What Are They?

Multiple choice questions that go beyond basic recall of information and require more cognitively complex operations such as creating, evaluating, analyzing, and applying information according to (Anderson et al., 2001; Bloom, et al., 1956; Krathwahl, 2002).

This requires the creation of questions that require the student to demonstrate a competency or performance capability students have learned during the course. Questions directly align with course learning outcomes.

Higher Order Multiple Choice Questions can include the following elements:

interpretation of a a case study
an incomplete table or graph requiring analyzing
a scenario or case study that is the foundation of several MCQ's
students will need to draw on higher order thinking in order to solve the question

Higher order MCQ exams can have a case study related to several questions, a graph for interpretation, or an incomplete scenario that requires solving. In administering an exam with higher order MCQ's, remember that students will need more time to complete the exam than typical MCQ exams.

Respondus Instructions

This exam requires Respondus LockDown BrowserLinks to an external site.. Download the program from menu bar. Close all other applications and programs before taking the exam.

The Chapman Learning Commons has released a new self-enrol course for UBC students to practice taking different types of online exams. The CLC’s Exam Prep Canvas Course is available to all students. Students can self-enrol at this link: https://canvas.ubc.ca/enroll/C7TG94

References

Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218.

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