The use of multiple-choice questions in 3rd-year electronic engineering assessment: A case study

2018 ◽  
Author(s):  
Duncan James Bremner ◽  
Julien Le Kernec ◽  
Francesco Fioranelli ◽  
Vicki Harcus Morgan Dale ◽  
Prapa Rattadilok
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Electronic Engineering

scholarly journals Determining the Level of a Language Test with English Profile: A Forensic Linguistics Case Study

2020 ◽  
Vol 42 (2) ◽  
pp. 1-21
Author(s):  
Núria Gavaldà ◽  
Sheila Queralt
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Multiple Choice ◽  
Choice Test ◽  
Reference Level ◽  
Multiple Choice Questions ◽  
Forensic Linguistics ◽  
Qualitative And Quantitative Methods

This article deals with a forensic linguistics case study of the determination of the level of a B1 English multiple-choice test that was challenged in court by numerous candidates on the grounds that it was not of the appropriate level. A control corpus comprising 240 analogous multiple-choice questions from B1 exams aligned with the Common European Framework of Reference for Languages (CEFR) was compiled in order to establish a threshold for the percentage of questions of a level higher than that being tested which can be expected in such exams. The analysis was carried out following a combination of qualitative and quantitative methods, with the help of the tool English Profile, which provides Reference Level Descriptions (RLDs) for the English language within the CEFR. The results of the analysis of the control corpus established a baseline of 5 to 7% of questions that include key items classified as higher than B1, while the percentage was 68% in the case of the disputedexam. Thus, the present study proposes a further application of the tool English Profile within the field of forensic linguistics and puts forward the concept of Level Appropriateness Threshold (LAT), analogous to other thresholds established in forensic linguistics, which can serve as a baseline for determining the appropriateness of B1 English multiple-choice exams and a model for other levels and skill areas.

scholarly journals The socio-demographic dimensions of energy poverty: a case study from Bytom, Poland

2018 ◽  
Vol 57 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Grzegorz Libor ◽  
Stefan Bouzarovski
Keyword(s):  
Empirical Research ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Energy Policies ◽  
Energy Poverty ◽  
Energy Services ◽  
Head Of Household

Abstract Energy poverty can be understood as the inability to secure a socially- and materially-necessitated level of energy services in the home. This article presents the results of empirical research on energy poverty in Bytom. The study was carried out using a questionnaire delivered to 121 persons living in Bytom. The questionnaire consisted of 20 single and multiple-choice questions. The primary aim of the research was to achieve typological representativeness by identifying the differences between six age categories. Some of the results confirm what is already known about the relationships between the age of the head of household and energy poverty, while others are surprising. On their basis it is possible to formulate some recommendations for local anti-poverty energy policies.

The Use of Management and Marketing Textbook Multiple-Choice Questions: A Case Study

1993 ◽  
Vol 69 (1) ◽  
pp. 40-43 ◽  
Author(s):  
David R. Hampton ◽  
Kathleen A. Krentler ◽  
Aleza B. Martin
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions

scholarly journals Assessing assessment: The Authorized Translator’s Examination in Finland

2018 ◽  
Vol 16 ◽  
Author(s):  
Marja Kivilehto ◽  
Leena Salmi
Keyword(s):  
Language Skills ◽  
Multiple Choice ◽  
Assessment System ◽  
Professional Practices ◽  
Two Dimensional ◽  
Multiple Choice Questions ◽  
Assessment Systems ◽  
Language Quality ◽  
Dimensional Assessment

The system for authorizing translators to translate legally valid texts used in Finland was revised in 2008 from a test measuring language skills into an examination containing translation assignments. The examination consists of two translation assignments and a test of the examinees’ knowledge of the professional practices of authorized translators (tested with multiple-choice questions). In the assessment of the translation products, a predefined two-dimensional assessment system is used in which translations are marked for both content and language quality. In this article, we discuss the assessment systems used in Finland, Sweden, Norway and Germany and present the results of a case study on the application of the scoring chart used in the Finnish examination.

scholarly journals Revisiting objective tests: a case study in integration at honours level

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Pauline Maclaran ◽  
Alan Sangster
Keyword(s):  
United States ◽  
Multiple Choice ◽  
Deep Understanding ◽  
The United States ◽  
Multiple Choice Questions ◽  
Objective Tests ◽  
The Uk ◽  
Large Groups

Multiple-choice questions (MCQ) are widely accepted in the United States as a mode of assessment in undergraduate courses. In an environment of ever increasing class sizes, they provide a faster way to assess large groups of students, whilst also providing a way to measure deep understanding. However, in the UK there is scepticism from lecturers about the use of MCQ tests and, perhaps more significantly, from students themselves. This frequently means that someone using MCQs as a means of assessment will find both a lack of support from colleagues and resistance from students.DOI:10.1080/0968776000080207 

Anonymous Polling in an Engineering Tutorial Environment

2006 ◽  
pp. 116-126 ◽  
Author(s):  
Steven M. Durbin ◽  
Kristi A. Durbin
Keyword(s):  
Student Participation ◽  
Multiple Choice ◽  
Student Response ◽  
Audience Response System ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Response System ◽  
Second Year ◽  
Instructional Perspective

As a means of improving student participation, an infrared remote based audience response system was trialled in a second-year introductory level engineering tutorial. This chapter presents a case study of the initial implementation that directly followed a semester that employed a traditional tutorial format. Student response was consistent and generally positive at both the beginning and end of the semester, and the opportunity for live (anonymous) assessment proved useful from an instructional perspective, despite some limitations of the system. Interestingly, the new tutorial format appeared to encourage discussion after each question was concluded, driven in part by the fact that a histogram of responses to the multiple-choice questions was displayed.

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