How can I provide effective feedback for my multiple choice questions?

Provision of feedback may be desirable in summative assessment and is essential in formative assessment. In contrast to traditional assessments where feedback is laboriously dependent on individual answers, the closed answer range for MCQs means that tutors know the possible errors that can be made in advance of the test being completed, so MCQs offer an excellent opportunity for the tutor to provide generic yet focused feedback. This can be in the form of an oral run-through of answers following a test or written feedback on the questions, where students can identify for themselves where they went wrong. In particular, the format of MCQs is ideally suited for delivery via a Web-based learning environment, which means that students can complete assessments and obtain marks and feedback immediately independent of tutor contact.

Although feedback provision is less labour intensive with MCQs, it is vital to devote time to writing feedback from which students can learn and which encourages them to think and evaluate their level of understanding. Effective feedback does not simply tell students where they went wrong but why. Well written questions with plausible distracters based on common student mistakes are particularly useful in communicating to students the gaps in their knowledge or understanding. You will probably find that the more plausible a distracter is, the easier it is to write feedback for it. The better your feedback, the more the students will learn from it.

Useful pointers for feedback

• Ideally, write your feedback as you write the questions. Alternatively, make notes of why you are using particular distracters, as your expertise in identifying the mistakes students are likely to make will help you write effective feedback later.
• Give feedback which is as detailed as possible – ‘no’ or ‘wrong’ does nothing to help the student identify the reason for their mistake, although with some simple factual questions, and with less plausible distracters, it can be difficult to do otherwise.
• Consider, where appropriate, directing students to the resources required for them to correct their understanding and try again, rather than simply giving them the correct answer (this is generally more feasible in online assessments where the feedback the student sees is automated to their particular set of responses).
• Where appropriate acknowledge, by writing encouraging feedback, those students who have answered questions well, or who have got something ‘nearly right’ by choosing a particularly plausible distracter.

Last Modified: 20 July 2010