WEBVTT 00:00:00.000 --> 00:00:04.030 Multiple Choice Questions (MCQs) 00:00:04.030 --> 00:00:07.590 A multiple-choice question is composed of three parts: 00:00:07.590 --> 00:00:10.820 - A stem [that identifies the question or problem]  00:00:10.820 --> 00:00:14.010 - A key [that is the best answer to the question]  00:00:14.010 --> 00:00:19.680 - and a number of distractors [that are plausible but incorrect answers to the question]. 00:00:19.680 --> 00:00:26.160 Students may perceive MCQs as requiring memorisation rather than more analytical engagement with material. 00:00:26.160 --> 00:00:32.860 If the aim is to encourage a more nuanced understanding of the course content, questions should be designed that require analysis. 00:00:32.860 --> 00:00:45.320 For example, students could be presented with a case study followed by MCQs which ask them to make judgements about aspects of the brief or to consider the application of certain techniques or theories to a scenario. 00:00:45.320 --> 00:00:57.870 The selection of the best answer can be focused on higher-order thinking and require application of course principles, analysis of a problem, or evaluation of alternatives, thus testing students’ ability to do such thinking. 00:00:57.870 --> 00:01:06.010 Designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking. 00:01:06.010 --> 00:01:13.590 When planning to write questions there are three areas to consider: General strategies, Designing stems and Defining answers. 00:01:13.590 --> 00:01:16.400 General strategies 00:01:16.400 --> 00:01:25.630 - multiple-choice question tests are challenging and time-consuming to create; write a few questions, after a lecture when the course material is still fresh in your mind. 00:01:25.630 --> 00:01:34.560 - instruct students to select the best answer rather than the correct answer; by doing this, you acknowledge the fact that the distractors may have an element of truth to them. 00:01:34.560 --> 00:01:40.990 - use familiar language; students are likely to dismiss distractors with unfamiliar terms as incorrect. 00:01:40.990 --> 00:01:44.790 - avoid giving verbal association clues from the stem in the key. 00:01:44.790 --> 00:01:52.190 - If the key uses words that are very similar to words found in the stem, students are more likely to pick it as the correct answer. 00:01:52.190 --> 00:01:54.230 - avoid trick questions. 00:01:54.230 --> 00:01:59.280 - questions should be designed so that students who know the material can find the correct answer. 00:01:59.280 --> 00:02:01.880 - avoid negative wording. 00:02:01.880 --> 00:02:03.650 Designing stems 00:02:03.650 --> 00:02:11.910 - ask yourself if the students would be able to answer the question without looking at the options. If yes, then it is a good stem. 00:02:11.910 --> 00:02:14.610 - put all relevant material in the stem 00:02:14.610 --> 00:02:18.310 eliminate excessive wording and irrelevant information from the stem 00:02:18.310 --> 00:02:19.710 Designing answers 00:02:19.710 --> 00:02:23.290 - limit the number of answers; between three and five is good 00:02:23.290 --> 00:02:25.750 - make sure there is only one best answer 00:02:25.750 --> 00:02:28.280 - make the distractors appealing and plausible 00:02:28.280 --> 00:02:31.390 - make the choices grammatically consistent with the stem 00:02:31.390 --> 00:02:35.190 - randomly distribute the correct response.