Giving partial credit during an multiple choice question assessment reappraisal does not make the assessment process fairer

Janeve Desy; Adrian Harvey; Kerri Martin; Christopher Naugler; Kevin Mclaughlin

doi:10.36834/cmej.77957

Giving partial credit during an multiple choice question assessment reappraisal does not make the assessment process fairer

Authors

Janeve Desy University of Calgary
Adrian Harvey University of Calgary
Kerri Martin University of Calgary
Christopher Naugler University of Calgary
Kevin Mclaughlin University of Calgary

DOI:

https://doi.org/10.36834/cmej.77957

References

Tang SF CS. Redesigning learning for greater social impact. Taylor’s 9th Teaching and Learning Conference.: Springer Nature; 2016.

Bereby-Meyer Y, Meyer, J., Flascher, OM. Prospect Theory Analysis of Guessing in Multiple Choice Tests. J Behav Decis Mak 2002(15):313-327.

Kelly S, Dennick R. Evidence of gender bias in True-False-Abstain medical examinations. BMC Med Educ 2009;9:32. DOI: 10.1186/1472-6920-9-32.

Bond AE, Bodger O, Skibinski DO, et al. Negatively-marked MCQ assessments that reward partial knowledge do not introduce gender bias yet increase student performance and satisfaction and reduce anxiety. PLoS One 2013;8(2):e55956. DOI: 10.1371/journal.pone.0055956.

Goldman L. The Betrayal of the Gatekeepers: Grade Inflation. The Journal of General Education 1985;37:97-121.

Downloads

Published

2024-04-04

How to Cite

Desy J, Harvey A, Martin K, Naugler C, Mclaughlin K. Giving partial credit during an multiple choice question assessment reappraisal does not make the assessment process fairer . Can. Med. Ed. J [Internet]. 2024 Apr. 4 [cited 2024 Dec. 18];15(2):95-6. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/77957

Download Citation

Issue

Vol. 15 No. 2 (2024)

Section

Commentary and Opinions

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.

Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.