STEP 4: 7 Strategies for Metacognition - Discussion Forum

Explain WHY the answer is what it is.  I can also see how tiered/scaled scoring to reflect the type of question can relate.  But I would argue that multiple choice can be extremely challenging - if phrased correctly and written to reflect beyond just base-level knowledge.  In my anatomy class, students quickly learn that MC is the hardest part behind the entire test, which consists of MC, fill in the blank, short answer, AND essay...

I think it's interesting that it's the preparation for the exam that affects students' metacognitive skills/practice. Sometimes I give my sophomores a list of the essays I might give on an exam and have them do a Socratic Seminar on all of them to prepare. I wonder if being more deliberate and consistent about essay questions, even short ones would affect students' metacognitive skills in other areas like the research paper unit I'm working on. 

Multiple choice questions most often only require students to memorize information. At times, the choices might be very similar and require some critical thinking to figure out the correct one. However, constructed response questions require a student to understand the information and apply the knowledge. Students have to be aware of what they understand and how they can share that knowledge with others. Constructed response require students to learn more and be critical thinkers. They should be a component of an assessment in addition to multiple choice questions.

I use a combination of question formats, but I do find that my multiple choice are not just straightforward answers.  They are often the most difficult part of the test.  They involve analyzing the information,chart, concept and applying it to a situation.  In order to get the answer, students will need to be familiar with the concept.

For sure, essay is the best way to see into students' brains.  The problem occurs when class sizes reach 25+.  Maybe a staggered due dates would help solve some of the stress.

I can definitely see the correlation between levels of preparation and study between multiple choice and short answer or essay.  For some students you can almost hear their relief when hearing that a portion of an assessment will be matching or multiple choice -- they know they will moly likely not need to understand on a deeper level.  I would really like to learn more about creating multiple choice questions that still require students to get to that deeper level of application or evaluation.

I have used multiple assessment formats in my classroom that range from long essay (larger concept), multiple choice (vocab), short answer (smaller concept), verbal, and most often a combination of several of these. Ultimately, I think that all of these methods have their time and place in the classroom and when used correctly can be successful means of measuring comprehension.

My tests include a variety of testing methods, from multiple choice to fill-in-the blank to question/answer and essay questions, depending on the material being taught.  I give a pre-test before the test so that students focus on their problem area/s and get help on those before the test.  Prior to a test, I also have students work in groups of 3 to 5 students to write sentences using pre-made cards with the vocab and grammar concepts on them.  I have set rules that they follow.  It's a helpful activity in many ways because they help each other think of sentences (which all have to be different from the others in the group) which gets them to focus on the material we're working on very well.

I always make an effort for the students to make connections to their own lives. How does this apply to you? What can you learn from this? How can this be useful to you?

Multiple choice tests may be useful in a variety of settings/situations. It is helpful to narrow down what exactly a student is missing from the content given and is also a useful testing choice for students who struggle.  Helping students think about their thinking is important and therefore, additional testing questions such as essays may be useful too.

This is something I have been working on for the past year...revamping my assessment from T/F, Matching, etc. to more cognitive-thinking questions.  In doing so, I really am able to get a better feel for what they have grasped and have not.  Multiple choice, T/F, Matching is much more difficult to know whether they were just guessing or really knew the information.

Multiple choice may have an answer that the student did not think of before, and bring new thinking into light. Multiple choice is also good when a student needs options and ideas to help.

Multiple choice can be good for students in special education who have difficulty with higher order thinking skills.  It can also be useful for students who have not thought of other options that are presented in the choices.

Multiple choice is super helpful as a specialist working with students out of class. it often prompts thinking and helps students recall information from class; however, knowing the students ability and giving them time to process is important in the design of the evaluation as well. Essays are nice for students to give what they know, but be prepared for the indirect ideas and ask them to be specific if they are not. 

Essay questions are valuable for many reasons, one of which is that it gives the students writing practice. A student may be able to convince the teacher her answer is correct through her persuasive writing or analysis of a situation. The drawback, of course, is the grading time required and the possibility of more subjectivity in the grade. How can you be sure you apply the same criteria to student one as opposed to student thirty-nine and end up with a fair grade? I agree that multiple choice questions can be effective assessment tools if the questions are carefully crafted.

I like M.C. to check if they know the basics right away. 

I like essay/problems to let them show me they get it towards the end and at the end.

Multiple choice tests many times reveal students’ basic knowledge.  Many times this type of test focuses on memorization. Essay questions and other questioning techniques require student to think more critically and stretch or challenging their present knowledge and understanding.

I feel multiple choice questions may be effective if I require analysis of a problem, require evaluations of different ideas, and design options that require a high level of multiple choice items that test higher-order thinking.  Questioning techniques can impact student learning by creating greater awareness of how each student acquires knowledge.  My goal, is that through questioning my students learn how to regulate their behavior to maximize learning.  Therefore, the students will begin to see how their strengths and weaknesses affect how they perform.  Growth in my classroom will occur when the students are able to understand how they think and this will allow them to achieve higher levels of learning.

When might multiple-choice be useful? Multiple choice may be used when comparing past and present with specific examples

How else might questioning techniques impact student metacognition?  “Stump the Panel” may be used in which students create the questions on facts that they have learned about Pioneer Life and then ask their peers.  Another idea that may help with metacognition and making connections is “Chalk Talk”.  All students are able to reflect and share their voice.

How might this help you to innovate formative assessment?  The teacher will be able to assess the level of understanding the children are at and how she/he may need to differentiate the learning and what resources they may need to help understanding.