Abstract
In recent times, multiple-choice test items have evolved into a useful tool to analyse the learning outcome of students. They have both advantages and disadvantages in assessing the students’ academic growth. While multiple-choice test items often seem more informal, they become a powerful tool when designed and implemented in a well-planned manner. Teachers often frame questions demanding either basic recall or lower-order thinking skills, thereby obstructing the promotion of higher-order and critical thinking, a prerequisite for success in academics. Strategic planning of questions utilising the various cognitive taxonomies will aid the teachers in developing a range of questions anticipating students to analyse, apply and create. This article attempts to discuss the pros and cons of multiple-choice questions (MCQs), a brief discussion on Bloom’s taxonomy, the anatomy of quality MCQs, and a few guidelines for constructing them, especially in chemistry education.
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Acknowledgements
The author declares that there is no conflict of interest. The author expresses his gratitude to all the faculty members of the ‘Chemistry Education Research’ group of Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research (TIFR), Mumbai, for their guidance and support.
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Amrit Krishna Mitra is presently an Assistant Professor at the Department of Chemistry, Government General Degree College, Singur, West Bengal Education Service. He has published several research papers in various journals of international repute. He has also penned a book and several book chapters. Mitra is involved in various activities related to ‘Chemistry Education’.
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Mitra, A.K. The Art of Designing a Quality Multiple Choice Question in Chemistry. Reson 27, 1017–1031 (2022). https://doi.org/10.1007/s12045-022-1394-2
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DOI: https://doi.org/10.1007/s12045-022-1394-2