Abstract:
In this presentation, I will share observations arising from my experience of helping first-year and returning learners to overcome these learning barriers using existing revision MCQs. I will show how I encouraged students to consider ‘playing’ with existing MCQ revision resources to address the intended learning outcomes, to implement regular and distributed revision (thus avoiding the tendency to cram), and how I used MCQs as a scaffold to support students in their practise of articulating, externalising, clarifying, evaluating and deepening their understanding. Using examples of student work as illustration, I will explore the potential of “playing with MCQs” in fostering learner engagement with cognitively active learning behaviour and to develop higher level thinking skills.
