Multiple Probability Questions

The use of Multiple Choice Questions (MCQs) to assess critical thinking is well established but can they also be used to promote critical thinking? For the student, some of the conditions that are most amenable to critical... [ view full abstract ]

The use of Multiple Choice Questions (MCQs) to assess critical thinking is well established but can they also be used to promote critical thinking?

For the student, some of the conditions that are most amenable to critical thinking include peer review and group discussions. However, feedback from the MCQs is often little more than just the ‘correct’ answer. Meanwhile, access to the answers submitted by peers may be limited, as is the opportunity to explore the process that led to the selection of those choices.

The Multiple Probability Question (MPQ) combines a number of variants of the MCQ together with a classroom response system. While the format of the question posed may be familiar, the answer to a MPQ is made up of three components. Firstly, students are required to identify those options that may be eliminated with certainty. Secondly, the student selects their ‘best’ answer from the remaining options. Finally, the student assesses their own confidence in the answer that they have chosen.

By sharing this information with the group instantaneously, this feedback becomes the basis of further group discussions. In addition, since the MPQ is designed as a formative assessment tool, the teacher can use the information to identify those learners that may require specific or additional support. Thus, the data may form the basis of future teaching interventions.

The MPQ shall be demonstrated, with audience participation, as part of the presentation.