The Use of Multiple-Choice Questions in 3rd-Year Electronic Engineering Assessment: A Case Study

Research into applying Multiple-Choice Questions (MCQs) as a methodology for summative assessment has generated polarized opinions regarding the testing of higher levels of learning. For large classes, automatically marked MCQs which provide immediate feedback is attractive to both students and teachers. This paper is a case study into the use of MCQs in formal examinations alongside conventional questions. The study examined results of 3rd-year engineering undergraduate students studying a compulsory course in Professional Practice in a transnational education context. The results indicate that well-written MCQs can test basic factual knowledge, provide a good indication of student performance, and assess surface and deep learning. Essay questions did not correlate well with overall student performance when English was a second language. MCQs provide valuable and rapid insight into students' ability when used with other assessment methods. The paper concludes with recommendations to provide a more robust validation.

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