alt conference cardiff, 2015 using multiple choice questions in summative assessment penny english,...
TRANSCRIPT
ALT Conference Cardiff, 2015
Using Multiple Choice Questions in Summative Assessment
Penny English, Cailin Morrison and Andrew GilbertAnglia Law School
Context
University – wide project to look at the assessmentsConcern that language skills are hindering students’ performanceMarking loads
2
Where we started
Selected two of the first year core modules with examsWe then asked ourselves the questions• what do we want to assess? • how can we do this?
3
Would MCQs be appropriate?
• Emphasis on quality over quantity• More time thinking and less time writing• Without sacrificing breadth of knowledge
4
A changing environment
• Diverse student body• Availability of information• Employability• Demands on staff time
5
Experience elsewhere
• From mid 20th century in US• Some reluctance to use MCQs in
undergraduate legal education• Seen as less realistic and rigorous
6
Benefits
• Perceived objectivity of marking• Speed• Demonstrate breadth of knowledge
7
Potential disadvantages
• Promote surface learning• Require less critical thinking
8
Constitutional and Administrative Law module• Year 1, Semester 1• Assessed 50% exam (2 hours), 50%
coursework• Exam now 35% MCQs, 65% seen case study
9
Outcome
• Overall marks in line with the previous year• Of 109 students, 79 did better on the MCQ
than the case study• Average difference of 9.4% between the two
elements
10
Failure rates by element
• Overall 8.26% of students failed the MCQ element (i.e. below 40%)
• 18.35% failed the case study element
11
Conclusions?
• MCQs do not appear to either advantage or disadvantage international students
• Overall has not improved average marks in the module (represents 17.25% of overall mark)
• More analysis being undertaken
12
Was there a language effect?
• 21.3% of UK domiciled students failed the case study and 8% failed the MCQ.
• 11.8% of non-UK domiciled students failed the case study and 8.8% the MCQ
13