Using student-generated questions for student-centred assessment

Papinczak, Tracey, Peterson, Raymond F., Babri, Awais Saleem, Ward, Kym, Kippers, Vaughan and Wilkinson, David (2012) Using student-generated questions for student-centred assessment. Assessment and Evaluation in Higher Education, 34 4: 439-452.


Author Papinczak, Tracey
Peterson, Raymond F.
Babri, Awais Saleem
Ward, Kym
Kippers, Vaughan
Wilkinson, David
Title Using student-generated questions for student-centred assessment
Journal name Assessment and Evaluation in Higher Education  (ERA 2012 Listed)    (ERA 2010 Rank A)   Check publisher's open access policy
Publication date 2012
Sub-type Article
DOI 10.1080/02602938.2010.538666
Volume number 34
Issue number 4
ISSN 0260-2938; 1469-297X
Start page 439
End page 452
Total pages 14
Editor Susan Martin
William Scott
Place of publication Abingdon, Oxon, U.K.
Publisher Routledge
Collection year 2013
Language eng
Formatted abstract In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question-writing and enhance students' metacognitive abilities, in particular, their ability to self-regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End-of-year formal examinations comprised 25% student-generated questions (SGQs), while mid-year examination items were completely unseen. Data were gathered from repeated administration of a questionnaire and from examination results. No statistically significant changes were identified in self-rated monitoring of understanding and regulation of learning. The activity of generating questions supported students to work collaboratively in developing questions and answers. The bank of questions was appreciated by students as a source of revision material, even though it was not strongly focused on higher order processes. Based on scores, it would appear that many students chose to memorise the question bank as a 'high-yield' strategy for mark inflation, paradoxically favouring surface rather than deep learning. The study has not identified directly improvements in metacognitive capacity and this is an area for further investigation. Continual refinement of the study method will be undertaken, with an emphasis on education of students in developing questions addressing higher order cognitive processes. Although students may have memorised the questions and answers, there is no evidence that they do not understand the information.
© 2011 Taylor & Francis
Keyword Assessment
Small-group learning
Metacognition
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Available online: 08 May 2012

Document type: Journal Article
Sub-type: Article
Collections: Official 2013 Collection
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