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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
2012 Impact Factor: 0.041
2012 SCImago Journal Rankings: 0.238
 
DC FieldValue
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
2012 Impact Factor: 0.041
2012 SCImago Journal Rankings: 0.238
 
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
 
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<subject>Classroom response system</subject>
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Author Affiliations
  1. The University of Hong Kong