multiple-choice questions – Adventures in Oceanography and Teaching

Guest post by Kjersti Daae: Using voting cards to increase student activity and promote discussions and critical thinking

mglessmer — Tue, 16 Nov 2021 19:28:05 +0000

I got permission to publish Kjersti Daae‘s iEarth conversation on teaching (with Torgny Roxå and myself in April 2021) on my blog! Thanks, Kjersti :-) Here we go: I teach in an introductory course in meteorology and oceanography (GEOF105) at the geophysical institute, UiB. The students come from two different study programs: BSc in climate, […]

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#Methods2Go: Ideas for starting off your university classes (inspired by EM Schumacher’s work)

mglessmer — Tue, 10 Aug 2021 14:26:34 +0000

“Methoden to go” by E.-M. Schumacher, which you see in the picture above, is a handy collection of well- and less-well-known methods for university teaching, organised by the six different phases of a typical session (getting into a topic, learning about a topic, discussing it, applying knowledge, securing results, and ending a lesson). It’s a collection […]

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Taxonomy of multiple choice questions

mglessmer — Wed, 26 Nov 2014 12:48:48 +0000

Examples of different kinds of multiple choice questions that you could use. Multiple choice questions are a tool that is used a lot with clickers or even on exams, but they are especially on my mind these days because I’ve been exposed to them on the student side for the first time in a very long […]

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How to ask multiple-choice questions when specifically wanting to test knowledge, comprehension or application

mglessmer — Fri, 01 Aug 2014 04:45:45 +0000

Multiple choice questions at different levels of Bloom’s taxonomy. Let’s assume you are convinced that using ABCD-cards or clickers in your teaching is a good idea. But now you want to tailor your questions such as to specifically test for example knowledge, comprehension, application, analysis, synthesis or evaluation; the six educational goals described in Bloom’s taxonomy. How do you […]

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