Below you will find descriptions of seven different types of Multiple Choice Questions (MCQ), which can be included in Multiple Choice Tests in your teaching or in an exam. The examples in the seven descriptions are made with inspiration from Danmarkshistorien.dk and can easily be converted to other disciplines.
a. Reading visual input and answering based on this, for instance as free response (see item 2) or as a conventional MCQ (see item 1). The visual input may be graphs, tables, maps, posters, paintings, photographs etc.
b. Interactive completion or marking of a visual input, for instance a map, a timeline or something completely different. Beware of the limitations and possibilities embedded in the system.
Important points that the students may need to return to, and which are key elements in teaching sessions, may well be reviewed in Multiple Choice Tests. In this case, it is also relevant to follow up on the points after the students have answered the test questions.
Different objectives may call for the use of Multiple Choice Tests in teaching. For you as a teacher they may be useful as a launch pad for the planning of your teaching and for following up on the extent to which the students are learning what they should; however, they may also act as a revision tool for the students.
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