Teacher’s Toolkit: Strategies for the meaningful evaluation of multiple-choice assessmentsby: Robert Chesbro

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Too many multiple-choice tests are administered without an evaluative component. Teachers often return student assessments or Scantron cards—computerized bubble forms—without review, assuming that the printing of the correct answer will suffice. However, a more constructivist approach to follow up multiple-choice tests can make for more meaningful learning experiences for students. One way is to have students explain, classify, and analyze the nature of their errors. Here you will discover some strategies that will help make the evaluation of multiple-choice assessments more meaningful.

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  • on Wed May 25, 2011 9:34 AM

The author describes the need to evaluate student choices after a multiple choice test is taken. For this task he provides a tool he created called a “Multiple-choice test error-articulation grid.” This tool helps students understand why they made the wrong choice. He also uses an “error classification” chart also included in this article. His premise is that this will help students identify what they did wrong and thus improve concept understanding. I think this technique while time consuming is important and could help a student pay more attention and make better choices during multiple-choice exam which is the format for state mandated assessment tools.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

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