This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using this new assessment. In total, 13 students completed an online open-ended qualitative questionnaire. Data was analyzed thematically. Four themes were generated: (a) empowered choice, (b) iterative reading, (c) forcing comparison, and (d) justified understandings. Findings suggest that the new model MCQ assessment promoted wider and more prolonged engagement with learning materials and fostered critical comparisons resulting in deeper learning. Limitations in study design mean that further research is merited to develop our model of MCQ assessment and enhance our understanding of students' learning experience.

中文翻译：

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多项选择题（MCQ）评估的发展和使用，以促进深度学习：基于Web的探索性定性调查

本文报告了在大专院校两个本科学位模块中使用的新的多项选择题（MCQ）评估新模型的开发和试行情况。新模型的目的是促进与SOLO分类法紧密结合的更深入的学习。邀请学生参加探索性定性研究，探索他们使用这项新评估的学习经验。总共有13名学生完成了在线开放式定性问卷。对数据进行了专题分析。产生了四个主题：（a）授权的选择，（b）反复阅读，（c）强制比较，以及（d）合理的理解。研究结果表明，新的MCQ评估模型促进了与学习材料的更广泛，更长时间的互动，并促进了重要的比较，从而使学习更加深入。