Students produce assessment materials

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Science  22 Aug 2014:
Vol. 345, Issue 6199, pp. 887-888
DOI: 10.1126/science.345.6199.887-c

If teaching someone else is the best way to learn, what will students gain from writing their own test questions? Every week, as part of an introductory undergraduate physics class, Bates et al. required students to contribute one original test question, answer five others, and critique an additional three. The researchers used Bloom's taxonomy criteria for cognitive level and quality of explanation—a standard scale—to rate the questions. Seventy-five percent of questions produced by first-year students were of high quality, with a large portion of the questions constituting true problems, as opposed to simple multiple choice questions. Overall, involving students in the summative assessment strategy for their own course increased both engagement and learning.

Phys. Rev. ST Phys. Educ. Res. 10.1103/PhysRevSTPER.10.020105 (2014).

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