ERIC Number: EJ1068985
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing
Campbell, Mark L.
Journal of Chemical Education, v92 n7 p1194-1200 Jul 2015
Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of the score due to guessing. A variable number of response choices were used based on question type, and students were encouraged not to guess by giving partial credit for answers left blank. Results of the study are presented.
Descriptors: Multiple Choice Tests, Chemistry, Science Tests, Guessing (Tests), Scores, Undergraduate Students, College Science, Student Evaluation, Evaluation Methods, Statistical Analysis, Responses, Student Surveys, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A