by James Mixson, Department of History Ah, the multiple-choice quiz. An old stand-by for some instructors who love them not least because it can make grading so easy. For others, especially those in more narrative-intense disciplines like mine (history), they are problematic: names and dates and other “data” are only the beginning. What matters is what it all means, and that is best assessed through long-form writing. Students love multiple choice quizzes and hate them, too. Some like that they […]
A New Twist on the Multiple Choice Quiz
