Hi Graham
Thank you for your kind words. Your curiosity re. the depth of learning is
a subject that I have wondered about for some time now. A publication -
Assessment by Robert Wood (Cambridge) about 1993 sets out some interesting
ideas, although these are mainly paper focused. I have a theory that it is
possible to assess to a high level, but in order to do so one must adapt the
MCQ notion to encompass a very wide range of situations. For instance, I
use variations on the MCQ that uses 4, 5 to 8 possible answers any one, or
all, of which may be correct. This is a much better test than the straight
MCQ format. If you use an animation/video medium to play out a scenario,
ask for an input from the student then branch the next animation/video
sequence based upon the student's input, again one can test understanding to
a much greater extent. Of course, this begins to border upon a simulation
exercise, but the basic concept is still "multi choice".
As far as formal expositions on this topic go, I have been so far out of the
loop for so long that I have lost all track of who is saying what. Sorry I
can't help here. However, if you come across anything of interest I am all
ears ;-) - I just cannot work any harder so can't progress anything. Is'nt
it sad that educational establishments cannot allow staff time to conduct
research.
Best Wishes
Alan C
-----Original Message-----
From: Graham Lewis [mailto:[log in to unmask]]
Sent: 02 November 2004 08:44
To: [log in to unmask]
Subject: Re: Many Thanks
Alan,
Thanks for making the effort! It was a breath of fresh air to see
some discussion. I am sure we all like to see th3se discussions take place
but are all so busy these days. Now you have set a good example, I am sure
others will follow.
I would be interested in seeing a discussion about the depth of learning we
are able to assess with these tools. Clearly as you move along scales like
Bloom's, it takes more effort to design effective tests. The CAA centre has
some tips but I have not come across general principles for designing tests
of higher order thinking with CAA. There is probably a wealth of literature
in pre-CAA objective testing. Can anybody point me to any of that?
Graham Lewis
Centre for Academic Practice
University of Warwick
University House
Kirby Corner Road
Coventry CV4 8UW
UK
Tel.: (+44) (0) 24 765 72737
Mobile: 07733450022
Fax.: (+44) (0) 24 765 727326
http://www2.warwick.ac.uk/services/cap/about/staff/lewis/
http://innovations.warwick.ac.uk/innovations/
http://cap.warwick.ac.uk/tdf
>>> [log in to unmask] 11/02/04 07:43am >>>
Hi everyone
Well, it appears that this subject is all talked out. Can I say thank you
to all who participated in, and those who were interested enough to read,
the postings. Perhaps someone will be in a position to take the idea
further at some point.
In the meantime, Perhaps everyone is up for a new topic. I will do my best
to complete a new posting in the next week or so.
Best Wishes.
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