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

Metrics

Metrics Loading ...

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

1.
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 Jun. 15];15(2):95-6. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/77957

Issue

Section

Commentary and Opinions

Most read articles by the same author(s)

1 2 > >>