A Multiple Choice Test that Rewards Partial Knowledge
By M. Bush. 2001
92 citations recorded by the source corpus.
A new multiple choice test format is presented that allows examinees to select more than one answer to a question if they are uncertain of the correct one. Negative marking is used to penalise incorrect selections. The aim is to explicitly reward examinees who possess partial knowledge as compared with those who are simply guessing. The result is a test method that forces examinees to think more carefully about their answers, and that yields results of a higher resolution than standard multiple choice tests. After describing the new format, the paper presents and critiques several existing methods which have the same or similar aims. The paper ends with a discussion of the feedback and experience gained to date in using the new format.
Subfields: Education, Family Practice, Management of Technology and Innovation
View Paper: https://www.semanticscholar.org/paper/b876aaacc130a8836905a455326b2dcb4b6a8ec2
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In Education
In Family Practice
In Management of Technology and Innovation
Citations in the corpus
- Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. (2005, background): “If it is not, they may go on to select alternative responses with sequentially lower point values, until they have chosen the correct one (Bush, 2001).”
- Scoring methods for multiple choice assessment in higher education – Is it still a matter of number right scoring or negative marking? (2013, methodology): “The score obtained on a liberal multiple choice test is likely to be a better reflection of a student’s true knowledge mastery as compared to the score obtained on the base of a conventional multiple choice test version based on the same questions (Bush, 1999; Bush, 2001).”