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Student Engagement and Assessment Satisfaction with Student-Created Multiple-Choice Question Exams in Human Physiology

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Title: Student Engagement and Assessment Satisfaction with Student-Created Multiple-Choice Question Exams in Human Physiology
Language: English
Authors: Laura S. Kabiri, Thomas M. McCabe, Catherine R. Barber, Augusto X. Rodriguez
Source: HAPS Educator. 2025 29(2):9-29.
Availability: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Student Satisfaction, Student Developed Materials, Multiple Choice Tests, Physiology, Science Tests, Undergraduate Students, Self Efficacy, Student Attitudes
Geographic Terms: Texas (Houston)
ISSN: 2473-3792
2473-3806
Abstract: Student-centered teaching techniques and equitable assessments are crucial in high-quality education. Asking students to write multiple-choice questions (MCQs) over course content and including them on exams may address both concurrently. Much of the work surveying students' responses to this practice involved graduate level education in specialized programs (e.g., medical or pharmacology school) and generated inconsistent or conflicting findings. Furthermore, minimal research has investigated whether students within majority and minority identity groups perceive this practice similarly. To explore undergraduate students' perceptions of student-created MCQ exams, this study analyzed open-ended and closed-ended survey responses from 40 students who wrote MCQs in an undergraduate human physiology course. Closed-ended responses were positive, indicating increased engagement, assessment satisfaction, and self-efficacy. The survey results indicated that there were no differences in perception between minority and majority groups. Open-ended responses were also largely positive, reflecting improved metacognition, content knowledge, and socioemotional state. Concerns included question wording resulting in difficulty variations and perceptions that the practice is best applied to questions requiring basic knowledge or recall. Student-created MCQ exams were largely well-received and appear to be an engaging student learning activity. Future studies should focus on improving student question writing techniques and expand into larger populations and more diverse content.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482769
Database: ERIC
FullText Text:
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  Data: Student Engagement and Assessment Satisfaction with Student-Created Multiple-Choice Question Exams in Human Physiology
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  Data: <searchLink fieldCode="SO" term="%22HAPS+Educator%22"><i>HAPS Educator</i></searchLink>. 2025 29(2):9-29.
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  Data: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
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  Data: Student-centered teaching techniques and equitable assessments are crucial in high-quality education. Asking students to write multiple-choice questions (MCQs) over course content and including them on exams may address both concurrently. Much of the work surveying students' responses to this practice involved graduate level education in specialized programs (e.g., medical or pharmacology school) and generated inconsistent or conflicting findings. Furthermore, minimal research has investigated whether students within majority and minority identity groups perceive this practice similarly. To explore undergraduate students' perceptions of student-created MCQ exams, this study analyzed open-ended and closed-ended survey responses from 40 students who wrote MCQs in an undergraduate human physiology course. Closed-ended responses were positive, indicating increased engagement, assessment satisfaction, and self-efficacy. The survey results indicated that there were no differences in perception between minority and majority groups. Open-ended responses were also largely positive, reflecting improved metacognition, content knowledge, and socioemotional state. Concerns included question wording resulting in difficulty variations and perceptions that the practice is best applied to questions requiring basic knowledge or recall. Student-created MCQ exams were largely well-received and appear to be an engaging student learning activity. Future studies should focus on improving student question writing techniques and expand into larger populations and more diverse content.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 9
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Satisfaction
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      – SubjectFull: Student Developed Materials
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      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Physiology
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      – SubjectFull: Science Tests
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Texas (Houston)
        Type: general
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      – TitleFull: Student Engagement and Assessment Satisfaction with Student-Created Multiple-Choice Question Exams in Human Physiology
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