||Dr Simon Child (Head of Assessment Training, Cambridge Assessment Network)
||10 Jun 2020
In a fast-moving and uncertain landscape, multiple-choice questions (MCQs) have the potential to be an indispensable tool for educational practitioners. Well-designed MCQs can be used diagnostically to identify student strengths and weaknesses, inform future teaching, differentiate students and test the effectiveness of teaching interventions. MCQs also have the advantage of being able to sample large areas of content quickly and reduce overall workload.
Following a brief introduction to key terminology, this session will give practical advice on how to plan, write, and review MCQs and assessments. For example, the webinar will show participants how questions can be designed (or re-designed) to assess higher order skills such as evaluation.
At the end of the webinar participants will be equipped with the knowledge to critically evaluate MCQ quality in order to select the best questions for their educational needs. Participants will also be given access to resources to help structure their future MCQ design process.
Key learning outcomes
Participants in this webinar will:
- Develop their knowledge of key criteria for developing effective multiple-choice question and assessments
- Enhance their understanding of best practice in multiple choice design
- Be able to diagnose and resolve issues with multiple-choice questions that they know and use
- Develop effective strategies for improving the quality of their multiple-choice questions and assessments
- Adapt their multiple-choice questions and assessments for different educational purposes (e.g. to assess higher order thinking)
This session will be useful to practitioners interested in using MCQ assessments as part of their educational practice. For example teachers who are looking to utilise MCQs to inform learning and instruction or any practitioner looking to assess a wider range of knowledge and skills.
Dr Simon Child is Head of Assessment Training at the Cambridge Assessment Network. Previously, he was a Senior Research Officer in the Assessment Research and Development Division of Cambridge Assessment. He has conducted research in the field of qualifications reform and development since 2012.
His other research interests include quality of marking processes, curriculum development, formative assessment and Higher Education. His background is in developmental psychology. In 2011, he received his Ph.D from the University of Manchester, which focused on the development of symbolic cognition in pre-school children.