Adaptive retrieval practice with
            multiple‐choice
            questions in the university classroom

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

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The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

European Journal of Investigation in Health, Psychology and Education ◽

10.30552/ejihpe.v9i3.333 ◽

2019 ◽

Vol 9 (3) ◽

pp. 177-187

Author(s):

Pilar Gandía Herrero ◽

Agustín Romero Medina

Keyword(s):

Academic Performance ◽

Self Regulation ◽

Multiple Choice ◽

Approaches To Learning ◽

Learning Approaches ◽

Multiple Choice Questions ◽

Academic Context ◽

Predominant Type ◽

Training Activities ◽

The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

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Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

10.21203/rs.2.15234/v1 ◽

2019 ◽

Author(s):

ISAIE SIBOMANA ◽

Irenee David Karenzi ◽

Irenee Niyongombwa ◽

Jean Claude Byiringiro ◽

Julien Gashegu ◽

...

Keyword(s):

Student Satisfaction ◽

Test Scores ◽

Multiple Choice ◽

Cost Effective ◽

Human Anatomy ◽

Multiple Choice Questions ◽

Team Based Learning ◽

Post Test ◽

The University ◽

Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

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Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda

Advances in Medical Education and Practice ◽

10.2147/amep.s274298 ◽

2020 ◽

Vol Volume 11 ◽

pp. 825-832

Author(s):

Isaie Sibomana ◽

Irenee David Karenzi ◽

Irenee Niyongombwa ◽

Jean Claude Byiringiro ◽

Julien Gashegu ◽

...

Keyword(s):

Multiple Choice ◽

Multiple Choice Questions ◽

Team Based Learning ◽

The University

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Generation and Retrieval Practice Effects in the Classroom Using PeerWise

Teaching of Psychology ◽

10.1177/0098628319834174 ◽

2019 ◽

Vol 46 (2) ◽

pp. 121-126 ◽

Cited By ~ 2

Author(s):

Matthew R. Kelley ◽

Elizabeth K. Chapman-Orr ◽

Susanna Calkins ◽

Robert J. Lemke

Keyword(s):

Cognitive Psychology ◽

Retrieval Practice ◽

Multiple Choice ◽

Practice Effects ◽

College Classroom ◽

Exam Performance ◽

Multiple Choice Questions ◽

Online Tool ◽

Upper Level ◽

Psychology Course

The present study explored the generation and retrieval practice effects within a college classroom using a free, online tool called PeerWise (PW). PW allows students to create their own multiple-choice questions, share them with peers, and answer the shared questions written by their peers. Forty students from two sections of an upper level cognitive psychology course authored and answered multiple-choice questions as part of a semester-long assignment. Analyses showed reliable generation and retrieval practice effects following PW usage, along with a significant improvement in exam performance.

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Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

10.21203/rs.2.15234/v2 ◽

2020 ◽

Author(s):

ISAIE SIBOMANA ◽

Irenee David Karenzi ◽

Irenee Niyongombwa ◽

Jean Claude Byiringiro ◽

Julien Gashegu ◽

...

Keyword(s):

Student Satisfaction ◽

Test Scores ◽

Multiple Choice ◽

Cost Effective ◽

Human Anatomy ◽

Multiple Choice Questions ◽

Team Based Learning ◽

Post Test ◽

The University

Abstract Background: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning. While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning (TBL) while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy.

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Assessment practices in undergraduate clinical medicine training: What do we do and how we can improve?

African Journal of Primary Health Care & Family Medicine ◽

10.4102/phcfm.v12i1.2341 ◽

2020 ◽

Vol 12 (1) ◽

Author(s):

Hanneke Brits ◽

Johan Bezuidenhout ◽

Lynette J. Van der Merwe ◽

Gina Joubert

Keyword(s):

Curriculum Design ◽

Teaching And Learning ◽

Clinical Medicine ◽

Multiple Choice ◽

Assessment Methods ◽

Assessment Practices ◽

Multiple Choice Questions ◽

Cross Sectional ◽

Current Assessment ◽

The University

Background: Assessment should form an integral part of curriculum design in higher education and should be robust enough to ensure clinical competence.Aim: This article reports on current assessment practices and makes recommendations to improve clinical assessment in the undergraduate medical programme at the University of the Free State.Methods: A descriptive cross-sectional study design was used. Qualitative and quantitative data were gathered by means of open- and closed-ended questions in a self-administered questionnaire, which was completed by teaching and learning coordinators in 13 disciplines.Results: All disciplines in the undergraduate medical programme are represented. They used different assessment methods to assess the competencies required of entry-level healthcare professionals. Workplace-based assessment was performed by 30.1% of disciplines, while multiple-choice questions (MCQs) (76.9%) and objective structured clinical examinations (OSCEs) (53.6%) were the main methods used during formative assessment. Not all assessors were well prepared for assessment, with 38.5% never having received any formal training on assessment. Few disciplines (15.4%) made use of post-assessment moderation as a standard practice, and few disciplines always gave feedback after assessments.Conclusion: The current assessment practices for clinical students in the undergraduate medical programme at the University of the Free State cover the spectrum that is necessary to assess all the different competencies required. Multiple-choice questions and OSCEs, which are valid and reliable assessment methods, are used frequently. Poor feedback and moderation practices should be addressed. More formative assessments, and less emphasis on summative assessment, should be considered. Workplace-based and continuous assessments may be good ways to assess clinical competence.

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Observable and Unobservable Involvement Behaviours of a Climatology Course’s Undergraduate Students

European Journal of Teaching and Education ◽

10.33422/ejte.v2i1.175 ◽

2020 ◽

Vol 2 (1) ◽

pp. 79-85

Author(s):

T. M. Seixas ◽

M. A. Salgueiro da silva

Keyword(s):

Academic Achievement ◽

Problem Solving ◽

Prior Knowledge ◽

Undergraduate Students ◽

Multiple Choice ◽

High Grade ◽

Multiple Choice Questions ◽

Online Questionnaire ◽

Classroom Activities ◽

The University

This study investigated students’ observable and unobservable involvement behaviours and their possible relation with academic achievement in a Climatology course at the Department of Physics and Astronomy of the Faculty of Sciences of the University of Porto, Portugal, in the Fall 2018/19. A structured online questionnaire titled “Observable and Unobservable Student Involvement Behaviours (OUSIB)” featuring a zero-centred 5-point Likert scale was used to collect the data. The OUSIB questionnaire comprised 20 multiple-choice questions, which were divided into two subscales: (1) Observable Involvement Behaviours; (2) Unobservable Involvement Behaviours; it was validated using Cronbach coefficient alpha. The collected data show that unobservable involvement behaviours are more frequent than the observable ones. This may reflect the difficulties that most students face in understanding the course contents, which likely triggers their introspective (unobservable) in detriment of their observable involvement behaviour. We notice that most of the Climatology syllabus consists of new subjects for which students generally have no prior knowledge or experience. It may constitute a great challenge for students being able to provide regular observable feedback during an entire problem-solving class. Moreover, there is a common tendency for high-grade students to prepare the classes in advance and involve less both observably and unobservably in classroom activities. We found no significant correlation between students’ final grades and their replies to the OUSIB questionnaire, which precludes any possible relationship between students’ academic achievement and their involvement behaviours in problem-solving classes.

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