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

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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.

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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 Jun. 30];15(2):95-6. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/77957

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Issue

Vol. 15 No. 2 (2024)

Section

Commentary and Opinions

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