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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Type Journal ArticlePub Date 10/1/2010Stock # ss10_034_02_12Volume 034Issue 02