Presenter: Dr S Govender

2. APPROACHING MULTIPLE
CHOICE QUESTIONS
Prof Vanessa Scherman
UNISA STUDENT WEBINAR
TRAINING OF REGIONAL STAFF: STUDENT
SUPPORT FOR EXAM READINESS
Types of Online Exams/ Assessment
30 AUGUST 2021
Facilitators:
Dr Salosh Govender
Prof Vanessa Scherman

3. REFLECTIONS
How often have you
heard students
• say “ I have spent
days and nights
studying, yet I am still
so nervous/ anxious”
•Will I cope with the
online exams?
•Will I be ready?

4. 01
DR
GOVENDER
Overview:
purpose and
types of
online
examination
02
Dr.
Govende
r
03
Dr
Govend
er
04
Prof
Scherma
n
05
Prof V.
Scherm
an
2
OVERVIEW
PRESENTER: DR SALOSH GOVENDER & PROF VANESSA SCHERMAN
MCQs
Short
questions and
Case studies
Essay type
questions
Portfolios

5. PURPOSE OF PRESENTATION
The purpose of this presentation is to broaden your understanding and provide
insights and strategies on innovative online assessment methods and practices
which our students are being exposed to. Unless key regional staff members
are capacitated and informed on what has been done in so far as training
academics and students, there would be little chance for RS in providing
effective support to students on matters related to the assessment types.
Numerous training interventions have been planned and conducted to capacitate
academics on understanding/ planning online assessments ( different types of online
assessment, designing MCQs, case studies, portfolios, etc.). However, the training of RS
members on the innovative online assessment practices have been overlooked.

6. WHAT HAS BEEN DONE SO FAR
ACADEMICS
A series of 5 MOOCS : “ Getting
into grips with online assessment”
• Reconceptualizing teaching and
learning: A precursor to online
assessments
•Clarifying online assessment?
•Online assessment and feedback
•Designing online assessments
•Online assessment methods
STUDENTS
• A series of student webinars
over a three week period
•MOOC: Exam orientation for
students

7. WHAT IS
ONLINE
ASSESSMENT
?
According to Anderson (2011), OA refers to
a type of assessment situation in which:
• the student is at a distance from the
tutor/instructor,
• the student uses some form of
technology to access the assessment
• the student uses technology to interact
with the tutor/instructor and with other
students and
• some kind of support/ feedback is
provided to students (Anderson 2011).

8. EXAM QUESTION TYPES
Exam
question
types
Essay
questions
Short
answer
questions
Multiple
choice
Case
based/
scenarios
Randomized
MCQS
Problem/
calculations

9. ASSESSMENT CATEGORY:
FORMATIVE & SUMMATIVE
Formative assessments are
used to reinforce learning
during the training. Unlike
summative assessments, they
are diagnostic in nature
and used to aid learning.
Formative assessments can
be given in any format and
are not restricted to single
select multiple-choice
questions (MCQs). Non
graded
Summative assessment
occurs at the end of an
instructional unit ( exams).
Graded

10. CONTINUOUS
ASSESSMENT
A form of assessment includes is a series of assessments,
including both graded and non-graded assessments that
occurs throughout the learning process, and not only after
the learning process .
The non-graded are used formatively for feedback, and
graded assessments will be regarded as summative.
Each graded assessment counts towards the final mark.
The rationale for continuous assessment is to ensure that
students work consistently. This provides early indicators of
their performance, with built-in measures of feedback and
support for students to master particular areas of a set
module.
All assessments are weighted

11. DIFFERENCES
Traditional assessment model Continuous assessment model
Final ‘high stakes’ assessment(exam) at the end of a
learning cycle
There may be one or more heavily weighted final
summative assessment/s within the learning cycle,
Includes a number of assessment opportunities (e.g. class
tests, assignments) that lead to the calculation of a
semester/ year mark. A subminimum (usually 40%)
determines if a student gets access to the final summative
assessment (an examination) at the end of the semester/
year
Normally includes a number of assessments, both
formative and summative. All summative assessments with
particular weightings cumulatively add up to a final period
mark
An end-of-semester or end-of-year examination can count
between 40% and 60% of the final mark and assessment
will usually aim for broad coverage of the entire curriculum
(whole semester or year content).
Sections of work where students are assessed in
summative tasks and deemed competent are concluded
and set aside.

12. ALIGNING OUTCOMES WITH ASSESSMENT

13. PREPARING FOR
ONLINE EXAMS
Exam
question
types
Familiarity
about the
exams
Applying
effective
studying
skills
Developing
a study plan
Practicing
questions

14. TIPS IN PREPARING STUDENTS FOR
EXAMS
Familiarity about
exams
• Format (MCQ? Short
answer? Essay? A
combination?”
• Duration (Time and how
may questions?)
• Weight
• What topics are
emphasized in the
outcomes?
Applying effective
study skills (
Silverman, 2021)
• Complete reading and
learning activities
• Recall
• Summaries
• Reflect
• Plan
• Connect
• Write practice questions
Developing a study
plan
• Prepare a list of all the
topics : Refer to course
outline/module outcomes
• Distribute the topics
available to you
Practice
• Find / make up exam
questions based on
outcomes
• Answer chapter review
questions
• Consider level of
difficulty

15. PRACTICE EXERCISE
PRACTICE EXERCISE 1
This exercise will help you to
organize your studies so that
you give adequate time to all
modules, especially if you
have enrolled for more than 1
module.
In a table with 3 columns, list all
the modules you have registered
for. Write down the exam dates,
time and the format of the
examination paper.
PRACTICE EXERCISE 2
Refer to the module outcomes.
This will help you to understand
the level of difficulty of your
module( i.e. discuss, explain,
analyse, evaluate, report, etc.).
Select any learning unit.
Looking at the headings/ titles of
the subsection,, formulate your
own questions guided by the
module outcomes.

16. SHORT QUESTION TYPE
Wonder
what is a
short question
?
• Requires a concise written answer
to a question, using complete
sentences
• Aimed at testing your ability to
integrate what you have learnt in
the module and to apply the
knowledge
• Usually take the form of a brief
question or prompt that requires
a written answer normally no
more than a few sentences.
Sometimes a full paragraph is
required.

17. SHORT ANSWER QUESTION
❖Give a direct answer to the question in the first sentence, which explains the point you are making
in the paragraph.
❖ Keep your answers to one paragraph and include key words or phrases. How long your answer
is will depend on marks allocation for the question.
❖ Organise your ideas logically, briefly, and concisely.
❖ Focus on the points, keywords, ideas, or phrases the examiner will be looking for when the
question was designed.
❖ Answer the specific questions given. Do not just write about what you know about the topic in
general.

18. PROBLEM/ CALCULATION QUESTION
❖ Write down relevant formulae, equations, and rules.
❖ Clearly show the steps you have taken in working out the answers.
❖ If necessary, write some notes to explain your answers.
❖ For numerical problems involving computation, make sure you include the appropriate
units (e.g. ml, km, m/sec, etc.) in your final answer.
❖ Draw/ illustrate the steps and resources used to solve the problem.
❖ Go through and solve the easier problems first and return to the more difficult ones
later.

19. CASE STUDY QUESTION TYPE
Wonder
what is a
scenario /
case study
• Scenario / case based questions require
students to show that they can understand
and integrate key concepts of the module ,
apply theories to a practical context, and
demonstrate the ability to analyse and
evaluate
• Often require a longer answer, so they will
be allocated more time and more marks.
• Remember: There is no one right answer, but
there are concepts that the lecturer will be
expecting you to use.

20. CASE STUDIES/ SCENARIOS
Scenario questions require students to show that they can understand and
integrate key concepts of the module , apply theories to a practical context,
and demonstrate the ability to analyse and evaluate
Often require a longer answer, so they will be allocated more time and more
marks.
Remember: There is no one right answer, but there are concepts that the
lecturer will be expecting you to use.

21. STRATEGIES FOR ANSWERING CASE STUDIES
❖ Analyse and interpret the question carefully. Look for command words and any specific focus
❖ Read the case study, underlining or noting down words or numbers that relate to module concepts or indicate a
particular kind of problem.
❖ On a separate page, use each of these issues (the words you have located and underlined) as a heading and list the
module concepts or theories (and theorists) that underlie or match them.
❖ Think how you will integrate your answer. Remember you will have to mention both the issue from the scenario and the
course material that relates.
❖ Decide which issue you will deal with first. If there is an expected sequence (as in a diagnostic scenario) follow that
order.
Otherwise, EITHER write on the issue that you know is a core concept in the module (and which you have therefore
learned well) first OR write on the issue about which you know most first.
❖Check again that you are following the command(s). For example, if the question asks you to make recommendations -
have you included these?
❖If a scenario is worth 20 marks make at least five different points about four different concepts.
.

22. EXAMPLE OF A STRUCTURE OF AN EXAM
PAPER: PLEASE NOTE THAT THIS IS ONLY AN EXAMPLE OF A QUESTION PAPER THAT IS OUT OF
100 MARKS. THERE ARE 4 QUESTIONS WITH SUB QUESTIONS
Question 1 consists of 3 sub-questions for 25 marks and you should spend 30 minutes on this section
1.1 Match column B with column A. Write the correct LETTER only next to the correct number (ten questions = 10 marks)
Suggested approach:
- Read through column A and find appropriate match in column B
- Answer the rows that you are certain about first, then move on to the unfamiliar or uncertain options
- Proof read all answers to avoid errors
- There is no negative marking so attempt all questions
- One mark is awarded for each correct answer
1.2. Identify….(5 marks)
1.3. Explain….(10 marks)
Column A Column B
1.1. Stories around fairies, aliens etc. A. Picture books
1.2. Plot and settings are realistic B. Fantasy books
1.3. Wordless, concept books C. Realistic books

23. STRUCTURE OF THE EXAM: QUESTION 2
Question 2 consists of 3 sub-questions for 25 marks and you should spend 30 minutes on this section
2.1 Evaluate…(10 marks)
2.2 How would you….(5 marks)
Suggested approach:
- Explain using your own practical examples
- Focus on the key words in the question and write succinctly
2.3 “….” question: state whether you agree or disagree with the statement and provide reasons to justify your answers> (10 marks)
Suggested approach:
- I agree/disagree with the statement (1 mark)
- Relate the quote/statement to the theory that you have studied (9 marks)
- To obtain full marks, use examples to prove your point

24. STRUCTURE OF THE EXAM: QUESTION 3
Question 3 consists of 3 sub-questions for 25 marks and you should spend 30 minutes on this section
3.1 Evaluate a statement…(5 marks)
Suggested approach:
- Relate the quote/statement to the theory that you have studied
- Provide reasons
3.2 Critically discuss the use of….(10 marks)
Suggested approach:
- Provide examples of the items that you have been asked to discuss (e.g. television)
- Focus on positives and negatives and provide reasons
3.3 Briefly discuss….(10 marks)
Suggested approach:
- This is two part question - 5 marks for part 1 and 5 marks for part 2
- You may be asked to discuss how you would plan, prepare or present – focus on the verbs

25. STRUCTURE OF THE EXAM: QUESTION 4
Question 4 consists of 3 sub-questions for 25 marks and you should spend 30 minutes on this section
4.1 Identify and briefly discuss…(10 marks)
Suggested approach:
- This is a two part question – ensure that both sections (i.e. identifying and discussing are adequately addressed)
4.2 Explain how….(10 marks)
Suggested approach:
- Describe the purpose, value and use of…
4.3 Discuss how you would….(5 marks)
Suggested approach:
- Explain using your own practical examples
- Focus on the key words in the question and write succinctly

26. EXAMPLE OF COMMAND WORDS
Example: Critically compare TWO
teaching approaches a teacher may
use in mathematics teaching
Support answer with
examples where
appropriate.
This question is asking the student to critically
compare TWO different teaching approaches in
particular. As such, they will not be able to pass
by writing about LESS than TWO
This is the
command word.
Critically
compare
This is what is expected in your answer
You need to critically compare TWO teaching approaches such as teacher directed
or child centred approach. Your answer must include both approaches together,
the strengths and weaknesses of each and comparing them to each other. The
question did not require you to look critically at each one of the selected approach
on its own but rather compare both together and show an appropriate
understanding of the effect of adopting either. It does not matter which
approaches are compared but the student should be able to carry out a critical
comparison that is detailed, that provides the reasons for using both of the
approaches and the factors linked to their use.

27. MORE COMMAND WORDS
VERBS/ACTION WORDS EXPLANATION
Name/List Only state the facts – do not expand.
Describe/State/Summarise
/Sketch
Simply record how you see a particular phenomenon; give a brief condensed
statement.
Discuss This is a comprehensive term that includes compare, motivate and explain.
Compare Weigh different elements against one another and indicate their similarities and
differences.
Motivate The emphasis is on the reasons for a particular decision or point of view. A
certain degree of elaboration is needed, but the main emphasis is on the
analysis of the motives/reasons.
Define Write the meaning of a particular word or phrase. Write the exact meaning of it
or define information a little more broadly. As such, describe the nature and/or
properties of this information.

28. MULTIPLE CHOICE QUESTION
Wonder
what are
MCQs
A multiple choice question includes a statement or
questions followed by 4 or 5 choices.
You must select the best answer from the choices given.
Selecting the best answer is sometimes a
straightforward process, but often it can be challenging

29. STRATEGIES : EXAM PREPARATION FOR MCQS
❖ Use the assignments as a guide to
what type of material to study
❖ What style of practice questions to
compose are captured in the TUT 101
❖ Study both major concepts and
details
❖ Pay attention to relationships,
similarities, and differences between
concepts
❖ Be able to express concepts in your
own words and apply the material, not
just to the point of recognition
❖Find practice questions
❖ Compose your own sample multiple-choice questions
throughout the semester, after each lecture and
reading, and saving these questions to practice with
• Include as wrong answers concepts that are similar
to, and can be easily be confused with, the right
answer
• Some questions should test for a thorough
understanding of course concepts and others should
test for knowledge of details and terminology
• Include questions that ask you to apply course
concepts to scenarios you make up
• Some questions should integrate material from
different parts of the course
• Exchange your questions with classmates to obtain a
more comprehensive pool of practice questions

30. STRATEGIES DURING THE EXAMS: MCQS
❖ Before you pick up a pen, read all directions carefully
❖ Read quickly through the entire exam before you attempt any
answer
❖ When using a separate answer sheet, keep it close to the exam
booklet on the same side as the hand with which you write
❖ Answer the 'easy' questions first. Go back and do the hard ones
later
(UNSW, 2017)

31. THINKING ABOUT THE EXAMINATION
❖ Read a multi-choice question in its entirety before glancing over the
answer option, don’t assume they contain any ‘tricks
❖ After reading a question, answer it in your mind before reviewing
the answer options
❖ Eliminate answer options which you're 100% sure are incorrect
before selecting the answer you believe is correct
❖ Using the process of elimination, cross out all the answers you know
are incorrect, then focus on the remaining answers
❖ It's important to select the best answer to the question being asked
(Education Corner, 2018)

32. THINKING ABOUT THE EXAMINATION
❖ Read every answer option prior to choosing a final answer
❖ If you're having difficulty answering a question, move on and come
back to tackle it once you've answered all the questions you know
❖ If it will not count against your score, make an educated guess for
any question you're unsure about
❖ Take special note of words not, sometimes, always, and never or
phrasing, such as:
 Negative phrases (e.g. Choose the answer which DOESN’T describe)
 Subjective questions (e.g. Choose the option that BEST describes)
 Judgement questions (e.g. Choose the MOST CORRECT answer)
 Multiple answers (e.g. Choose MORE than one)
❖It is best to stick with the answer you first chose after reading the
question
(Education Corner, 2018; UNSW, 2017)

33. THINKING ABOUT THE EXAMINATION
❖ Be alert for grammatical inconsistencies between the question and
the potential answers
❖ Be sure to budget your time!
❑ Calculate the amount of time you can spend on each section or question according
to the number of marks it's worth
❑L eave time at the end of exam to return to unfinished questions
❑ Work quickly and skip questions that you can’t answer right away. Cross out options
that are obviously wrong to save time when you return to the question later
(University pf Guelph, 2019)

34. THINKING ABOUT THE EXAMINATION
❖ When dealing with difficult questions:
❑ Pay close attention to negatives and absolute terms like “always” or “never”.
❑ Watch out for distractors — extraneous bits of information that might distract you from the real purpose of the
question. Cross out the distractors and underline the key points to help you maintain focus
❑ Treat each alternative as a true-false statement, and search for the one true statement amid the alternatives
❑ If you're debating between two similar answers, try identifying which is the worse answer, rather than which is
the better one
❖Plan your time carefully
❖ Know what each multiple choice question is asking
❖ Evaluate each answer to the multiple choice question
❖ Remember if you have prepared adequately your knowledge and skills will speak for itself
(University pf Guelph, 2019)

35. THANK YOU FOR YOUR ATTENTION

36. REFERENCES
Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
Allyn & Bacon. Boston, MA (Pearson Education Group).
Simon Fraser University. (2018). Exam Preparation: Multiple Choice Exam
Strategies. Retrieved from https://www.lib.sfu.ca/about/branches-
depts/slc/learning/exam-prep/multiple-choice-exams
University of Guelph. (2019).
https://guides.lib.uoguelph.ca/c.php?g=697429&p=5011757#s-lg-box-
15768754
University of Washington. (2019). Constructing tests. Retrieved from
https://www.washington.edu/teaching/topics/preparing-to-teach/constructing-
tests/
UNSW. (2017). Tips for multiple choice examinations. Retrieved from
https://student.unsw.edu.au/multiple-choice-exams