A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment

Cecilia Ka Yuk Chan; Vincent W. L. Tarn; Chi Ying Vanessa Li

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A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment

机译：MCQ评估交付方法在课堂参与性评估中用于学生参与和互动的比较

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摘要

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.

机译：学生互动和形成性评估是两个议程，在指导学生学习工程学和许多学科的方法时，这两个同等重要。 MCQ是大多数教师熟悉的评估工具，如果有一种综合的方法涉及使用MCQ进行形成性评估，同时鼓励学生参与和课堂互动，那将是理想的。在本文中，我们研究了许多可以同时解决这两个问题的MCQ传递方法。

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来源
《International Journal of Electrical Engineering Education》 |2011年第3期|p.323-337|共15页
作者
Cecilia Ka Yuk Chan; Vincent W. L. Tarn; Chi Ying Vanessa Li;
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作者单位

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

Electrical and Electronic Engineering, University of Hong Kong, Hong Kong;

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

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收录信息美国《科学引文索引》(SCI);美国《工程索引》(EI);
原文格式 PDF
正文语种 eng
中图分类
关键词
classroom response system; clickers; formative assessment; interaction; learning management system; MCQ; student engagement;

机译：课堂反应系统;答题器;形成性评估;相互作用;学习管理系统;MCQ;学生参与度;

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A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment

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