Challenging Multiple-Choice Questions to Engage Critical Thinking

Autor/inn/en	Kerkman, Dennis D.; Johnson, Andrew T.
Titel	Challenging Multiple-Choice Questions to Engage Critical Thinking
Quelle	In: InSight: A Journal of Scholarly Teaching, 9 (2014), S.92-97 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Multiple Choice Tests; Critical Thinking; Undergraduate Students; Predictor Variables; Scores; Grade Point Average; Student Participation; Correlation; Hypothesis Testing; Teaching Methods; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kritisches Denken; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article examines a technique for engaging critical thinking on multiple-choice exams. University students were encouraged to "challenge" the validity of any exam question they believed to be unfair (e.g., more than one equally correct answer, ambiguous wording, etc.). The number of valid challenges a student wrote was a better predictor of exam scores than the number of invalid challenges or GPA. The technique also allows instructors to gain insight into the sources of students' errors that may be useful in improving instruction. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10