Using Multiple-Choice Quizzes as Vehicles for Higher-Order Thinking and Active Learning
Andrew Marx, Focused Inquiry, Virginia Commonwealth University
Abstract: This practice session explores the benefits of formative assessment geared toward high
cognitive levels (e.g. application, analysis, and evaluation), delivered as low-stakes multiple
choice quizzes. Research in assessment and active learning pedagogy supports the potential of
such practices. This session will explore elements of assessment geared toward deeper learning
that will make relatively low demands on classroom time but prompt rich student engagement.
Literature Review
Black and William’s (1998) meta-analysis led them to conclude that formative assessment has a significant impact
on student learning. By providing opportunities to deliver feedback to students, formative assessments can facilitate
deeper learning among students (Biggs, 1999). Other researchers, including Klappa (2009), have demonstrated the
value of quiz-related practices as effective components of instruction based on active-learning. They can encourage
deep engagement with course content both inside and outside of the classroom. Cox and Clark (1998) have
documented efforts to target higher cognitive levels in quiz activities, based on taxonomies formulated by Imrie
(1995). This work follows on groundbreaking research by Bloom (1956) and more recent revisions by Krathwohl
(2002). Sullivan (2009) has developed practices for adapting best practices in item writing (Haladyna, Downing &
Rodriguez, 2002) to clicker-based quizzes, suited for efficient formative assessment activities.
Goals and Objectives
Participants in this session will gain greater understanding and appreciation for varied uses and benefits of “highlevel” quizzes, as outlined below.
The practice of quizzing can serve a number of pedagogical objectives aside from the immediate need to incentivize
student preparation for class sessions. Instructors can use them to gauge understanding of lecture and reading
material, (re)adjusting and (re)prioritizing lesson goals based on evidence of student comprehension (or lack
thereof). Used creatively, quizzes can heighten student engagement. During review and explanation of quiz answers,
students often become invested in defending correct and incorrect responses. They can also provide context for
further discussion of content.
The discussion and review of quizzes can help to advance higher-level thinking. Multiple choice quizzes can prompt
application and analysis of key ideas in contexts where students can exercise independent judgment with “nudging.”
Higher order thinking can also serve to reinforce “lower level” knowledge: recall and understanding
Multiple choice questions can serve as tools for deeper learning. The key to this lies in working with plausible and
tempting distracters and explaining why they don’t correctly answer the question at hand. The process of working
through distracters can help students to better grasp difficult concepts by “defining them in the negative”
Description of Practice
I will present a variety of multiple choice questions designed to elicit student engagement in deeper learning. To that
end, I will demonstrate how quiz items can be crafted to prompt rigorous analysis and application of content.
Participants will gain facility in distinguishing different types of questions aligned to distinct levels of Bloom’s
Taxonomy
Participants in this session will explore key aspects of multiple choice question development that emphasize higherorder thinking and attendant aims of clarifying essential concepts. They will gain practice in crafting questions that
target key sources of confusion or error, and turn those potential pitfalls into “teachable moments.”
Participants will have the opportunity to work with each in small groups and consider how advanced learning
objectives can be adapted to quiz questions. They will have time to draft and critique quiz items.
Discussion
The inspiration for this session was based experiences as an instructor of core curriculum courses at Virginia
Commonwealth University, and the two-semester course sequence of Focused Inquiry (FI) in particular. Like most
other core courses at VCU, FI classes apply principles and best practices of active learning. Since there are no exams
(essay and presentation assignments comprise the bulk of the course grade), I am keenly interested in advancing
means of reinforcing content learning in a context where targeted assessment is unavailable. Intense student
engagement in lower-stakes tasks may be a sound alternative, and discussion-oriented review of quizzes can elicit
such engagement.
References
Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-75.
Bloom, B. (1956). Taxonomy of educational objectives: the classification of educational goals. Handbook 1:
Cognitive Domain. New York: David McKay.
Cox, K. & Clark, D. (1998). The use of formative quizzes for deep learning. Computers & Education, 30, 157–167.
Haladyna, T.M., Downing, S.M., & Rodriguez, M.C. (2002). A review of multiple-choice item-writing guidelines
for classroom assessment. Applied Measurement in Education, 15, 309-334.
Higgins, R., & Hartley, P. (2002). The conscientious consumer: reconsidering the role of assessment feedback in
student learning. Studies in Higher Education, 27, 54-64.
Imrie, B. W. (1995). Assessment for learning: quality and taxonomies. Assessment & Evaluation in Higher
Education, 20, 175–189.
Klappa, P. (2009). Promoting active learning through "pub quizzes"-- a case study at the University of Kent.
Bioscience Education, 14.
Krathwohl, D. (2002). A revision of Bloom's Taxonomy: an overview. Theory into Practice, 41, 212-218.
Sullivan, R. (2009). Principles for constructing good clicker questions: going beyond rote learning and stimulating
active engagement with course content. Journal of Educational Technology Systems, 37, 335-347.