Student Learning with Generated and Answered Peer-written Questions

Hudson, Shelby L.; Jarstfer, Michael B.; Persky, Adam M.

doi:10.5688/ajpe6315

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…Walsh et. al. demonstrated that students involved in question-writing performed significantly better on a subsequent institutional summative assessment, but did not control for baseline academic differences between those students who wrote MCQs and those who did not [8,9].These improvements in examination performance through involvement in MCQ-writing have also been shown in other healthcare professions training programs including nursing, pharmacy, and dentistry, but with similarly variable approaches ranging from associations between student ratings of peer-created MCQs and exam performance to true randomization with control group comparison [14][15][16].…”

Section: Introductionmentioning

confidence: 88%

Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

Kurtz

Lourie

Holman

et al. 2019

Medical Education Online

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Background: Teaching students how to create assessments, such as those involving multiplechoice questions (MCQs), has the potential to be a useful active learning strategy. In order to optimize students' learning, it is essential to understand how they engage with such activities. Objective: To explore medical students' perceptions of how completing rigorous MCQ training and subsequently writing MCQs affects their learning. Design: In this mixed methods exploratory qualitative study, eighteen second-year medical students, trained in MCQ-writing best practices, collaboratively generated a question bank. Subsequently, the authors conducted focus groups with eight students to probe impressions of the process and the effect on learning. Responses partially informed a survey consisting of open-ended and Likert rating scale questions that the remaining ten students completed. Focus group and survey data from the eighteen participants were iteratively coded and categorized into themes related to perceptions of training and of collaborative MCQ writing. Results: Medical students felt that training in MCQ construction affected their appreciation for MCQ examinations and their test-taking strategy. They perceived that writing MCQs required more problem-solving and content-integration compared to their preferred study strategies. Specifically, generating plausible distractors required the most critical reasoning to make subtle distinctions between diagnoses and treatments. Additionally, collaborating with other students was beneficial in providing exposure to different learning and questionwriting approaches. Conclusions: Completing MCQ-writing training increases appreciation for MCQ assessments. Writing MCQs requires medical students to make conceptual connections, distinguish between diagnostic and therapeutic options, and learn from colleagues, but requires extensive time and knowledge base.

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Section: Introductionmentioning

confidence: 88%

Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

Kurtz

Lourie

Holman

et al. 2019

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Currently, literature which reports on deployments of the PeerWise software is disproportionately biased towards experiences from STEMM subjects (Biggins et al, 2015;Hancock et al, 2018;Harris, Walsh, Denny, & Smith, 2018;Hudson, Jarstfer, & Persky, 2018;Kay et al, 2018, Mac Raighne et al, 2015Rhodes, 2013) compared to discursive subjects (Humpage, 2014;Renzo, 2014). Accordingly, a primary aim of this paper was to assess whether the desirable outcomes associated with implementing student-authored MCQ software such as PeerWise (ie, engagement with course content and student satisfaction) reported in accounts from STEMM deployments (Biggins et al, 2015;Hancock et al, 2018;Mac Raighne et al, 2015;Tatachar & Kominski, 2017) may be replicable in discursive subjects, where course content is characterised by more nuance and interpretation.…”

Section: Discussionmentioning

confidence: 99%

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Snow¹,

Wilde²,

Denny³

et al. 2018

Brit J Educational Tech

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Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ’s in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers’ MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one correct answer. In addressing these shortcomings, this paper offers specific recommendations to instructors of more discursive subjects using student‐led MCQ authoring platforms, and further, how platforms such as PeerWise may be adapted to better suit disciplines characterised by discursive content. We propose alternative approaches to moderation and two suggestions for potential amendments to the software itself.

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“…Estos hallazgos son acordes con los de estudios previos realizados con estudiantes de la misma universidad española en el Grado de Psicología (Morales et al, 2021) y de Medicina (Nso-Roca et al, 2020). También están en línea con estudios internacionales de universidades de diferentes países que apoyaron que el uso de PeerWise se relacionaba de forma positiva y significativa con el rendimiento académico general o en los exámenes tanto en el grado en Psicología (Howe et al, 2018) como en diversas titulaciones (e.g., Hancock et al, 2018;Hudson et al, 2018;Kay et al, 2020;McQueen et al, 2014). Por lo que, con los datos disponibles hasta la fecha, parece existir un sólido apoyo a la relación positiva entre el uso de PeerWise y el rendimiento académico entre estudiantes universitarios de diferentes universidades y disciplinas.…”

Section: Discusión Y Conclusionesunclassified

El profesorado, eje fundamental de la transformación de la docencia universitaria

2022

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El Instituto de Ciencias de la Educación presenta en este volumen los mejores trabajos de investigación educativa, tras una minuciosa revisión por pares llevada a cabo por especialistas de diversas universidades. En esta ocasión, el director de orquesta es el profesorado, artífice de llevar la batuta en el proceso de transformación de la docencia universitaria. La obra consta de 46 capítulos, organizados en diversas temáticas: 6 aportaciones muestran Estrategias y metodologías enfocadas a la transferencia del conocimiento y resultados de investigación sobre docencia en la Educación Superior; 12 están dedicados a Acciones educativas innovadoras en la Educación Superior; 1 describe Experiencias educativas derivadas de la evaluación y de los indicadores de la calidad docente en la Educación Superior; 11 textos tratan sobre Metodologías innovadoras basadas en el uso de las tecnologías (TIC o TAC) en la Educación Superior; 11 trabajos están dedicados a la Innovación docente en la Educación Superior en torno a la educación inclusiva, accesibilidad, género y educación para el desarrollo sostenible; y 5 textos detallan Acciones de apoyo, orientación y refuerzo al alumnado para la mejora de la formación y de los resultados en la Educación Superior.

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Student Learning with Generated and Answered Peer-written Questions

Cited by 10 publications

References 14 publications

Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

El profesorado, eje fundamental de la transformación de la docencia universitaria

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