Student-Generated Multiple-Choice Questions: A Java and Web-Based Tool for Students to Create Multiple Choice Tests
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| Title: | Student-Generated Multiple-Choice Questions: A Java and Web-Based Tool for Students to Create Multiple Choice Tests |
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| Language: | English |
| Authors: | Larry Katz (ORCID |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(2). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Kinesiology, Multiple Choice Tests, Student Developed Materials, Metacognition, Active Learning, Test Construction, Test Results, Web 2.0 Technologies, Courseware, Computer Assisted Instruction |
| ISSN: | 1918-2902 |
| Abstract: | Student-generated questions can be an effective study technique to improve active learning, metacognitive skills, and performance on examinations. Students have shown greater success when assessed using peer-made study questions than when studying without questions. In three semesters of a kinesiology research methods course students were taught how to write high-quality multiplechoice questions that addressed course objectives and Bloom's Taxonomy. Students were given a graded assignment to write three multiple-choice questions using Makequiz, a Java and web-based tool for helping students generate multiple choice questions. Student- generated questions that were rated as good quality (n = 169-245) were provided to the students as a study resource prior to the final exam. Of those study questions, 40 were selected each semester to be on the final exam. Students performed significantly better on student-written questions than instructor-written questions on the final exam in Class A (p < 0.05) and in Class C (p < 0.05). A majority of students felt this assignment was a worthwhile component of the course, voting to keep Makequiz in the curriculum (Class A: 52.6%, Class B: 62.3%, Class C: 58.3%) or to modify Makequiz (Class A: 25.3%, Class B: 14.5%, Class C: 18.1%). Many of the students stated it was the most valuable assignment of the course (32% Class B and Class C). Makequiz is, therefore, a recommended study tool for students. Comparisons are also made with PeerWise, an online platform for creating and sharing MCQ and feedback. Further investigation is required to measure the impact Makequiz has on learning, metacognitive skills, and anxiety levels before testtaking. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452935 |
| Database: | ERIC |
| Abstract: | Student-generated questions can be an effective study technique to improve active learning, metacognitive skills, and performance on examinations. Students have shown greater success when assessed using peer-made study questions than when studying without questions. In three semesters of a kinesiology research methods course students were taught how to write high-quality multiplechoice questions that addressed course objectives and Bloom's Taxonomy. Students were given a graded assignment to write three multiple-choice questions using Makequiz, a Java and web-based tool for helping students generate multiple choice questions. Student- generated questions that were rated as good quality (n = 169-245) were provided to the students as a study resource prior to the final exam. Of those study questions, 40 were selected each semester to be on the final exam. Students performed significantly better on student-written questions than instructor-written questions on the final exam in Class A (p < 0.05) and in Class C (p < 0.05). A majority of students felt this assignment was a worthwhile component of the course, voting to keep Makequiz in the curriculum (Class A: 52.6%, Class B: 62.3%, Class C: 58.3%) or to modify Makequiz (Class A: 25.3%, Class B: 14.5%, Class C: 18.1%). Many of the students stated it was the most valuable assignment of the course (32% Class B and Class C). Makequiz is, therefore, a recommended study tool for students. Comparisons are also made with PeerWise, an online platform for creating and sharing MCQ and feedback. Further investigation is required to measure the impact Makequiz has on learning, metacognitive skills, and anxiety levels before testtaking. |
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| ISSN: | 1918-2902 |
