Revisiting objective tests: a case study in integration at honours level

dc.creator	Pauline Maclaran
dc.creator	Alan Sangster
dc.date	2000-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:16:48Z
dc.date.available	2015-08-12T11:16:48Z
dc.identifier	10.3402/rlt.v8i2.11993
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/a289c2b11fd24caa946b4e52fd378267
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/25867
dc.description	Multiple-choice questions (MCQ) are widely accepted in the United States as a mode of assessment in undergraduate courses. In an environment of ever increasing class sizes, they provide a faster way to assess large groups of students, whilst also providing a way to measure deep understanding. However, in the UK there is scepticism from lecturers about the use of MCQ tests and, perhaps more significantly, from students themselves. This frequently means that someone using MCQs as a means of assessment will find both a lack of support from colleagues and resistance from students.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/11993
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 8, Iss 2 (2000)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Revisiting objective tests: a case study in integration at honours level
dc.type	article