Using student-generated questions for student-centred assessment

Papinczak, Tracey; Peterson, Raymond; Babri, Awais Saleem; Ward, Kym; Kippers, Vaughan; Wilkinson, David

doi:10.1080/02602938.2010.538666

Cited by 30 publications

(26 citation statements)

References 22 publications

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“…Confirming earlier studies concerning student-generated items (Palmer & Devitt 2006;Papinczak et al 2012), we found that students that engaged in the task performed higher on the summative assessment, even when corrected for earlier academic achievement. This result means that developing and practicing student-generated questions leads to better academic achievement in both conditions where the task is mandatory (and so low in autonomy) and where the task is free to choose (and so high in autonomy).…”

Section: Discussionsupporting

confidence: 79%

“…Fellenz 2004;Kolluru 2012;Papinczak et al 2012). In the studies describing these experiments, students are generally asked to first, read the literature, second, formulate MCQs including the correct answer and multiple distractors, third, train themselves using their peers' questions, and finally, provide feedback on the questions of their peers.…”

Section: Student-generated Itemsmentioning

confidence: 99%

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Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness. Methods: To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ). Results: Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement. Conclusions: This study proposes a way of explaining the motivational value of an e-learning task by looking at students' perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task.

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Section: Discussionsupporting

confidence: 79%

Section: Student-generated Itemsmentioning

confidence: 99%

Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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“…Just as active teaching and learning methods are shown to increase student success, so are assessment methods in which students are active players (Boud and Falchikov, 2006). For example, some professors give take home examinations or assignments, open book examinations or involve students in designing examination questions (Papinczak et al, 2012). Students cannot design a question and supply the correct answer if they have not studied the material.…”

Section: Design Assessment Measures and Measure The Resultsmentioning

confidence: 99%

A recommended closed-loop assessment of learning outcomes process for hospitality programs

Reich

Collins

DeFranco

et al. 2019

IHR

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Purpose Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue. Design/methodology/approach This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation. Findings The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete. Originality/value This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

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“…In a recent study, 25% of the MCQs in an end-of-year formal examination were derived from a bank of student-generated questions [10]. Many students, however, chose to memorise the question bank as a “high‒yield” strategy for mark inflation, favouring surface rather than deep learning.…”

Section: Introductionmentioning

confidence: 99%

Question-writing as a learning tool for students – outcomes from curricular exams

et al. 2013

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BackgroundWriting exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students’ learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams could encourage students to discuss the learning material.MethodsAll students had to pass 4 exams in 7 fields of Internal Medicine. Three exams were comprised of 20 questions, and we applied the new method in one of these exams. The fourth exam was comprised of 30 questions, 15 of which were chosen from a students’ pool. After all exams had been completed we asked the students to fill in a web-based questionnaire on their learning habits and their views on the new approach. The test-results were compared to the results of the lecturers’ questions that defined high and low performing students.ResultsA total of 102 students completed all four exams in a row, 68 of whom filled in the questionnaire. Low performing students achieved significantly better results in the students’ questions. There was no difference in the number of constructed questions between both groups of students. The new method did not promote group work significantly. However, high performing students stated a stronger wish to be rewarded by good performance.ConclusionsCreating a curricular exam by choosing questions from a pool constructed by students did not influence the learning habits significantly and favored low performing students. Since the high performing students sought to be rewarded for their efforts, we do not consider the approach applied in our study to be appropriate.

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Using student-generated questions for student-centred assessment

Cited by 30 publications

References 22 publications

Students generate items for an online formative assessment: Is it motivating?

Students generate items for an online formative assessment: Is it motivating?

A recommended closed-loop assessment of learning outcomes process for hospitality programs

Question-writing as a learning tool for students – outcomes from curricular exams

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