Does adopting MCQ assessment mean 'dumbing down'?

MCQs have a reputation for being ‘easy’, probably because of a misconception that they can only test knowledge acquisition, and not the understanding, application and writing skills legal teachers traditionally require their students to demonstrate. However, more challenging comprehension or application MCQs can test many of the intended learning outcomes for a module or unit, and can therefore form a valid part of the summative assessment strategy. Some tutors utilise the efficiency of MCQs in covering the syllabus to introduce compulsory sections in exams with the aim of discouraging question spotting on important topics.

All assessment methods have some drawbacks, and it is vital to determine what role MCQs can play in your overall assessment strategy by examining your module’s intended learning outcomes. The ‘dumbing down’ tag also ignores the useful role MCQs can play in formative assessment, in creating self-assessment exercises with feedback for students. You may wish to develop this without altering your summative assessment method. The key – as with any assessment mechanism – is in creating questions which test the required skills at the appropriate level. (See also Alldridge (1997) for an evaluation of the purposes for which MCQs can be effectively used; see Bobb-Semple et al (1997) pp4-6 for more on levels of difficulty.)

Last Modified: 4 June 2010