Bringing Nuance to Automated Exam and Classroom Response System Grading: A Tool for Rapid, Flexible, and Scalable Partial-Credit Scoring

Carberry, Tom P.; Lukeman, Philip S.; Covell, Dustin J.

doi:10.1021/acs.jchemed.8b01004

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…Hence, students are urged to select an answer for each MC item. Alternative strategies exist and include discouraging guessing and partial-credit scoring. , …”

Section: Methodsmentioning

confidence: 99%

“…Alternative strategies exist and include discouraging guessing 24 and partial-credit scoring. 25,26 The use of the question banks in the final exam is further discussed in the section on the application of the question banks, whereas aspects related to exam security are discussed here.…”

Section: Description Of the Exammentioning

confidence: 99%

“…MC items are widely used in undergraduate chemistry curricula and their use has been the object of various investigations in this journal. − Tellinghuisen and Sulikowski found that the performance on MC exams may depend on the order of the responses and to some degree also on the order of the questions in the exam . Schroeder et al found that these answer-ordering effects are more important for conceptual questions and that several consecutive difficult questions decrease performance compared to difficult questions that are spread over the entire test .…”

Section: Introductionmentioning

confidence: 99%

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Formative and Summative Automated Assessment with Multiple-Choice Question Banks

Beerepoot

2023

J. Chem. Educ.

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Digital automated assessment is a valuable and time-efficient tool for educators to provide immediate and objective feedback to learners. Automated assessment, however, puts high demands on the quality of the questions, alignment with the intended learning outcomes, and the quality of the feedback provided to the learners. We here describe the development and use of a large number (N > 180) of question banks with multiple items (N ≥ 20) that are aligned to the intended learning outcomes of an undergraduate general chemistry course. Even though the development of a large number of high-quality question banks is a formidable task, they allow for flexible and easy-to-implement solutions for formative and summative assessment once developed. We here discuss three applications of the question banks: formative assessment in large online classes, practice tests that provide formative assessment outside classes, and summative assessment through a digital exam. We highlight the importance of aligning the question banks with intended learning outcomes, providing additional feedback to the learners and of quality assurance of the question banks, and show how the combined use of the question banks supports student self-regulated learning. We hope that the present work can inspire others to discover the various applications of question banks for formative and summative assessment.

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“…Hence, students are urged to select an answer for each MC item. Alternative strategies exist and include discouraging guessing and partial-credit scoring. , …”

Section: Methodsmentioning

confidence: 99%