptions from previous lessons.

5. Objective Grading: Answers are straightforward to grade, reducing the need for moderation. Digital tools can provide instant feedback, and students can self- or peer-assess under teacher supervision.

6. Reusability: A well-constructed MCQ quiz can be reused for regular spaced retrieval practice.

7. Consistency: MCQs can promote content consistency across year groups and departments. They can be adapted for different delivery methods, such as digital tools or presentations with mini whiteboards.

Cons of Multiple-Choice Questions

1. Quality Design: Poorly designed MCQs may lead to superficial recognition rather than meaningful retrieval. Creating plausible distractors can be challenging and time-consuming.

2. Perception of Stakes: If used for high-stakes assessments, MCQs might not be seen as low-stakes retrieval tasks, which can affect student perception and stress levels.

3. Guesswork: Students may guess answers, making it hard to determine if they truly know the material. This can be mitigated with elaboration and further questioning.

4. Timing Issues: Online tools with timers can pressure students to rush, leading to errors, especially for those with learning difficulties or English language learners.

5. Lack of Reflection: Students may focus on scores rather than learning from their mistakes. Encouraging review and reflection is crucial for progress.

6. No Partial Credit: MCQs do not recognize partial knowledge, which can be frustrating for students.

7. Limited Retrieval Practice: Relying solely on MCQs for retrieval practice is insufficient. They should be supplemented with other strategies, such as free recall and elaboration.

Conclusions:

• Despite their limitations, MCQs are a valuable addition to classroom strategies, helping to check for understanding, identify misconceptions, and support regular retrieval practice. 

• They also aid in maintaining curriculum consistency and managing teacher workload effectively. 

• When well-designed and appropriately used, MCQs can significantly enhance the learning experience.

Thanks,

Russell.