Article: A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment

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TitleA comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment
AuthorsChan, CKY1
Tam, VWL1
Li, CYV1
KeywordsClassroom response system
Clickers
Formative assessment
Interaction
Learning management system
Issue Date2011
PublisherManchester University Press. The Journal's web site is located at http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023
CitationInternational Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337 [How to Cite?]
AbstractStudent interaction and formative assessment are two agendas which hold equal importance in guiding the student approach to learning in engineering and in many disciplines. With MCQs being a familiar assessment tool for most teachers, it would be ideal if there were a combined approach which involved using MCQ to assess formatively and at the same time, to encourage student engagement and in-class interaction. In this paper, we investigate a number of MCQ delivery methods which may be able to step up to both concerns. © 2011.
ISSN0020-7209
2011 Impact Factor: 0.119
2011 SCImago Journal Rankings: 0.027
DC Field
Value
dc.contributor.authorChan, CKY
dc.contributor.authorTam, VWL
dc.contributor.authorLi, CYV
dc.date.accessioned2011-08-26T14:43:01Z
dc.date.available2011-08-26T14:43:01Z
dc.date.issued2011
dc.description.abstractStudent interaction and formative assessment are two agendas which hold equal importance in guiding the student approach to learning in engineering and in many disciplines. With MCQs being a familiar assessment tool for most teachers, it would be ideal if there were a combined approach which involved using MCQ to assess formatively and at the same time, to encourage student engagement and in-class interaction. In this paper, we investigate a number of MCQ delivery methods which may be able to step up to both concerns. © 2011.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationInternational Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337 [How to Cite?]
dc.identifier.epage337
dc.identifier.hkuros189316
dc.identifier.issn0020-7209
2011 Impact Factor: 0.119
2011 SCImago Journal Rankings: 0.027
dc.identifier.issue3
dc.identifier.scopuseid_2-s2.0-84055190700
dc.identifier.spage323
dc.identifier.urihttp://hdl.handle.net/10722/138202
dc.identifier.volume48
dc.languageeng
dc.publisherManchester University Press. The Journal's web site is located at http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023
dc.publisher.placeUnited Kingdom
dc.relation.ispartofInternational Journal of Electrical Engineering Education
dc.subjectClassroom response system
dc.subjectClickers
dc.subjectFormative assessment
dc.subjectInteraction
dc.subjectLearning management system
dc.titleA comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong