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MCQs are particularly valuable when they require students to apply theories, general principles, or models to identify or interpret a situation, draw conclusions, or forecast. The following (in addition to the Clausewitz example above) is an example:
Load factor--the first third answer option is correct--is a standard indicator of utility business efficiency, and historically important for transportation history. Perhaps in class, a historical example included data from Buffalo or Cleveland, but not Pittsburgh, and was presented alongside other considerations of public utility businesses. For students who didn’t pay attention to course content, the wrong answers sound plausible and the question stem doesn’t provide nearly enough for the internet to help.
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Teaching Effectiveness Progam at the University of Oregon. "Writing Multiple-Choice Questions that Demand Critical Thinking." http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html
Loepp, Eric. "THe Benefits of Higher-Order Multiple-Choice Tests." Inside Higher Ed. https://www.insidehighered.com/advice/2021/06/23/rethinking-multiple-choice-tests-better-learning-assessment-opinion