This post is based on a blog on MCQ by the inimitab
le Blake Harvard.
I thoroughly commend him.
In terms of retrieval and meta-cognition, MCQs have re-entered my world as an effective tool. They can however, be expanded to stretch learners' understanding.
Option 1
After answering, get pupils to explain why they chose the response they did.
As an add on, ask them to explain why the other answers were 'close to being right' or 'just plain wrong.'
e.g. From SQA H 2019
1. Hydrogen will form a non-polar covalent bond with an element that has an electronegativity value of
A 0·9
B 1·5
C 2·2
D 2·5.
The correct answer is 2.2 as electronegativity determines how attractive a nucleus is for bonding electrons. This also explores understanding of what 'non-polar covalent bond' is. Get the learner to expand on their thinking by describing why they chose the answer - this also excludes 'I guessed' as a valid response.
Option 2
Finished every past paper? Give them a MCQ section...without the questions! Then ask pupils to write appropriate questions. For the above, ask them to re-write the question to show D as the correct response or to end up with a bond that potentially has the greatest dipole.
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