HomeBlogPodcasts Allocating Time for Multiple Choice Testsby Jessie L. MooreOctober 2, 2025 Share: Section NavigationSkip section navigationIn this sectionPodcasts – Home 60-Second SoTL Limed: Teaching with a Twist Making College “Worth It” Special Series First-Year Seminars Land Acknowledgement 60-Second SoTL – Episode 60 How much time should students have to take online, multiple-choice tests? That’s the focus of the open-access Teaching & Learning Inquiry article featured in this week’s 60-second SoTL: Kennette, Lynne N., and Dawn McGuckin. 2025. “Best Practice for Online Tests: How Long Do Students Actually Need?”. Teaching and Learning Inquiry 13 (July):1–11. https://doi.org/10.20343/teachlearninqu.13.35. View a transcript of this episode. Show Credits This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. Music: “Cryptic” by AudioCoffee. Multiple-choice test image in episode art by Freepik Explore Related Resources Implementing Effective Feedback Practices: Strategy 2 In part one of this two-part blog, I revisited results from my students who completed the feedback literacy behavior scale (Dawson et al. 2023). I identified two areas in which students demonstrated room for improvement: (1) seeking feedback information; and… Should AI be Involved in Assessing Student Work? I was at a campus workshop this week, and we discussed this recent article about a student requesting a tuition refund after discovering a piece of course content was generated by ChatGPT (Hill 2025). I thought the use of the… Implementing Effective Feedback Practices: Strategy 1 Two blog posts ago, I shared my early spring semester plans for giving students effective feedback and promoting their feedback literacy in an early college calculus course. Going into that semester, I realized that to promote student feedback literacy, it… Perspectives on Alternative Grading “Traditional” grading is a term used to describe the most common form of grading in an academic setting. In recent years, it has been seen that courses implementing this grading system “tend to be more oriented towards product over process,… Planning for Effective Feedback and Promoting Feedback Literacy As I continue to explore literature on models of assessment and feedback, the importance of feedback and feedback literacy has emerged as an ongoing theme. At the time of this writing, my colleagues and I are preparing for the spring… 1 2 … 5 6 >
