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A Multiple-Choice Study: The Impact Of Transparent Question Design On Student Performance, John Lejeune
A Multiple-Choice Study: The Impact Of Transparent Question Design On Student Performance, John Lejeune
Perspectives In Learning
This university classroom study seeks to better understand how, and to what extent, designing more transparent (or TiLTed) multiple-choice questions would impact student performance. Ninety-two students in an introductory American Government class were randomly assigned “TiLTed” and “unTiLTed” versions of thirty-five test questions. Questions were “TiLTed” and “unTiLTed” in one of three ways—involving either (a) adding or eliminating unnecessarily difficult vocabulary from the stem; (b) adding or eliminating “all-of-the-above” and “none-of-the-above” answer options; or (c) adding or omitting additional cues or context. Statistical analysis showed that TiLTing questions generally increased student scores, with twelve questions showing positive statistical significance at …
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Perspectives In Learning
I recommend that instructors allow students to determine the content for Introduction to American Government. I also recommend that instructors assign students to conduct independent research on each unit of American Government rather than assigning a textbook. There are numerous benefits to implementing these practices. Students take ownership of their education and feel empowered to fill gaps in knowledge. Students are more prepared for class. It allows course content to match current events in real time. Students learn how to analyze the credibility of various sources. Class conversations are more dynamic. Students develop a better understanding of opinions that …