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

TitleA comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment
Authors
Chan, CKYTam, VWLLi, CYV
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
Citation
International Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337 How to Cite?
DOI: http://dx.doi.org/10.7227/IJEEE.48.3.9
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.
Persistent Identifierhttp://hdl.handle.net/10722/138202
ISSN
0020-7209
2020 Impact Factor: 3.804
2020 SCImago Journal Rankings: 0.286
ISI Accession Number ID
WOS:000298718100009

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.contributor.authorTam, VWLen_US
dc.contributor.authorLi, CYVen_US
dc.date.accessioned2011-08-26T14:43:01Z-
dc.date.available2011-08-26T14:43:01Z-
dc.date.issued2011en_US
dc.identifier.citationInternational Journal of Electrical Engineering Education, 2011, v. 48 n. 3, p. 323-337en_US
dc.identifier.issn0020-7209-
dc.identifier.urihttp://hdl.handle.net/10722/138202-
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.languageengen_US
dc.publisherManchester University Press. The Journal's web site is located at http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023-
dc.relation.ispartofInternational Journal of Electrical Engineering Educationen_US
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 assessmenten_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hken_US
dc.identifier.emailTam, VWL: vtam@eee.hku.hken_US
dc.identifier.emailLi, CYV: cyvli@hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.identifier.authorityTam, VWL=rp00173en_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.7227/IJEEE.48.3.9-
dc.identifier.scopuseid_2-s2.0-84055190700-
dc.identifier.hkuros189316en_US
dc.identifier.volume48en_US
dc.identifier.issue3en_US
dc.identifier.spage323-
dc.identifier.epage337-
dc.identifier.isiWOS:000298718100009-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0020-7209-

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