The PKC Approach to using Multiple Choice Questions

The Primary Knowledge Curriculum (PKC) team are excited to be partnering with Carousel Learning. Our partnership will provide teachers with access to an online multiple-choice quizzing tool which aims to support children with remembering the powerful knowledge we have specified in a carefully sequenced curriculum. Our PKC question banks will enable teachers to create quizzes that support pupils with retrieving knowledge from across the curriculum in an accessible and age-appropriate way, including using image-based questions. The use of this online tool not only supports our pupils with embedding knowledge into their long-term memory stores, but it also supports teachers in helping them to identify common errors and misconceptions that are pertinent to their individual class. Following the quiz, teachers can access a feedback report which will aid them in providing quick and targeted feedback, thereby supporting teachers in being more responsive to their pupils’ needs.

Why use them?

Multiple Choice Questions (MCQs) are particularly useful for implementing the testing effect, which indicates that retrieving knowledge is more likely to cement things in memory than simply restudying the content (Willingham, 2013). As the Carousel Learning website highlights, “Tests containing carefully sequenced questions from across a curriculum are a great way to embed knowledge in the long-term memory.” Additionally, MCQs are a great tool to tackle misconceptions which can become more embedded the longer we leave them unchallenged.

There are many benefits to using MCQs. They are, “…efficient to administer, they are easy to score objectively, and they can be used to sample a wide range of content domains in a relatively short time using a single test administration” (Gierl et al, 2017).

Little et al (2012) found that MCQs not only “trigger productive retrieval processes”, but also “facilitated recall of information pertaining to incorrect alternatives”. This means that MCQs can have an advantage over simple recall testing: MCQs engage the learner in a thought process that requires them to discern between right and wrong answers by considering the differences between them. This is achieved by using plausible distractors (‘lures’) in the answer options.

At PKC, we view MCQs as an assessment tool that enables us to check knowledge and identify misconceptions, but also as a diagnostic tool that can provide scope for re-teaching where necessary. We use them within our trust and partnership schools to support long-term retention.

 

How We Write MCQs

At PKC, our approach towards how MCQs have been designed is rooted in the best bets from relevant research:

• The stem should be a question and not have irrelevant material (Brame, 2013)
• We have used questions, rather than statements, (e.g. ‘Who is currently the King of England?” rather than “The King of England is… a. King Charles, b. King George) so the pupil can focus on the problem rather than holding a partial sentence in working memory and trying different alternatives (Statman, 1988)
• We have avoided negatively phrased stems – e.g. which of these is not green? (Haladyna et al, 2002)
• We have focused on important content (i.e. core knowledge needed) (Haladyna et al, 2002)
• Where possible, we have avoided complex vocabulary (Haladyna et al, 2002)
• We have avoided stems that say ‘choose the statement which is true’
• We have avoided using ‘none of the above’ as the correct answer as it could negatively affect the testing effect (Odegard and Koen, 2007)
• The lures (plausible distractors) are designed to replicate errors commonly made by students and to look plausible to students in order to lure them away from the keyed option (DiBattista and Kurzawa, 2011)

How We Use Them

We understand that assessment is complicated and that individual assessments can be limited in what they tell us. That is why we encourage teachers to use quizzing both throughout and at the end of our units. When used throughout the unit, they help teachers to spot misconceptions so they can be tackled immediately. When used at the end of units, they should be used in conjunction with our other assessment tools: knowledge organisers (KOs) with missing information for pupils to fill in and writing tasks that allow children to apply knowledge learnt.

KOs and quizzes that require ‘short answers’ allow for retrieval of knowledge, MCQs encourage the pupils to think hard by differentiating between wrong and right information, and the writing tasks get pupils to independently apply the knowledge learnt. The use of all three together provides teachers with a more accurate and well-rounded view of pupil understanding.

We advocate that pupils self-mark and/or review their own responses to quizzes so that any discrepancy between current understanding and the correct answer can be tackled immediately through instant feedback . This presents an opportunity for the teacher to go through each question, clarifying for the learner where any discrepancy may have been. The low stakes nature of our MCQs coupled with the immediate feedback helps all children to be and feel successful.

 

The impact of MCQs

We want children to use and apply knowledge confidently and fluently. MCQs play an important role in helping children to remember the carefully curated curriculum we teach. By participating in regular quizzing, children recognise the role their memory plays in revision which helps them to understand their own learning. By using quizzing, as teachers, we become skilled at identifying gaps in learning without a huge workload implication. We can, quickly and easily, find the knowledge we need about what our children remember. Then we can make precise adaptations to our teaching in direct response to children’s needs.
When children can remember the knowledge in the curriculum, they can think critically, form opinions, make informed judgements and have a voice. By using MCQs as one of the many tools in our teaching and learning repertoire, we teach our ambitious curriculum responsively whilst supporting all children to succeed.

 

References:
Brame, C. (2013) Writing good multiple-choice test questions. https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/

DiBattista, D. and Kurzawa, L. (2011). Examination of the quality of multiple-choice items on classroom tests. Canadian Journal for the Scholarship of Teaching and Learning, 2(2), p.4.

Gierl, M.J., Bulut, O., Guo, Q. and Zhang, X. (2017). Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research, 87(6), pp.1082-1116.

Haladyna, T.M., Downing, S.M. and Rodriguez, M.C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied measurement in education, 15(3), pp.309-333.

Little, J.L., Bjork, E.L., Bjork, R.A. and Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological science, 23(11), pp.1337-1344.

Odegard, T.N. and Koen, J.D. (2007). “None of the above” as a correct and incorrect alternative on a multiple-choice test: Implications for the testing effect. Memory, 15(8), pp.873-885.

Statman, S. (1988). Ask a clear question and get a clear answer: An enquiry into the question/answer and sentence completion formats of multiple-choice items. System, 16(3), pp.367-376.

Willingham, D. (2013) – http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/better-studying-less-studying-wait-what