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Adapting multiple-choice items
for group discussion
Multiple-choice
items may be quite complex and challenging in the thinking
sequences required. This strategy allows such items
to be redeveloped for formative assessment.
We
have used this strategy to redevelop some ARB multiple-choice
questions that students found “very difficult”.
Such questions may require a chain of reasoning and
interpretation before students arrive at a choice of
answer. By including discussion, teachers get an insight
into the students’ thinking processes that lead
to their final choice of answer. The strategy has some
similarities to Concept Cartoons in that students discuss
the alternatives provided.
When
to use
Use
when the initial information and/or distractors for
a multiple choice question need discussion and analysis
before an answer is reached, or where more than one
answer may be at least partially correct.
It
can be used for:
-
checking students' ability to interpret data (e.g.
complex tables and charts);
-
checking students' ability to draw evidence-based
conclusions;
- assessing
transfer – that is, students' ability to apply
concepts to new contexts;
-
encouraging students to clarify values and priorities.
The
theory
Socio-cultural
learning theory draws attention to the power of shared
thinking. When students work together to solve a problem
or address an issue, the different ideas they bring
may help them forge new understandings that go beyond
what they could accomplish alone. Different background
experiences can be shared and diverse details of the
problem or issue are more likely to be brought to notice
and discussed.
How
the strategy works
As
well as providing teachers with information about students'
thinking, students are supported to self-regulate in
the following ways:
- Evaluating
the distractors provided and listening to others'
ideas helps students to begin evaluating their own
reasoning processes (and values if relevant).
- Preliminary
discussion questions may alert students to possible
interpretation strategies and encourage them to think
about the ones they are using. This is a "meta"
level or thinking about thinking focus.
-
Generating discussion often motivates students to
want to find out more about an issue.
What
to do
Choose
an interesting but complex multiple-choice question.
Analyse
the reasoning processes needed to arrive at an answer.
Based
on this analysis, create preliminary questions that
draw attention to salient features of the information
provided, and/or assess students' ability to process
data. Shape these as simple discussion questions that
support them to "unpack" the source material
provided – for example by asking questions that
draw attention to details in tables or graphs.
Ensure
that the discussion builds towards analysis of the actual
multiple-choice question in a way that encourages students
to say why they selected their preferred answer.
Old
examinations papers and tests can be a good source of
appropriate questions to adapt.
Limitations
-
Oral responses need to be managed so other group members
do not initially influence students. (Use Think-Pair-Share,
for example, before sharing with the whole group.)
-
Some students may have difficulty explaining their
reasoning.
-
Analysis needed to redesign the question takes time.
Discussions can go in directions not anticipated by
the distractors.
Examples
of ARB resources that have been adapted from multiple-choice
questions to discussion questions
Science
LW0513
(L5)
LW0512
(L5)
Maths
A similar strategy in mathematics is described
in Mathematical Discourse
Assessment
strategies | ARB
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