A methodical approach to multis

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I think multiple choice questions are an amazing teaching opportunity in economics. 

Think about how tough it is to create a multiple choice question. You need to choose some content, link it to other content or a hypothetical example, make the students think and then include answer options that are similar but still have a clear(ish) winner.

Think also about the value in having students decode and deconstruct multis in a very methodical way to test their content knowledge. I see this as a valuable endeavour.

I’ve created a video (see below) going through all the multis in the 2019 NSW Economics HSC. Check out the exam and marking guide. The video takes you through my process, which I in turn share with my students in class. I am methodical because I want them to be methodical. I want them to take the time now, while they’re practicing, to really interrogate the questions and thoughtfully exclude options, not just identify the correct answer.

Let’s be clear: I don’t expect students to undertake all of this detailed process in their exams. But I do expect students to carry through some of these strategies, particularly some form of annotation. I continually encourage my students to do this all the time, multis, shorts, essays, whatever.

Oh. If you’ve got a better way of answering question 14, let me know in the comments. I didn’t love that one.