A Comparison of MCQ Assessment Delivery Methods for Student Engagement and Interaction Used as an in-Class Formative Assessment-Reference-Cited by-同舟云学术

A Comparison of MCQ Assessment Delivery Methods for Student Engagement and Interaction Used as an in-Class Formative Assessment

Published:2011-07 Issue:3 Volume:48 Page:323-337
ISSN:0020-7209
Container-title:The International Journal of Electrical Engineering & Education
language:en
Short-container-title:The International Journal of Electrical Engineering & Education

Author:

Chan Cecilia Ka Yuk¹,Tam Vincent W. L.²,Li Chi Ying Vanessa¹

Affiliation:

1. Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong

2. Electrical and Electronic Engineering, University of Hong Kong, Hong Kong

Abstract

Student interaction and formative assessment are two agendas which hold equal importance in guiding the student approach to learning in engineering and in many disciplines. With MCQs being a familiar assessment tool for most teachers, it would be ideal if there were a combined approach which involved using MCQ to assess formatively and at the same time, to encourage student engagement and in-class interaction. In this paper, we investigate a number of MCQ delivery methods which may be able to step up to both concerns.

Publisher

SAGE Publications

Subject

Electrical and Electronic Engineering,Education

Link

http://journals.sagepub.com/doi/pdf/10.7227/IJEEE.48.3.9

Reference36 articles.

1. Approaches to the Enhancement of Tertiary Teaching

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