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.

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Published

2024-04-04

Issue

Vol. 15 No. 2 (2024)

Section

Commentary and Opinions

License

Copyright (c) 2023 Janeve Desy, Adrian Harvey, Kerri Martin, Christopher Naugler, Kevin Mclaughlin

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How to Cite

1.
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 2025 Dec. 14];15(2):95-6. Available from: https://dev.journalhosting.ucalgary.ca/index.php/cmej/article/view/77957