E‐assessment by design: using multiple‐choice tests to good effect

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The effect of virtual achievements on student engagement (2013, background): “Nicol argues that by being involved in the process of constructing their own questions, rather than simply answering instructor generated questions, students can develop self-regulating skills which are crucial for life-long learning [23].”
Benefits of Self-explanation in Introductory Programming (2015, background): “The research suggests that not just the content and format of multiple-choice questions is relevant, but rather that the wider context in which they are used also should be considered [15].”
Student-Generated Content: Enhancing learning through sharing multiple-choice questions (2014, background): “A key finding from a related study (Nicol, 2007), which focused on effective e-assessment by design using MCQs, highlighted the importance of not just the questions themselves, but the context in which they were deployed within modules in order to promote the development of self-directed learning.”
The feedback triangle and the enhancement of dialogic feedback processes (2013, background): “For example, students can answer multiple-choice questions through an EVS system and engage in ‘peer instruction’ to convince peers of their answer; opportunities for dialogue occur as students interact, and are challenged to re-appraise their reasoning when the correct answer is revealed (Nicol 200”