Re-engineering the multiple choice question exam for social work

Gavin Heron, Jennifer Anne Lerpiniere

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.

LanguageEnglish
Number of pages15
JournalEuropean Journal of Social Work
Early online date20 Jun 2012
DOIs
Publication statusPublished - 2013

Fingerprint

social work
engineering
learning
student
tutor
responsibility
education

Keywords

  • multiple choice exam
  • assessment
  • social work education

Cite this

@article{1e3eb5e5e77649e2a36d06a9691bf266,
title = "Re-engineering the multiple choice question exam for social work",
abstract = "The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.",
keywords = "multiple choice exam, assessment, social work education",
author = "Gavin Heron and Lerpiniere, {Jennifer Anne}",
note = "DOI correct but not working - DHS 5/6/13",
year = "2013",
doi = "10.1080/13691457.2012.691873",
language = "English",
journal = "European Journal of Social Work",
issn = "1468-2664",

}

Re-engineering the multiple choice question exam for social work. / Heron, Gavin; Lerpiniere, Jennifer Anne.

In: European Journal of Social Work, 2013.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Re-engineering the multiple choice question exam for social work

AU - Heron, Gavin

AU - Lerpiniere, Jennifer Anne

N1 - DOI correct but not working - DHS 5/6/13

PY - 2013

Y1 - 2013

N2 - The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.

AB - The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.

KW - multiple choice exam

KW - assessment

KW - social work education

UR - http://www.scopus.com/inward/record.url?scp=84885165432&partnerID=8YFLogxK

UR - http://www.tandfonline.com/doi/full/10.1080/13691457.2012.691873#.Ua9GANgtTSg

U2 - 10.1080/13691457.2012.691873

DO - 10.1080/13691457.2012.691873

M3 - Article

JO - European Journal of Social Work

T2 - European Journal of Social Work

JF - European Journal of Social Work

SN - 1468-2664

ER -