When you are building a quiz using pre-existing questions from the question bank, you are going to wind up with very inconsistent tagging. Why is this important, and what Continue reading
Tag Archives: authoring-CPD
How I created 4 new e-safety quizzes in less than an hour
I was collecting a few more quizzes for my E-Safety course last night, when I noticed an interesting phenomenon. Although quite a few of the quiz authors have produced quizzes that include specific issues such as Facebook, cyberbullying, chatrooms and Continue reading
Assessing Evaluation with multiple-choice questions
In a previous post I covered the KUE model and bemoaned the infrequent application of U and E in multiple-choice questions. Assessing evaluative thinking in multiple choice may seem the hardest of the lot, because it’s the most abstracted form of learning. In fact, it’s relatively easy provided you are very clear about exactly what you are testing for with each question.
Continuing the cycling theme, I’d like you to imagine you are talking one-to-one with a student, and you want Continue reading
Assessing Understanding with multiple-choice questions
The original 1988 National Curriculum couched learning achievement in terms of knowledge, understanding and evaluation (KUE), a cut-down version of Bloom’s Taxonomy. This remains, in my view, by far the most practical version for the working educator.
The easiest way to set up an assessment is via multiple-choice questions. Building the technology to serve and mark multiple choice tests is easy; most VLEs support it and there are plenty of Continue reading
