Exploring the use of reflective MCQ in primary science formative assessment

Abstract

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.