Multiple Choice Question Quizzes: Challenges and Solutions for Academic English Language Students Using the Revised Bloom’s Taxonomy

Abstract

Making better and more effective multiple-choice quizzes (MCQ) is an ongoing
challenge for English language instructors. Bloom’s taxonomy may be helpful in this regard. Astana IT University (AITU) English language instructors are using Bloom’s taxonomy to help create MCQ that test HOTS (higher order thinking skills) and LOTS (lower order thinking skills). This study will analyse the experience of English language instructors at AITU in terms of MCQ quizzes effectiveness, with recommendations for improvement. The main two research questions are:
1) What are the experiences of AITU English instructors in terms of developing MCQ quizzes in view of the Revised Bloom’s Taxonomy?
2) What are the recommendations of AITU English instructors for improving summative assessment quizzes in view of the Revised Bloom’s Taxonomy?
Data will be collected using both qualitative and quantitative approaches (MMR). Questions will be categorized as being HOTS or LOTS. Five English language instructors will be interviewed on their experiences with MCQ and assessment and their recommendations for improvement will be collected and discussed. The results of this study will be instrumental for AITU English language instructors in addressing the problems of developing MCQ quizzes to maximize student learning.