Graham Farrell and Vivienne Farrell
MCQ, Confidence measurement, Assessment, Meta cognitive, Computer science education
Multiple Choice Questions (MCQs) offer benefits to both students and educators, however they have been criticized for not offering the ability to test partial knowledge, having limited ability to assess deeper levels of understanding and by nature reward guessing. This research initially discusses and analyses various alternative online MCQ assessment scoring regimes, specifically implemented to eliminate the negative aspects of MCQs. It then compares these previous initiatives to an innovative MCQ with Confidence Measurement (MCQCM), designed and implemented for tertiary level Computer Science students, with the objective of this meta-cognitive approach to assessment is to provide richer formative feedback as a means to improve student learning and enhance the educational experience
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