Writing and Using Multiple-Choice (MC) Quizzes in Teaching (3-week course)

Course content
The overall objective of this course is to apply research-based recommendations that can help teaching staff exploit the potential of MC quizzes as learning tools.

Week One will focus on:

• introducing what the learning sciences say about how we learn and the use of quizzes

• reflecting on ways of using quizzes in teaching

• practising how to write MC questions following research-based guidelines

Week Two will focus on:

• exploring how MC questions can target higher-order thinking skills

• becoming familiar with Bloom’s taxonomy, Webbs’ depth of knowledge to support the design of this type of questions

• practising how to write MC questions for higher-order thinking skills

Week Three will focus on:

• reflecting and applying feedback from week one and two to design further MC questions

• setting up a MC quiz using one of the digital tools available at CBS

• preparing and submitting a plan where participants present their rationale for using MC quizzes in their teaching

The course is activity-based. Participants are expected to participate and complete weekly activities to put into practice the topics introduced in the course. To pass the course, participants are expected to complete all activities of the course. Upon completion of the course, participants will receive a formal certificate.

This is a fully online course, taking place asynchronously in Canvas. Additionally, there will be three optional online synchronous sessions – one at the end of each week, lasting for approximately one hour and reserved for open discussion.

Target group
Teaching staff planning to introduce MC quizzes in their courses or staff who are already using multiple-choice quizzes but would like to rethink their use and applications in teaching and learning.

Intended learning outcomes
By the end of the course, participants will be able to:

1. Identify and explain how MC quizzes can support teaching and learning.

2. Write MC questions following research-based guidelines and targeting higher-order thinking skills.

3. Plan the use of quizzes in connection with learning outcomes, feedback and other activities.

4. Set up a MC quiz using one of the digital tools available at CBS.