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Article: A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment
Title | A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment |
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Authors | |
Keywords | Classroom response system Clickers Formative assessment Interaction Learning management system |
Issue Date | 2011 |
Publisher | Manchester University Press. The Journal's web site is located at http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023 |
Citation | International Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337 How to Cite? |
Abstract | Student 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. |
Persistent Identifier | http://hdl.handle.net/10722/138202 |
ISSN | 2020 Impact Factor: 3.804 2023 SCImago Journal Rankings: 0.376 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chan, CKY | en_US |
dc.contributor.author | Tam, VWL | en_US |
dc.contributor.author | Li, CYV | en_US |
dc.date.accessioned | 2011-08-26T14:43:01Z | - |
dc.date.available | 2011-08-26T14:43:01Z | - |
dc.date.issued | 2011 | en_US |
dc.identifier.citation | International Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337 | en_US |
dc.identifier.issn | 0020-7209 | - |
dc.identifier.uri | http://hdl.handle.net/10722/138202 | - |
dc.description.abstract | Student 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.language | eng | en_US |
dc.publisher | Manchester University Press. The Journal's web site is located at http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023 | - |
dc.relation.ispartof | International Journal of Electrical Engineering Education | en_US |
dc.subject | Classroom response system | - |
dc.subject | Clickers | - |
dc.subject | Formative assessment | - |
dc.subject | Interaction | - |
dc.subject | Learning management system | - |
dc.title | A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment | en_US |
dc.type | Article | en_US |
dc.identifier.email | Chan, CKY: cecilia.chan@caut.hku.hk | en_US |
dc.identifier.email | Tam, VWL: vtam@eee.hku.hk | en_US |
dc.identifier.email | Li, CYV: cyvli@hku.hk | en_US |
dc.identifier.authority | Chan, CKY=rp00892 | en_US |
dc.identifier.authority | Tam, VWL=rp00173 | en_US |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.7227/IJEEE.48.3.9 | - |
dc.identifier.scopus | eid_2-s2.0-84055190700 | - |
dc.identifier.hkuros | 189316 | en_US |
dc.identifier.volume | 48 | en_US |
dc.identifier.issue | 3 | en_US |
dc.identifier.spage | 323 | - |
dc.identifier.epage | 337 | - |
dc.identifier.isi | WOS:000298718100009 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0020-7209 | - |