Abstract
Multiple choice tests are usually used as an assessment tool for courses with many students. However, such tests bear much more potential for education. We have used them as online training tool in the form of a geotechnical quiz. Students can use this test in addition to the regular face-to-face classroom classes, in which traditional engineering calculation examples are trained, in the sense of blended learning. The test tries to emphasise that learning can be fun. Right and wrong answers are commented immediately after submitting the choices and hints are given to understand the correct solution. A second independent online test is provided, which directly simulates the multiple choice part of the written exam. The exam is completed by calculation examples similar to those trained in the regular classes. We have evaluated both multiple choice tests in terms of acceptance and learning impact. They have proofed to be a useful additional tool in teaching. Online multiple choice tests can be recommended although their preparation needs a huge amount of work power.
Highlights
We observed that civil engineering students tend to distinguish between theory and practice
As the students performed rather poorly in the multiple choice part, we developed a new online self-assessment and training tool: a MC test as a kind of pretesting strategy, which is known to boost the performance in subsequent assessments [2]
ONLINE MULTIPLE CHOICE TEST (MCT) As stated before, we promised to use questions of the geotechnical quiz for the written exams to enhance the motivation of the students to use the quiz
Summary
We observed that civil engineering students tend to distinguish between theory and practice. The positive effects of MC tests generally outweigh the negative ones [8], [9], [2] and MC tests are regarded as part of high quality university teaching [10] Both online MC test tools are used in addition to the regular face-to-face courses in which examples of traditional engineering calculations are trained, in the sense of blended learning. Short “warm up” with small portable geotechnical experiments (compare [13], [14], [15]), quizzes (in the format of “Who Wants to Be a Millionaire?”) and case studies of damages (students act as geotechnical experts in court) After this warm up, small groups of 4 students discuss their calculated examples. The structure of the lecture is in line with the findings of Alam and Jackson [16], who showed that hands-on experiences and demonstrations and face-to-face feedback increase the motivation of students to attend lectures
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