In the world of education, the methods and tools used for assessment play a pivotal role in shaping students' learning experiences. Among these tools, multiple choice questions (MCQs) have garnered both praise and criticism. However, when strategically crafted and utilised, MCQs can offer significant value within teaching and learning environments. In this article, we will explore the essence of MCQs - in particular, their utility, application, and the cognitive science behind their effectiveness when used alongside methodologies such as retrieval practice and the strengthening of memory.
Understanding the Science: Bjork and Bjork's Desirable Difficulties
To appreciate the value of MCQs, it's essential to grasp the concept of desirable difficulties, as proposed by Robert and Elizabeth Bjork. Desirable difficulties refer to learning conditions that, despite appearing challenging, actually enhance long-term retention and retrieval of information. The Bjorks argue that when learning is easy, it's often deceptive; true mastery requires grappling with material in ways that foster deeper understanding. Let’s look at an example:
Let’s imagine that a BGE History class did a unit on the Tudors. They completed the unit a month ago and the teacher now wishes to return to this to gauge how well the learning has ‘stuck’. She presents the class with a multiple choice question as part of her lesson starter, as follows:
Which of the following is NOT a wife of Henry VIII?
The four options are:
Catherine of Aragon
Catherine Howard
Megan Markle
Katherine Parr
This is an example of an MCQ which does NOT contain desirable difficulty: it is clear, even to those who don’t know anything about options a, b and d, that c (Megan Markle) is the correct answer here, given that this is a clear anomaly and that she is an easily identifiable contemporary figure. To further demonstrate the lack of effort needed to answer correctly, imagine that the teacher has employed dual coding to aid differentiation, with images of each woman next to (or even replacing) the written options. The clear distinction between a, b and d with option c does not even require the learner to identify the incorrect answers, so obvious is the answer for which the teacher is looking.
MCQs inherently embody desirable difficulties by presenting students with choices and requiring them to discern the correct answer amidst distractors. This process engages retrieval practice, a cognitive strategy proven to strengthen memory and learning. When students must actively recall information from memory to select the correct option, they solidify their understanding and retention of the material. However, the distractor must be plausible (unlike the Megan Markle option above).
So, how might the teacher rewrite the question to provide a plausible distractor, and therefore include desirable difficulty? Let’s look at the following example:
Which of the following is NOT a wife of Henry VIII?
The four options are:
Catherine of Aragon
Catherine Howard
Catherine the Great
Katherine Parr
Here, with a slight tweaking of the question, the learner must employ more effortful remembering. All four answers have the same first name (despite d having a different spelling), so that the correct answer is not immediately obvious. The learner, then, must read each option and consider - even visualise - who each woman is. Moreover, if dual coding is used again, the answer would still not be initially clear, given the fact that all four are from a period of the past and none would stand out to the learners’ untrained eyes. As a result, this is a better MCQ than the first example and still requires little effort in terms of preparation time: it is low effort and high reward in terms of information gathering, strengthening of memory and forward planning (more of which below).
Building Mental Schemas: The Creation of Cognitive Frameworks
Another aspect central to effective learning is the construction of mental schemas, which are organised frameworks that help individuals interpret and understand new information. MCQs contribute to this process by prompting learners to categorise and relate concepts within a structured framework.
When students encounter MCQs, they must assess the relationships between different options and align them with their existing knowledge base. This process not only reinforces previously learned material but also aids in the assimilation of new information into their cognitive schemas. Over time, repeated exposure to MCQs assists in the refinement and expansion of these mental frameworks, fostering deeper comprehension and critical thinking skills.
Utilising MCQs for Formative Assessment
Formative assessment plays a crucial role in gauging learner progress and guiding instructional planning. MCQs offer a versatile tool for conducting low stakes formative assessment that provide valuable insights into student understanding and areas needing improvement. The key phrase here is ‘low stakes’: the best way to hone information about learning is through testing in an environment that does not feel like a test is taking place. MCQs can, in fact, be engaging, collaborative and even fun if presented through the medium of platforms which gamify learning while allowing the teacher to gather evidence for analysis. There are various sites which offer this, many of which are now integrating AI to help teachers generate questions in a more
time-efficient manner.
In my own lessons, I regularly use one such platform for this very purpose. Recently, I interviewed some of my S3 learners in order to garner their opinions on this approach. On the whole, they were positive about the use of such technology in their lessons, saying that it was ‘fun’, ‘gave you the chance to re-attempt answers’ and offered ‘extra support’ in questions with which they were struggling (such as reducing the available choices).
Through well-designed MCQs, educators can assess their students' grasp of fundamental concepts, identify misconceptions, and tailor instruction to address specific learning needs. Furthermore, the immediate feedback inherent in MCQs allows students to self-assess their understanding and adjust their learning strategies accordingly.
Informing Teacher Forward Planning
In addition to benefiting students, MCQs serve as valuable tools for informing teacher planning and instructional design. By analysing student responses to MCQs, teachers can gain valuable insights into the efficacy of their teaching
methods and the clarity of their instructional materials.
Patterns observed in learner performance on MCQs can highlight areas of strength and weakness within the curriculum, prompting educators to adjust pacing, revisit certain topics, or introduce supplementary resources as needed. This data-driven approach to instructional planning enables us to optimise learning experiences and better support student achievement.
Catalysing Higher-Order Thinking
While MCQs are often associated with assessing basic knowledge recall, they can also serve as springboards for higher-order cognitive tasks. One criticism of this style of teaching is that it is restrictive and doesn’t allow for challenge, but this view has now been opposed by the research. This idea of MCQs as a ‘springboard’ is integral in the argument for their effectiveness. By incorporating MCQs into larger assessments or learning activities, educators can scaffold students' progression towards deeper levels of understanding and critical thinking.
Following the completion of MCQs, teachers can design follow-up tasks that require students to analyse, evaluate, and synthesise information. These tasks may include essay questions, problem-solving activities, or group discussions that encourage students to apply their knowledge in novel contexts and articulate their reasoning. Even within the context of a lesson starter, such higher order tasks can be integrated to promote such skills. To demonstrate how easily and effectively this can be done, let’s return to the earlier example on the wives of Henry VIII:
Which of the following is NOT a wife of Henry VIII?
The four options are:
Catherine of Aragon
Catherine Howard
Catherine the Great
Katherine Parr
Once the correct answer has been identified, further questions can be given to allow learners the opportunity to deepen their understanding, strengthen their memory on the topic, and develop their higher order skills. Such questions could look like:
Understanding
Who was the final queen of the three correct options?
Analysis
How do we know that Henry had trust and respect for Catherine of Aragon during their marriage?
Evaluation
Which queen do you think Henry had the most affection for? Give a reason.
Making Connections
Find a connection between the incorrect answer and one of the correct options.
In such a way, a lesson starter becomes more robust and effortful, rather than just an arbitrary ‘settling in’ task. Not only does the MCQ component of the task support learners who may find the subject or topic challenging, but provision is made for those who quickly complete the initial part of the task.
Multiple choice questions are far more than mere assessment tools: they are catalysts for learning and cognitive development. Grounded in the principles of desirable difficulties and cognitive science, MCQs facilitate the construction of mental schemas, inform instructional planning, and foster higher-order
thinking skills.
When thoughtfully integrated into teaching and learning practices, MCQs have the power to enhance student engagement, deepen understanding, and promote long-term retention of knowledge. By harnessing the value of MCQs, teachers can cultivate dynamic learning environments where students thrive intellectually and academically.
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