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ERIC Number: ED318754
Record Type: Non-Journal
Publication Date: 1990-Apr
Pages: 50
Abstractor: N/A
Reference Count: N/A
Training Students To Take Better Control of Their Learning by Framing Questions in Multiple-Choice Format.
McNamara, Thomas C.
An attempt was made to develop self-directedness in students through teaching them how to write questions in multiple-choice format, and by making students aware that phrasing things in multiple-choice format is a way of asking questions that is conducive to developing thinking, writing, and test-taking skills. The study, a form of reflective inquiry, was conducted in three classes, one each of grades 2, 3, and 4, in low-income urban areas. Five sessions were held in each of the classes. Students first heard a passage, and then attempted to make lists of key words related to the reading. With instruction, they developed multiple-choice items for the material. By the end of the third week, almost all of the students, even in grade 2, understood the importance of framing a correct answer and "good, wrong" options and recognized how much effort it took to work through the chain of possible answers. The teachers indicated that the process had been beneficial and were happy to continue working with it. Teachers thought the approach was particularly useful in developing thinking skills and reinforcing good test-taking skills. An appendix summarizes the philosophy of the study and presents achievement scores in reading for these classes in January 1990, and for 1 and 2 years previous (not available for grade 2). This information is not presented as outcome information for the study, but is cited to provide context material about the students. Seven data tables are included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A