  Student-generated multiple-choice questions (MCQs) revised by the instructor
were used to design an educational game and to set part of the exam in the
framework of an elementary course in Photonics. An anonymous survey among the
students revealed their general satisfaction with the method. The exam results
of students who had been asked to author MCQs were compared to those of a
control group subject to traditional teaching. The results of the former in the
MCQ test of the exam were significantly better, without this being detrimental
to their comparative performance in problem-solving.
