Lee-Ann Sequeira

1. Subverting MCQs for Deep
Learning

2. Learning outcomes
• Understand how formative MCQs can be used to
promote deep learning in face-to-face and online
learning
• Take a short formative MCQ quiz to see how it works
from a participant’s perspective
• Begin to construct an online formative MCQ quiz

3. Deep approach v. surface approach

4. Learners
Surface approach Deep approach
Passive listeners Active participants
Understanding information only as it is
presented
Trying to make linkages between
information presented with other bits
of (previously received) information
Processes and retains information as
separate facts or bits of information
Looking for an underlying
rationale/overarching structure to
connect the (independent) facts
Focuses on breadth of content coverage Focuses on depth of content coverage
Assessment-oriented view of education Academically-inclined
Non-academic priorities or interests Intrinsic curiosity or a preference to
engage with material at a conceptual
level
Is expecting a predictable learning
experience and not looking to be
stretched
Is looking to be stimulated and
challenged

5. Teachers
Surface approach Deep approach
Presenting and expounding (explain) Eliciting (evoke) and probing
Learners as passive listeners Learners as active participants
Learner’s role: listen, take notes, ask the
odd question
Learner’s role: active listening, discussion
with peers/lecturer, query and counter-
argue?
Breadth of coverage is a priority Depth of coverage is a priority
Views unwieldy questions as a distraction
from lecture
Welcomes questions and views them as a
teachable moment
Provides answers to students’ questions Facilitates students in seeking out the
answers to their questions

6. The multiple choice question (MCQ) as
we know it
• What is it?
• How is it currently used?
• Why is it not a favoured form of assessment?
What is the most widely spoken language in the
world?
i. English
ii. Chinese
iii. Spanish
iv. Mandarin

7. Can MCQs be used to promote
deep learning?

8. Formative MCQs
• Improve conceptual understanding
• Target areas of potential confusion
• Provide feedback
• Prime learners
• Activate prior knowledge
• As a diagnostic test/JIT
• In concert with other active learning methods
– peer instruction, discussion fora, etc.
• Enable self-regulated and reflective learning

9. Anatomy of a formative MCQ
Topic
Question
set
Distractors
Feedback
Marking
scheme
Integrated
learning
activity

10. Topic
• A key topic or fundamental concept
• Lends itself to MCQ-style questions
• Not likely to require frequent changes or updates
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11. Stem and options
Which of the following statements are
true of learners adopting a deep
approach?
i. They retain information and knowledge longer
ii. They are able to make more connections
between different pieces of information
iii. They experience confusion and uncertainty
when trying to understand new knowledge
iv. They focus on the details when mastering a
topic
stem
Correct
options
distractor

12. Feedback
• Adaptive
• Interactive
• Deferred
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13. Marking scheme
• Multiple correct answers
• Negative marking
• Certainty-based marking
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14. Results of the self-assessment
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15. Results – graph of results
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16. Evaluating the effectiveness of MCQs

17. Trivia v. deep learning
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18. Do MCQs promote deep learning?
• Biggs’ theory of learning
• Deep/surface/strategic
• Bloom’s taxonomy
• Knowledge, comprehension, application, analysis, synthesis,
evaluation
• Nicol’s principles of feedback
• Clarifying goals, criteria and standards; self-assessment and
reflection, high-quality feedback; peer dialogue, feedback and
motivation; closing the gap; just-in-time teaching
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19. How can you increase the power of a
formative MCQ?

20. Limitations of MCQs for deep
learning
• The deep approach is not often used in everyday teaching
• Difficulty finding an appropriate topic
• Pedagogical design
• Learning aims
• Integrating it with other learning activities
• Constructing the test
• Item ambiguity
• Technology
• Student expectations need to be managed
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21. Can you use MCQs in your teaching?
• In which part of the curriculum could you use an MCQ?
• What is the underlying rationale?
• What would be the benefits for the students, for yourself?
• How would it promote deep learning and better learning
outcomes?
• Could you integrate it with other learning activities?
• What potential challenges do you foresee with this
approach?
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22. DIY
• Get into groups of three and design a
formative MCQ quiz
Topic
Question
set
Distractors
Feedback
Marking
scheme
Integrated
learning
activity

23. Wrap up and review

24. References
• Biggs, J. and Tang, C., 2007. Teaching for Quality Learning at University. 3rd ed. Berkshire:
SRHE and OUP
• Bloom’s Taxonomy. Centre for Teaching. Vanderbilt University. [online] Available at:
http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ [Accessed 24 June 2014]
• Lublin, J., 2003. Deep, surface and strategic approaches to learning. Good Practice in teaching
and Learning. Centre for Teaching and Learning, University College Dublin. [online] Available
at:
http://www2.warwick.ac.uk/services/ldc/development/pga/introtandl/resources/2a_deep_s
urfacestrategic_approaches_to_learning.pdf [Accessed 18 June 2014]
• Nicol, D., 2007. E‐assessment by design: using multiple‐choice tests to good effect. Journal of
Further and Higher Education. 31:1, 53-64. Available
at http://ewds.strath.ac.uk/REAP/public/Papers/MCQ_paperDN.pdf [Accessed on 30 May
2014
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