An Alternative Multiple-Choice Question Format to Guide Feedback Using Student Self-Assessment of Knowledge
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| Title: | An Alternative Multiple-Choice Question Format to Guide Feedback Using Student Self-Assessment of Knowledge |
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| Language: | English |
| Authors: | Collignon, Stéphane E., Chacko, Josey (ORCID |
| Source: | Decision Sciences Journal of Innovative Education. Jul 2020 18(3):456-480. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Multiple Choice Tests, Feedback (Response), Alternative Assessment, Formative Evaluation, Introductory Courses, Undergraduate Students, Business Administration Education, Self Evaluation (Individuals), Knowledge Level |
| DOI: | 10.1111/dsji.12213 |
| ISSN: | 1540-4595 |
| Abstract: | Management science professors who teach large classes often assess students with multiple-choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill-fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self-assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1262178 |
| Database: | ERIC |
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| Abstract: | Management science professors who teach large classes often assess students with multiple-choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill-fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self-assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed. |
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| ISSN: | 1540-4595 |
| DOI: | 10.1111/dsji.12213 |
