Students designing assessment for future practice

Abstract

This article was migrated. The article was not marked as recommended. BackgroundMultiple choice questions (MCQs) are used at all stages of medical training. However, their focus on testing students' recall of facts rather than actively facilitating learning remains an ongoing concern for educators. Having students develop MCQ items is a possible strategy to enhance the learning potential of MCQs.MethodsMedical students wrote MCQs as part of a course on the medical care of vulnerable populations. Student perceptions of learning and assessment through MCQ writing were explored via surveys and focus group interviews. Survey responses were analysed using descriptive statistics and transcribed interviews were analysed thematically.ResultsStudents reported that writing MCQs enhanced their learning and exam preparation and reduced their exam-related anxiety. It encouraged students to research what they did not know and benchmark their learning to that of their peers. Students described using deep learning strategies, were motivated to write high quality MCQ items for their peers and prioritised vocational learning in the development of their questions.ConclusionThe study suggests student-developed MCQs can enhance the learning value of MCQs as a form of assessment. It also highlighted that students can be capable designers of assessment and that learning processes can be improved if students are provided agency over their learning and assessment.