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ERIC Number: EJ1119561
Record Type: Journal
Publication Date: 2016-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format
Slepkov, Aaron D.; Vreugdenhil, Andrew J.; Shiell, Ralph C.
Journal of Chemical Education, v93 n11 p1839-1846 Nov 2016
There are numerous benefits to answer-until-correct (AUC) approaches to multiple-choice testing, not the least of which is the straightforward allotment of partial credit. However, the benefits of granting partial credit can be tempered by the inevitable increase in test scores and by fears that such increases are further contaminated by a large random guessing component. We have measured the effects of using the immediate feedback assessment technique (IF-AT), a commercially available AUC response system, on the scores of a typical first-year chemistry multiple-choice test. We find that with a particular commonly used scoring scheme the test scores from IF-AT deployment are 6-7 percentage points higher than from Scantron deployment. This amount is less than that suggested by previous studies, where the mark increase was calculated in a purely post hoc manner and thus neglected affective changes of students' behavior associated with the IF-AT technique. Furthermore, we have strong evidence that partial credit is awarded in a highly rational manner in accordance with the students' level of understanding.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A