> If you don't mind me asking, what's the importance of asking "big picture" questions versus detailed questions?
>
Readiness Assurance tests should be just that--assuring that students are "ready" to move forward into detailed exploration and application of the content.
It can be quite difficult for students to develop a deep grasp of the material on their own, without the teacher or their peers around to translate and correct misconceptions as necessary. Depending upon the preparation materials and the nature of the course, the common student complaint that "You're testing us before you've taught us!" does indeed have some merit, so we have to be realistic about that.
Therefore, "readiness" level assessment should be targeted at a basic understanding of the fundamentals of the unit. In contrast, the fine-grained details, the nitty-gritty, the application ins-and-outs--these are all things best explored in community with fellow students and instructors.
(This is of course a broad generalization and your mileage may vary, but it's the explanation for the distinction between pre-unit READINESS assessments and post-unit MASTERY assessments.)
-M
Michael Sweet, Ph.D.
Director of Instructional Development, Center for Teaching and Learning
MAI 2206 | Mail Stop G2100 | (512) 232-1775 | http://ctl.utexas.edu
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Carson, Ron
Sent: Tuesday, May 15, 2012 11:58 AM
To: [log in to unmask]
Subject: Re: Help Writing Good MCQs for MBA and Executive MBA Management Courses
If you don't mind me asking, what's the importance of asking "big picture" questions versus detailed questions?
Thanks,
Ron
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward
Sent: Tuesday, May 15, 2012 12:53 PM
To: [log in to unmask]
Subject: Re: Help Writing Good MCQs for MBA and Executive MBA Management Courses
Hi Tony
Attached is my MCQ writing handout.
Remember the questions should be at the Table of Content level not the index level.....big picture, important concepts and definitions
Wow....thatıs a lot of reading....our students complain if we give them 50 pages for 2 weeks
--
Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Fax 604.822.7006
Email: [log in to unmask]
<applewebdata:[log in to unmask]>
Web: http://cis.apsc.ubc.ca <http://cis.apsc.ubc.ca/>
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On 12-05-15 8:53 AM, "Anthony Mento" <[log in to unmask]> wrote:
>Hello,
>I have been using TBL in my MBA and EMBA case-based management courses
>since Sept. 2011. I feel the process leads to more learning and
>interesting discussions than the previous Harvard type class case
>discussion process that I followed. After using a typical case
>discussion approach for the past 30 years, I am very excited with the
>TBL process.
>
>I am having an extremely difficult time writing good MCQs for the RATs.
>My questions tend to be too picky and mostly identification. Is there
>a framework to follow that can provide a systematic approach to writing
>good MCQs? I donıt seem to be getting better over time. I am aware of
>the backward design approach for developing RAT questions but am
>finding it near impossible to implement.
>
>Any guidance would be very much appreciated. For a typical 15 week
>course, I have 5 RATs (20 MCQs each) for 5 modules covering 100-150
>pages /module.
>
>Thanks,
>
>Tony Mento
>
>________
>Dr. Tony Mento
>Loyola University Maryland
>Loyola Graduate Center
>2034 Greenspring Drive
>Timonium, Maryland 21093-4115
>[log in to unmask]
>410.617.1507
>________________________________________
|
