E‐assessment by design: using multiple‐choice tests to good effect
E‐assessment by design: using multiple‐choice tests to good effect
复制标题
设计电子评估：使用多项选择测试取得良好效果
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
D. Nicol
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文献类型：
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作者：
D. Nicol
在过去的十年中，学生人数的增加、资源的减少以及新技术的使用增加，导致越来越多地使用多项选择题（MCQ）作为高等教育课程的评估方法。本文从教学的角度指出了与 MCQ 相关的一些局限性。然后，它提供了一个评估框架和一套反馈原则，如果实施，将支持学习者自我调节的发展。然后使用从已发表的研究中提取的评估实践案例研究，根据该框架规划 MCQ 的不同用途。该分析显示了 MCQ 可用于支持学习者自我调节发展的不同方式。该框架和原则旨在帮助教师在课程中设计 MCQ 的使用，并评估其在支持学习者自主性发展方面的有效性。该分析传达的一个关键信息是，MCQ（增强学习）的力量不仅仅可以通过更好的测试构建来增强。权力还可以通过操纵使用这些测试的上下文来实现。
Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment framework and a set of feedback principles that, if implemented, would support the development of learner self‐regulation. The different uses of MCQs are then mapped out in relation to this framework using case studies of assessment practice drawn from published research. This analysis shows the different ways in which MCQs can be used to support the development of learner self‐regulation. The framework and principles are offered as a way of helping teachers design the use of MCQs in their courses and of evaluating their effectiveness in supporting the development of learner autonomy. A key message from this analysis is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.