Partial credit in multiple-choice exams: improving large-scale assessment of multiple constituencies
by N.C. Simpson
International Journal of Intercultural Information Management (IJIIM), Vol. 1, No. 3, 2009

Abstract: Multiple-choice exams are often a necessity in the assessment of large number of students, yet the information gleaned in traditional scoring possesses known weaknesses, often obscuring the true level of knowledge of particular constituencies within the larger group of learners. Described here is a partial credit methodology for multiple-choice, developed to address these constituencies, and the benefits of implementation are demonstrated with data drawn from a five-year history of use involving over 2,700 students.

Online publication date: Tue, 19-May-2009

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