[This is a guest post by Derek Bruff, an assistant director of the Center for Teaching at Vanderbilt University, where he is also a senior lecturer in Mathematics. His book, Teaching with Classroom ...

Meandering into the lecture hall, you take note of the atmosphere. The air is still. But for the faint sounds of shuffling pages, trackpad clicks, and anxiety-laced whispering, the room is silent. You ...

Like many professors, I tend to disparage multiple-choice tests. They measure a narrow test-taking skill that has little to do with “real life.” They’re about memorizing facts rather than dealing with ...

In an excellent column, Ray Schroeder, senior fellow for the Association of Leaders in Online and Professional Education, laments the tendency for many instructors to rely on text-specific test banks ...

Multiple-choice questions don’t belong in college. They’re often ineffective as a teaching tool, they’re easy for students to cheat, and they can exacerbate test anxiety. Yet more professors seem to ...

According to an article just published in Current Directions in Psychological Science, the answer — perhaps surprisingly — can sometimes be choice D. But it depends on how multiple choice questions ...