MCQ type evaluation is very popular because of its easy implementation. Checking of answer script is very simple and it can always be automated. However, it is very difficult to set this type of questions that can judge the application skill of a student for a particular topic. Learning mathematics mostly relies upon the skill acquired in its application. My question is can we use the MCQ type evaluation for evaluating the learning efficiency in mathematics.
Mcq still can be as tool to evaluate things thats goes to remembering and application as long as the question use indirect question. If you use table of spesification it suppose to represent what part or chapter are you going to evaluate on the question.
I dont think mcq fully doesnt use skills and it application depends on the question and proportion in table of spesification.
I think that a maths or science test should have 2 parts, one MCQ that can test on remembering, understanding and application; and a 'structured and essay' part that can test the student's ability to evaluate, synthesize or create. For Maths, the working out of problems should be fully done in this 2nd part, and the student must prove s/he is able to do this. But, the MCQ only asks for the answer.
MCQ may help students in a way but when it comes to application and complicated derivation of formula, it will not help students mathematics and its logical power.
Dear @Anup, yes, we can use MCQ approach for Math, but there are different opinion, PRO ET CONTRA! I suggest this fine blog about the issue : "On multiple choice questions in mathematics" with lot of links, many discussions, etc.
http://terrytao.wordpress.com/2008/12/14/on-multiple-choice-questions-in-mathematics/
My own experence is that reliable multiple choice questions have some characteristics: Do not offer false responses , made the entire examination without a set of questions whose at random responses give non useful results. A second part of the examination are math problems with positive or negative reasoning answers..
I use MCQ to assess some aspects of physics and chemistry. I find that they are superb for assessing misconceptions, and illustrating if students understand the nuance of the material taught. However, I find that the students score less than in the worked parts, because fractional marks for partly correct working is not available.
I agree with the comment above that a 2 part assessment is the way to go for MCQ, but in my opinion nothing comes close to their diagnostic power for finding which part of the curriculum the students haven't understood. So my position is that MCQ yeilds data that explains well why students can't apply the skills in the curriculum, but it doesn't really show if they can apply in a novel way. Although, in a 3h high volume, time-constrained exam, how much creativity do we really allow our students to show with any kind of question?
Hello All,
Good day to you.
Concerning the question raised, I have my own misgivings about multiple choice questions (MCQs). I believe that MCQs should only be used in certain contexts and for specific purposes; that is, to a determined response.
As is the general theme, Mathis is an application-based/practise-based subject, so it would be very difficult for MCQs to assess knowledge construction and application. Biggs and Tang (2011) also endorse the notion that MCQs should not be limited.
However, I am sure than MCQs can be used in Mathematics. How? By setting the MCQs in such a way that cause students to use their creative, critical and complex cognitive skills to solve the problem. It is not impossible.
The point is that it should be used sparingly.
Regards,
Kerwin.
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Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.).
Maidenhead: McGraw – Hill/Open University Press/Society for Research into Higher
Education.
MCQs can evaluate student learning especially in an area such as Mathematics. The biggest challenge may be to identify high quality MCQs.
The question at hand, however, appear to be more a part of programme evaluation than an evaluation of how much a student has learnt.
How much a student has learnt is not the only thing to consider in evaluating learning efficiency so no, data collected only through MCQs would not be best.
I agree with Leon Harris on capability of MCQs in exploring students' misconceptions. If the choices of answers are designed around the common misconceptions pertaining to the concept, on which the question is based then it would be really interesting to discover misconceptions held by your students. And if such MCQs are administered from time to time as Formative assessments then it would certainly reveal more information about students' learning or efficiency of a mathematics teaching program.
I also agree with Sandra that MCQs alone can not give complete picture of efficiency of a teaching program, some other elements of assessment should also be used along with MCQs.
As per my knowledge there are many standard questionnaires( MCQs) in science which explores students misconceptions. It may seem to be a challenge to find such MCQs for Mathematics but I believe that you can certainly find some from the published literature or by writing to the researchers who have used/designed such MCQs.
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