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Exploring the use of reflective MCQ in primary science formative assessment
Primary science
Creative divergent thinking
Multiple choice question
Formative assessment
Issue Date: 
Ang, K. C., & Boo, H. K. (2006). Exploring the use of reflective MCQ in primary science formative assessment. In Y. J. Lee, A. L. Tan & B. T. Ho (Eds.), Proceedings of ISEC 2006 (pp. 86-97). Singapore: National Institute of Education.
Multiple-Choice Questions (MCQs) are commonly used in summative assessments to assess a
wide range of knowledge, skills, attitudes and abilities (Haladyna, 1999) in an efficient, effective
and economical way. Yet, existing literature suggests that the prevalent use of MCQs may also
stifle the creative nature of students rather than assess it (Black, 1998). Time spent on pupils’
multiple-choice test performance also reduces the time available for strengthening more complex
skills. This paper reports on the findings arising from an exploratory study conducted with 90
primary girls across three grade levels from Primary 4 (P4) to Primary 6 (P6) from a Singapore
primary school. Potential impact of continual use of MCQs and the developmental growth of
students’ creative and divergent thinking abilities and using reflective MCQ as a formative
evaluation tool was also discussed.
This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
Appears in Collections:Conference Papers

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