The use of multiple‐choice questions as a form of formative assessment on an undergraduate law module

Allan, Greg

Abstract

FORMATIVE ASSESSMENT is widely considered to be central to student achievement. Unfortunately, however, on modules with large numbers of students, there is not sufficient time for academic staff to provide written feedback to all students on a regular basis. It is proposed that a potential solution to this problem is the provision of online multiple‐choice questions (MCQs) which generate detailed feedback to students who attempt them. This article critically analyses the implementation of online MCQs as a form of formative assessment on an undergraduate level three equity and trusts module. It is argued that MCQs, when prepared in the light of relevant academic theories and implemented appropriately, are a means by which deep learning can be stimulated and tested with sufficient rigour, and are therefore a suitable method of formative assessment at undergraduate level. It is also argued that there are significant advantages to be gained from making the MCQs and feedback available to students online. Analysis and synthesis of available data from the module in question bears out these arguments, suggesting that the provision of online formative assessment in this manner is indeed beneficial to students.

Citation

Allan, G. (2008). The use of multiple‐choice questions as a form of formative assessment on an undergraduate law module. The Law Teacher, 42(2), 180-199. https://doi.org/10.1080/03069400.2008.9959775

• Journal Article Type: Article
• Online Publication Date: Sep 9, 2010
• Publication Date: 2008-01
• Deposit Date: Oct 29, 2024
• Journal: The Law Teacher
• Print ISSN: 0306-9400
• Electronic ISSN: 1943-0353
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 42
• Issue: 2
• Pages: 180-199
• DOI: https://doi.org/10.1080/03069400.2008.9959775
• Public URL: https://durham-repository.worktribe.com/output/2991294