Abstract

GERMAIN, Francisco; VICENTE, Javier; PEREZ-RICO, Consuelo  and  VILLA, Pedro. Formulation of multiple-choice questions: a model of competency-based learning. FEM (Ed. impresa) [online]. 2016, vol.19, n.1, pp.27-38. ISSN 2014-9840.

Introduction. The main objective of this innovation has been to fight against the students' tendency to passivity and to encourage them to build their own personal and relevant knowledge. The strategies to achieve this are to promote learning through the practice of transversal competences and to control it by encouraging reflective self-evaluation. Subjects and methods. The students were asked to write multiple choice questions and the arguments to justify the answers. After the experience, the students completed a questionnaire in which they expressed their views on various aspects of the project. Results. The analysis of the academic scores of those students who took part in the project, showed an objective and statistically significant improvement in performance. Conclusion. Formulation of multiple choice questions by the students is a particularly useful tool for content learning, as well as for the development of transversal and specific competences. On the other hand, it is absolutely necessary to promote student self-assessment in order to reach the educational objectives.

Keywords : Competency-based education; Diagnostic self evaluation; Knowledge acquisition; Learning; Questionnaires.

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