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Teaching and Assessment

Learn more about teaching and assessment strategies to help manage your large enrollment courses.

Tools and Technology

Learn more about tools and technologies to help manage your large enrollment courses.

Other Resources

Learn more about other resources available to help manage your large enrollment courses.

Creating Multiple Choice Questions

Writing Multiple Choice Questions
This article suggests some best practices for generating effective multiple choice questions. This is a basic overview of question structure, amount/type of information to include in the prompt, and tips for wording answers.

Good, Better, Best: Multiple Choice Exam Construction
This article focuses on errors to avoid when creating multiple choice stems, how to improve them to provide better content on assessments, and what a good multiple choice question looks like.

Writing Good Multiple Choice Test Questions
This guide outlines the advantages and disadvantages of multiple choice questions, but emphasizes that the key to a strong test is the structure of the multiple choice item. The guide dissects the question into parts and thoroughly analyzes the best structure for each.

Cheating and Plagiarism

Burrus, R. T., Jones, A. T., Sackley, B., & Walker, M. (2013). It’s the students, stupid: How perceptions of student reporting impact cheating. The American Economist, 58(1), 51-59. doi:10.1177/056943451305800106

Heckler, N. C., Forde, D. R., & Bryan, C. H. (2013). Using writing assignment designs to mitigate plagiarism. Teaching Sociology, 41(1), 94-105. doi:10.1177/0092055X12461471

Hodgkinson, T., Curtis, H., MacAlister, D., & Farrell, G. (2016). Student academic dishonesty: The potential for situational prevention. Journal of Criminal Justice Education, 27(1), 1-18. doi:10.1080/10511253.2015.1064982

Providing Effective Feedback

Wiggins, G. (2012). 7 Keys to Effective Feedback. Educational Leadership, 70(1), 10-16.

Large Enrollment Courses: Teaching and Assessment. University Center for Teaching and Learning. University of Pittsburgh.

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