Student‐Generated Pre‐Exam Questions is an Effective Tool for Participatory Learning: A Case Study from Ecology of Waterborne Pathogens Course

Teplitski, Max; Irani, Tracy; Cesare, Mariachiara Di; Marvasi, Massimiliano

doi:10.1111/1541-4329.12129

Cited by 13 publications

(7 citation statements)

References 38 publications

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“…Fu-Yun & Chun-Ping demonstrated through hundreds of papers that student-generated questions promoted learning and led to personal growth [ 32 ]. For example, in Ecology, students who were asked to construct multiple-choice questions significantly improved their grades [ 33 ]. Also, in an undergraduate taxation module, students who were asked to create multiple-choice questions significantly improved their academic achievement [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

Does developing multiple-choice Questions Improve Medical Students’ Learning? A Systematic Review

Touissi

Hjiej

Hajjıouı

et al. 2021

Medical Education Online

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Practicing Multiple-choice questions is a popular learning method among medical students. While MCQs are commonly used in exams, creating them might provide another opportunity for students to boost their learning. Yet, the effectiveness of student-generated multiple-choice questions in medical education has been questioned. This study aims to verify the effects of student-generated MCQs on medical learning either in terms of students’ perceptions or their performance and behavior, as well as define the circumstances that would make this activity more useful to the students. Articles were identified by searching four databases MEDLINE, SCOPUS, Web of Science, and ERIC, as well as scanning references. The titles and abstracts were selected based on a pre-established eligibility criterion, and the methodological quality of articles included was assessed using the MERSQI scoring system. Eight hundred and eighty-four papers were identified. Eleven papers were retained after abstract and title screening, and 6 articles were recovered from cross-referencing, making it 17 articles in the end. The mean MERSQI score was 10.42. Most studies showed a positive impact of developing MCQs on medical students’ learning in terms of both perception and performance. Few articles in the literature examined the influence of student-generated MCQs on medical students learning. Amid some concerns about time and needed effort, writing multiple-choice questions as a learning method appears to be a useful process for improving medical students’ learning.

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Section: Discussionmentioning

confidence: 99%

Does developing multiple-choice Questions Improve Medical Students’ Learning? A Systematic Review

Touissi

Hjiej

Hajjıouı

et al. 2021

Medical Education Online

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show abstract

“…Of course, the pre-service teachers in the RQA class and in the QASEE class have been initially provided with the knowledge on how to arrange questions in accordance with the revised version of Bloom Taxonomy. This has also been proven to be effective in guiding the process of making questions better (Kaya & Temiz, 2018;Teplitski et al 2018).…”

Section: Question Types Based On Cognitive Process Dimensionmentioning

confidence: 99%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research aims at analyzing the question types posed by pre-service teachers at the implementation of QASEE (Questioning, Answering, Sharing, Extending and Evaluating) learning and its comparison with RQA (Reading, Questioning, and Answering) learning and conventional learning. 107 pre-service teachers participated in this qualitative and quantitative research. The data of questions raised during the learning activities were collected using observation sheets. The collected questions were analyzed related to the content and were classified based on the revised version of Bloom's taxonomy. The results were then analyzed descriptively. Based on the cognitive process dimensions, in the QASEE class, the most common question type found is the Q2 questions (59.34%) and only few Q1 questions (2.75%) are found; in the RQA class, the most common question type is the Q2 questions (67.22%) and only a small number of Q1 types (2.79%) are found, while in the conventional class, the Q1 and Q2 questions are found in the same frequency (32.35%). Based on the knowledge dimension, in the QASEE class, the most question type found is the QC questions (86.64%) and only few QF questions are found (1.75%); in the RQA class, the most question type found is the QC questions (83.94%) and only few QF questions (5.57%) are found, while in the conventional class, the frequencies of the QF and the QC questions are 32.35% and 44.12% respectively. Based on the cross-section dimension, in the QASEE class, the most question type found is the classify questions (57.60%) and only few list questions (0.42%) are found. In the RQA, the classify questions (63.40%) are also the most question type found and only few list questions (1.86%) were found, while in the conventional class, the most question type found are the list questions (32.35%), and the classify questions (32.35%). The QASEE learning has the most potential in encouraging pre-service teachers to produce better questions, because it has the highest frequency of HOT (Higher Order Thinking) and QM questions as well as the lowest frequency of list question, compared to the RQA and conventional learning.

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“…Self-regulation of learning refers to the metacognitive process of assessing one’s competencies relative to an academic goal and the development of corresponding strategies to improve intellectual growth ( 1 ). An emerging method to promote self-regulation of learning in the undergraduate classroom is to directly involve learners in the design and evaluation of course assessments ( 2 – 4 ). By providing students with opportunities to serve as active decision-makers in the assessment process, they are better able to understand the criteria by which their work is evaluated, to enhance their cognitive reasoning, and to ultimately direct their own learning ( 5 , 6 ).…”

Section: Introductionmentioning

confidence: 99%

Build-Your-Own Exam: Involving Undergraduate Students in Assessment Design and Evaluation to Enhance Self-Regulated Learning

D’Ambrosio

2021

J Microbiol Biol Educ.

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Teaching students how to critically assess their own learning progress is a persistent challenge in undergraduate science education. Engaging students in the design and evaluation of assessments is an emerging method for enhancing self-awareness of one's own competencies, to identify knowledge gaps, and to develop strategies for improved learning. Here, I describe an assessment activity for mid-level undergraduate science courses that directly involves students in the composition, revision, and evaluation of written exams. This activity uses a combination of faculty instruction, peer feedback, and self-assessment to facilitate deep comprehension of the curriculum and to ultimately help increase students' cognitive reasoning and ability to self-regulate their own learning. Instructional resources and alternative activity timelines are provided to promote easy implementation in a variety of course contexts at the post-secondary level.

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Student‐Generated Pre‐Exam Questions is an Effective Tool for Participatory Learning: A Case Study from Ecology of Waterborne Pathogens Course

Cited by 13 publications

References 38 publications

Does developing multiple-choice Questions Improve Medical Students’ Learning? A Systematic Review

Does developing multiple-choice Questions Improve Medical Students’ Learning? A Systematic Review

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Build-Your-Own Exam: Involving Undergraduate Students in Assessment Design and Evaluation to Enhance Self-Regulated Learning

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