Use of a competency framework to explore the benefits of student-generated multiple-choice questions (MCQs) on student engagement

ABSTRACT

Student engagement in large Life Sciences classes can be problematic, especially with the course work done outside formal class contact hours. To enhance student engagement with the content outside class time, we designed an assignment spanning one semester that required students to author MCQs. We used Bloom’s taxonomy to evaluate the MCQs. Additionally, we derived a three-level framework to analyse the demands on the student question-setters by determining the competencies required to construct the MCQs. This two tier analysis of MCQs allowed us to gauge the level of student engagement with course materials. The three-level competency framework referred to students’ foundational domain knowledge at level 1 to application and prediction of cellular functions in normal and abnormal situations, within a topic at level 2 and across different topics at level 3. From 40 sample MCQs, slightly over 50% targeted mid- to high-level Bloom’s taxonomy. Slightly under 50% of the questions required attainment of level 2 and 3 competencies for construction. However, we noted a high level of academic engagement and some level of cognitive engagement among several students which are consistent with self-reports in an anonymous student survey conducted after the semester. We suggest that using a competency framework to analyse student-authored MCQs can make explicit students’ efforts at constructing MCQs.

KEYWORDS:

• Undergraduate
• competency levels
• student engagement
• student-generated questions

Acknowledgments

We are grateful to Paul Denny, University of Auckland, for the use of Peerwise.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Foong May Yeong

Foong May Yeong is an Associate Professor at the Department of Biochemistry, National University of Singapore. She is a Fellow of the NUS Teaching Academy and Core member of ALSET at NUS. She is a yeast cell biologist with an interest in biology education in the higher-education context. Her interests in education research revolves around approaches to improve student engagement in and out of classes, and development of broad-based competencies for biology undergraduates.

Cheen Fei Chin

Cheen Fei Chin is a Postdoctoral Research Fellow at Department of Biochemistry, National University of Singapore. His research interests include student engagement and formative assessment for large undergraduate classes.

Aik Ling Tan

Aik Ling Tan is an Associate Professor at the Natural Sciences and Science Education academic group at the National Institute of Education, Nanyang Technological University, Singapore. She is currently the Deputy Head for Teaching and Curriculum matters. Her research examines classroom interactions and emotions in science learning through studying talk.