Seachange: Design of online quiz questions to foster deep learning

Abstract

The design of different types of quiz question will influence the extent to which formative and summative feedback is presented to students. Typically, quiz questions are considered limited in their capacity to assess higher order cognitive skills. This paper extends the notion of online quiz design by presenting examples in a WebCT learning environment in order to demonstrate a formative approach to assessment, closely integrated with learning processes. A matrix of questions is presented using Bloom’s taxonomy showing the type of question, pedagogical underpinnings and cognitive skills required. The implications of this type of question design is that automated quiz type questions do not necessarily imply a narrow focus on recall, but may assess a range of learning processes.