Improved multiple-choice examinations

Binder, Bernhard

doi:10.1021/ed065p436

Cited by 1 publication

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“…The use and design of more effective multiple-choice questions in assessment is a perennial debate in chemical education. − We subscribe to the view that, despite the use of “distractors”, question ordering strategies, and other approaches, it is too easy for a student skilled in spotting “likely” answers to guess multiple-choice answers from a short list. In addition, the fact that students choose from a list of premade complete answers, rather than generating the answers themselves, is also pedagogically unsatisfying.…”

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confidence: 99%

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

2019

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We present here an extension of Morrison's and Ruder's "Sequence-Response Questions" (SRQs) that allows for more nuance in the assessment of student responses to these questions. We have implemented grading software (which we call ANGST, "Automated Nuanced Grading & Statistics Tool") in a Microsoft Excel sheet that can take SRQ answer data f rom any source and f lexibly and automatically grade these responses with partial credit. This allows for instructors to assess a range of understanding of material from student-generated answers as in a traditional written exam, while still reducing grading workload for large classes. It also allows instructors to do automated statistical analysis on the most popular answers, and subanswers, either from sources like exams or classroom response systems (CRSs), to determine common misunderstandings and facilitate adjustments to instruction.

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