Using Multiple Choice Questions to Assist Learning for Information Retrieval

Abstract

This is the accepted version of the paper.This version of the publication may differ from the final published version. Abstract A key issue in teaching and learning in information retrievalparticularly for library and information science students -is the gap in prior knowledge compared with the need for mathematics to conduct and evaluate searches. In this chapter, we examine the use of online Multiple Choice Questions to support these type of students, and narrow this gap between experience and knowledge. We provide some background in terms of related work and the use of MCQ's for assessment. The key areas of search which can be supported by this form of assessment are defined, and these are used to outline a proposed strategy for defining a series of questions to support learning. Permanent

Search Strategy Formulation

“…The use of MCQs can be used to test understanding of the form of strategy, e.g. MacFarlane [14] specifies an example set of questions (labelled under the group C element of the MATH taxonomy [31]), which would use questions on the different forms to allow the user to assess their own understanding. For example, giving the student a facet analysis and asking them to identify the correct building blocks strategy from a number of distractors.…”

“…For term selection tactics, either formative or summative feedback schemes would be appropriate, providing individualized feedback to address specific student issues. MCQs can be used for operator tactics with appropriate use with given distractors, which can be delivered with Group C questions [31] in strategies above [14] but as a separate question set, e.g. the correct use of MeSH terms.…”

“…Group A questions [31] could be used to assess the understanding of Boolean and extended Boolean logic by providing text examples and asking the student to pick which queries would retrieve that text [14].…”

“…Assessment and feedback can use a wide variety of methods including those mentioned above in E-learning such as multiple choice questions (MCQs) [14], assignments, projects and tests [15] or even an IR game [16] where the student can assess their performance on a task using an IR system with a standard test collection, allowing them to assess their progress using a graphical tool. Feedback can be automatic via MCQs [14] or via summative or formative textual feedback [15] for more abstract ideas where there is no right and wrong answer (see section 5 below).…”

“…This could include continual review of the information need and any related topics which could be useful for each facet. Links and relations between facets should be identified by the searcher and recorded in a checklist [14].…”