{"id":20,"date":"2020-05-29T23:28:47","date_gmt":"2020-05-30T06:28:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/assessmentguidebook\/?page_id=20"},"modified":"2020-11-26T12:32:55","modified_gmt":"2020-11-26T19:32:55","slug":"multiple-choice-is-versatile","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/assessmentguidebook\/assessment-appendix\/multiple-choice-is-versatile\/","title":{"rendered":"Multiple choice is versatile"},"content":{"rendered":"
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Multiple choice often gets a bad rap, seen as only being useful for testing memorization and recall of facts.\u00a0 Carefully phrased multiple choice questions can actually be used in the assessment of learning from remembering to synthesis, as the examples below are intended to show.\u00a0 (For more information on these levels, see the page on Bloom’s Taxonomy<\/a>.)\u00a0 Importantly, multiple choice is ideally suited to online assessment and automatic grading.\u00a0 In addition, many tools (such as quizzing features built into an LMS) offer the ability to provide immediate feedback, contextual to a response selected by a student.\u00a0 In addition, as noted on the Academic Integrity<\/a> materials, it is possible to ask a large number of multiple choice questions, randomly ordered and\/or drawn from pools of questions, as a way to reduce the opportunity for misconduct.<\/p>\n

Expand the sections below to see multiple choice question examples at each learning level.\u00a0 At the bottom, you will also find a partial list of some multiple choice dos and don’ts.<\/p>\n

\n

Level 1: Remembering<\/a><\/h3>
<\/p>\n

Keywords<\/strong>: recall, list, name, locate, memorize, define,\u2026<\/p>\n

    \n
  1. How many degrees of freedom does a spherical bearing have between the inner and outer race?<\/li>\n<\/ol>\n

    a. 1
    \nb. 2
    \nc. 3
    \nd. 4
    \ne. 5<\/p>\n

    Notes<\/strong>: it is generally best practice to arrange answers in order, where applicable; however, to reduce misconduct, it is also recommended to randomize answer choices to give each student a unique-looking question.\u00a0 Unfortunately, some LMSs, such as Canvas, only have a single setting on a test for the answer randomization so it is not possible to turn randomization on for some questions but not others.<\/p>\n

    \n<\/div><\/p>\n

    Level 2: Understanding<\/a><\/h3>
    <\/p>\n

    Keywords:<\/strong> Recognize, explain, summarize, paraphrase, discuss\u2026<\/p>\n

      \n
    1. A spherical bearing is often used in conjunction with a deep-groove bearing to support a shaft.\u00a0 This is because the spherical bearing...<\/li>\n<\/ol>\n

      a. requires less maintenance
      \nb. is easier to install in confined spaces
      \nc. permits angular misalignment of the shaft
      \nd. permits thermal expansion of the shaft
      \ne. has a higher load rat\u00ad\u00ading for the same size<\/p>\n

      Notes<\/strong>: as shown, it is generally recommended to place any repeating text in the question stem rather than the answer choices. In this case, \"the spherical bearing...\" could have been used to start each answer, but it has been placed in the question stem instead.<\/p>\n

      \n<\/div><\/p>\n

      Level 3: Applying<\/a><\/h3>
      <\/p>\n

      Keywords:<\/strong> Compute, use, solve, implement, diagram, calculate\u2026<\/p>\n

        \n
      1. Air travels without loss in a converging 1-D nozzle as shown in the figure [figure omitted]. If p2 <\/sub>is 200 Pa lower than p1<\/sub> and if v1<\/sub> = 10.0m\/s, what is v2<\/sub>?<\/li>\n<\/ol>\n

        a. 10.0 m\/s
        \nb. 15.3 m\/s
        \nc. 18.3 m\/s
        \nd. 20.8 m\/s
        \ne. 30.6 m\/s<\/p>\n

          \n
        1. For the bearing shown below [figure omitted], determine the L10<\/sub> life if the radial load rating is 2150 N and the equivalent radial load is 1000N.<\/li>\n<\/ol>\n

          a. 10,000 revolutions
          \nb. 100,000 revolutions
          \nc. 1 million revolutions
          \nd. 10 million revolutions
          \ne. 100 million revolutions<\/p>\n

          Notes:<\/strong> a box for students to show their calculation work could be included with this question if you wanted.\u00a0 See the notes at the end on Accompanying Answer Boxes and Part Marks.\u00a0 A quick approach to generate multiple questions for a question pool is to revise the parameter values in the question and recalculate the answer choices, ideally making sure each incorrect answer choice represents a plausible error.\u00a0 If you do this, just be sure to set up the pools so each student gets at most one question from that group.<\/p>\n

          \n<\/div><\/p>\n

          Level 4: Analyzing<\/a><\/h3>
          <\/p>\n

          Keywords:<\/strong> Determine, organize, compare, categorize,\u2026<\/p>\n

            \n
          1. For the machine shown below [figure omitted], rank the possible bearing locations A, B, and C from of most- to least-preferable in terms of bearing life.<\/li>\n<\/ol>\n

            a. A - B - C
            \nb. A - C - B
            \nc. B - A - C
            \nd. B - C - A
            \ne. C - B - A<\/p>\n

            Notes<\/strong>: a short textbox for students to explain their reasoning could be included with this question if you wanted.\u00a0 See the notes at the end on Accompanying Answer Boxes and Part Marks.<\/p>\n

            \n<\/div>\n

            Level 5: Evaluating<\/a><\/h3>
            <\/p>\n

            Keywords:<\/strong> Judge, critique, appraise, test, defend, criticize,\u2026<\/p>\n

              \n
            1. In the machine shown below [figure omitted], Bearing A failed prematurely and was replaced 3 times before Bearing B failed. What is the most cost-effective design change that would eliminate the premature failures of Bearing A while still allowing the machine to operate as intended?<\/li>\n<\/ol>\n

              a. Replace Bearing A with a spherical bearing
              \nb. Replace Bearing A with an angular contact bearing
              \nc. Switch the locations of Bearing A and Bearing B
              \nd. Relocate Bearing A to the far end of the shaft
              \ne. Replace the U-Joint with a helical beam coupling<\/p>\n

              Notes<\/strong>: a short textbox for students to explain their reasoning could be included with this question if you wanted.\u00a0 See the notes at the end on Accompanying Answer Boxes and Part Marks.<\/p>\n

              \n<\/div><\/p>\n

              Level 6: Creating<\/a><\/h3>
              <\/p>\n

              Keywords:<\/strong> Develop, design, formulate, plan, construct, devise\u2026<\/p>\n

                \n
              1. In the machine shown below [figure omitted], Bearing A failed prematurely and was replaced 3 times before Bearing B failed.\u00a0 A colleague recommends checking the following five elements, but is not sure what to do first.<\/li>\n<\/ol>\n

                I. Confirm the radial load rating for Bearing A is sufficient
                \nII. Confirm the axial load for Bearing A is sufficient
                \nIII. Confirm Bearing A is properly mounted and constrained to the shaft
                \nIV. Confirm there is no unwanted over-constraint on the bearings
                \nV. Confirm there is no excessive shaft vibration prematurely damaging Bearing A<\/p>\n

                Develop a plan to check some or all of the above by indicating which of the above tests you would conduct and prioritized in the order you would recommend (i.e., choose an option below that contains only the tests you would recommend)<\/p>\n

                a. I - II
                \nb. I - II - III
                \nc. III - IV - V
                \nd. V - IV
                \ne. V - III<\/p>\n

                Notes:<\/strong> I included this example for completeness, but I think it is a stretch.\u00a0 This is the level least suitable for using multiple choice with.\u00a0 As above, a short textbox for students to explain their reasoning could be included with this question if you wanted.\u00a0 See the notes at the end on Accompanying Answer Boxes and Part Marks.<\/p>\n

                \n<\/div><\/p>\n

                <\/div>\n

                Accompanying Answer Boxes and Part Marks<\/h3>\n

                If you wanted, you could add answer boxes with multiple choice questions where students describe their answer in some way in writing.\u00a0 You could leave the contents of the boxes ungraded, but available to check if misconduct is suspected on the exam.\u00a0 Alternatively, if you were so inclined, you could use the written elements to assign part marks for students who get the final answer incorrect; the value here is that you could focus your marking efforts on incorrect questions only. For example,<\/p>\n

                  \n
                1. Air travels without loss in a converging 1-D nozzle as shown in the figure [figure omitted]. If p2 <\/sub>is 200 Pa lower than p1<\/sub> and if v1<\/sub> = 10.0m\/s, what is v2<\/sub>?<\/li>\n<\/ol>\n

                  a. 10.0 m\/s
                  \nb. 15.3 m\/s
                  \nc. 18.3 m\/s
                  \nd. 20.8 m\/s
                  \ne. 30.6 m\/s<\/p>\n

                    \n
                  1. Please provide all supporting calculations for Question 3 in this box OR Please briefly<\/span> describe the key assumptions and steps in your solution to Question 3 in this box.<\/li>\n<\/ol>\n\n\n\n
                    <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
                    \n

                    Two examples of phrasing are given in Question 4.\u00a0 The first (showing calculations) might be appropriate if students are writing the exam by hand and scanning their paper, while the second (brief written description) would be more suitable for a fully online exam.<\/p>\n

                    Some Multiple Choice Dos and Don’ts<\/h3>\n

                    First, Jim Sibley has a fantastic handout on Writing Good Multiple Choice Questions<\/a>, with tips on constructing questions and interpreting the data that comes out.\u00a0 A list of some other multiple choice dos and don’ts are below.<\/p>\n

                    Dos<\/h4>\n