Please attend our Faculty Resource Workshop, April 18th, 1-2:30pm, on Developing Critical Thinking in the Multiple Choice Format

Center for Teaching Excellence Faculty Workshop

Event Date:
Thursday, April 18, from 1:00-2:30pm

Event Location:
M.D. Anderson Library, Room 306 (Faculty Senate Offices)

Title:

The Critical Multiple Choice:  Developing Critical Thinking with Multiple Choice Format
This workshop provides a hands-on forum to help you design and evaluate multiple choice questions so that they engage your students’ critical thinking abilities.
We will cover basic principles of effective question design, as well as novel approaches that focus on fundamental pedagogical goals.

Please bring some of your own multiple choice questions to use in the workshop, and we will provide feedback and discussion on the best strategies to develop effective questions in your field.

For RSVPs or questions regarding this workshop, please contact Prof. Jim Garson at garson@Central.UH.EDU.

 

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3 Comments on “Please attend our Faculty Resource Workshop, April 18th, 1-2:30pm, on Developing Critical Thinking in the Multiple Choice Format”

  1. Art COnklin says:

    Why not add a link to put on outlook?

  2. Leonard Bachman says:

    Hi All,
    I wanted to add a few comments to the terrific conversation yesterday on Multiple Choice Questions and Critical Thinking.

    1. The wrong answers are much harder to craft than the right answer.
    2. Start with easy questions so as to relax test anxiety
    3. Use an obviously false but humorous foil (distrator) here and there to relax test anxiety
    4. Tell students to answer the question first for themselves without looking at the foils… then look for what matches their understanding. This avoids guessing or jumping at an answer to some extent.
    5. Emphasize that it is necessary to solve the question, not hunt through the list of answers. All the foils should “seem” equally plausible.
    6. Write the typical question to be answered correctly about 50% of the time. Questions everyone gets right (or everyone gets wrong) do not discriminate the successful learners from the less successful. The job of a test instrument is to measure learning success, so discrimination is essential.
    7. Summative assessment tests are different from formative evaluation tests. Formative tests are meant as learning experiences (the chef tasting the soup while cooking). Summative assessment is more like final exams (serving the soup to guests).
    8. Worth repeating: use detailed item analysis to refine unused foils, correct questions that are too hard or too easy (low discrimination), and track the learning from semester to semester. Pay attention to the KR20 and KR21 reliability coefficients too.
    9. Multiple choice exams are the easiest to score and interpret results from. They are also the hardest to write. Invest in good writing and harvest the time savings later.

    lbachman@uh.edu
    lrbachman@att.net
    713 743 2372

    See you next time.
    Leonard


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