Ministry of higher and secondary special education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of the english language and literature course paper the theme: Types of

Adapting the strategy
If you want to find out more about what students are thinking:

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  Ask students to tell you why they chose that answer;
  
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  Have students work in small groups to decide on the best answer, and justify their decision;
  

2.2. Pros and cons of multiple choice questions
Multiple-choice questions should contain a question (known as the stem), the correct answer and distractors .Multiple-choice questions can be used at different points in the learning process, to check for understanding or as a low stakes retrieval task. There are a range of benefits linked to using this quizzing technique in the classroom. However, multiple-choice questioning has limitations and is not a perfect classroom strategy, no classroom strategy is. Below are some pros and cons to consider when planning, designing and using multiple-choice questions .[9]
Pros of multiple-choice questions:

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  MCQs are a flexible questioning technique, they can be used at various points in a lesson and throughout the learning process. MCQs can be used for both formative and summative assessment and can be used inside or outside of the classroom. MCQs can be versatile in terms of the content and type of questions asked which can range from factual recall to higher order thinking (if the questions are carefully crafted).
  
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  MCQs can provide retrieval support for younger students and students with learning difficulties making retrieval practice more accessible and the challenge desirable. They can be differentiated through scaffolded question design. Initial retrieval success is important and having the correct answer visible increases the likelihood of success and that can lead to increased confidence and motivation.[10]
  

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[9]. Jalolov J. J., Makhkamova G.T., Ashurov Sh. S. English language teaching methodology (theory and practice). — Tashkent: UzSWLU, 2014.— 336 р.
[10]. Jacobson, M. Werklund School of Education, University of Calgary. (n.d.). Multiple Choice Item Construction. Retrieved from https://people.ucalgary.ca/~dmjacobs/portage/index.htm (June 2019)

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  MCQs for quizzing can be flexible in terms of time spent in a lesson. MCQs can be delivered relatively quickly, not dominating lesson time also meaning more time can be used for meaningful feedback and discussion. As students can answer MCQs fairly quickly, in comparison to free recall or extended answers, this means more questions can be asked to test a significant amount of knowledge and content. A concern with checking for understanding and retrieval practice, can be finding the time to do so in addition to teaching a demanding and content heavy curriculum. Checking for understanding and retrieval practice are essential and cannot be abandoned but MCQs can assist in terms of timing within a lesson.
  
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  MCQs can support responsive teaching in the classroom. Carefully designed MCQs can address potential misconceptions that may have developed in previous lessons, this is very useful for the teacher to be aware of and respond to.
  
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  MCQs are graded and scored objectively – answers are either right or wrong, no need for moderation or review. MCQs can be workload friendly in terms of feedback and marking. There are a variety of digital tools that can provide instant feedback to students. Alternatively, students can self or peer assess MCQs, monitored by the teacher.
  
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  Another workload benefit of MCQs is that a carefully constructed quiz can be repeated and used again, to assist with regular and spaced retrieval practice.
  
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  MCQs can be used with students across different ages and different subjects. MCQs can and ideally should be used across year groups/departments to promote consistency of the content being quizzed. The questions can be the same but the teacher can have flexibility of delivery of the MCQ for example one teacher may use a digital tool to ask questions but their colleague may prefer to embed questions into their presentations with students using mini white boards to respond. The questions used for MCQ quizzes can be designed so they can be used for short answer questions, simply removing the distractors and correct answer to increase the level of challenge.