An Alternative Multiple‐Choice Question Format to Guide Feedback Using Student Self‐Assessment of Knowledge. (22nd June 2020)

• Record Type: Journal Article
• Authors: Collignon, Stéphane E.; Chacko, Josey; Wydick Martin, Megan
• Is Part Of: Decision sciences journal of innovative education. Volume 18:Number 3(2020:Jul.)
• Page Start: 456
• Page End: 480
• Publication Date: 2020-06-22
• Subjects: Assessment Instruments -- Confidence Marking -- Feedback -- Multiple Choice Questions -- Partial Knowledge Assessment -- Reward for Omission -- and Self‐Assessment; Business education -- Periodicals; 658.00711
• DOI: 10.1111/dsji.12213
• Languages: English
• ISSNs: 1540-4595

Abstract

ABSTRACT: Management science professors who teach large classes often assess students with multiple‐choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill‐fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self‐assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed.