Creating New M.C. Type Questions - Part 2A

I love how interactive this style of questioning is. It definitely engages the student with images, visuals, colors, maps, charts, graphs, political cartoons, etc. It seems to highlight all the different abilities and styles of learning... with visuals and with it being hands-on/interactive. It allows the teacher to develop higher-level of thinking questions and deeper engagement questions, then just your basic old style multiple choice questions or fill in the blank questions. I will definitely start to utilize these types and styles of questions even more with my student's assessments. 

I love that this is an option for having students be able to label parts of the camera or even be able to have them point out specific areas of a photography that show rules of composition.  It is far more advanced than a multiple choice "guess" and would work great with my courses.

These question tools are such a great way to engage several different learning styles and can really create more of a fun creative assessment that students may enjoy completing.  Adding pictures and colors alone makes it feel like it is not an assessment and may calm any test anxiety or fear.  The visual/spatial learner will love labeling diagrams and seeing content in that context, rather than a list of vocabulary words.  When you present social studies content, like caste systems, it is important that they know that the lowest castes were treated the worst and are visually represented on the bottom, helping students to connect the meaning both literally and as represented on a graphic organizer. 

I love the visual aspect of all of these types of questions for ELLs. The visual aspect is great for supporting students. I like that as mentioned in the video it's a "visual multiple choice". This allows students to still prove what they know but have a visual aide when they might not be able to formulate the language yet. 

The first thing that comes to mind is that these functions are great for teaching physical and political geography in a history class. When teaching both World and American History, I have used these functions to have kids identify political and physical features of different parts of the world (topography: mountains, lakes, rivers, resources). We have used maps to as well to study topics such as colonizer and colonized; indigenous tribes; battle site locations and we’ve used them to identify and analyze national and regional election returns and voting patterns. I also really like the idea of using these tools to post an image (a political cartoon, photograph etc) and have the kids identify the context, audience, purpose and point of view of the source their analyzing. These are skills they need to be proficient in when taking their end of year assessments..

As previously mentioned, the drag & drop assessment is a Global 10 class favorite for labeling maps.  However, after watching the tutorial video,  I am looking forward to trying the Highlight HotSpots & Highlight Image assessments for analysis of political cartoons and maps.  Since the first part of the Regents Global exam is stimulus-based MC questions, these activities would be clutch in students practicing and analyzing the small details in images & text that often get overlooked (ie: key people, symbolism, ideas, etc.).  I like the options of having the students either identify a selected area or draw on the image itself.  

As I mentioned in the previous sections post, I have used the drag and drop feature many times in class for geographical mapping tasks and to analyze the meaning/symbolism of items in political cartoons.  I have always loved this but now after watching the video I have a new thought.  I was thinking of using the drag and drop to add dialogue to historical images.  Providing small pieces of dialogue and matching that (through drag & drop) with individuals/groups in a historical image could help students in perspective taking activities.  We have a large portion of our final exam that is constructed response questions.  Many of them focus on the author or subjects POV.  This could be an exercise in practicing and identifying that.  Love the idea of this new use!

I am teaching Sheets in Financial Algebra right now and when I saw the highlight option and that would be great for teaching the students which cells they need to click on to generate an equation! I am trying to get the students to utilize clicking the cell to encourage "live" spreadsheets and by having them move to the cells and highlight this will reinforce that thought.

So much of teaching earth science is chart, diagram or table based.  Using this option allows me to see how my kids can manipulate these tools!

I like the new self-graded MC style questions because it greatly increases the types of things I can ask students.  Geography type questions that can have clickable highlighted areas to choose from are great.  Haveing these easily graded so that I can quickly see misunderstandings is a huge time saver and directly helps kids.