Partial-Credit Scoring Methods for Multiple-Choice Tests

1989 ◽  
Vol 2 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Robert B. Frary
Keyword(s):  
Credit Scoring ◽  
Multiple Choice ◽  
Scoring Methods ◽  
Partial Credit ◽  
Multiple Choice Tests ◽  
Choice Tests

Abstract: An Option-Based Partial Credit IRT Model for Multiple-Choice Tests

2013 ◽  
Vol 48 (1) ◽  
pp. 146-147 ◽  
Author(s):  
Yuan-chao Bo ◽  
Charles Lewis ◽  
David V. Budescu
Keyword(s):  
Multiple Choice ◽  
Partial Credit ◽  
Multiple Choice Tests ◽  
Irt Model ◽  
Choice Tests

Comparison of the Three-Decision and Conventional Multiple-Choice Tests

1967 ◽  
Vol 20 (3) ◽  
pp. 695-698 ◽  
Author(s):  
Clemens S. Bernhardson
Keyword(s):  
Multiple Choice ◽  
Scoring Systems ◽  
Choice Test ◽  
Partial Knowledge ◽  
Scoring Methods ◽  
Multiple Choice Test ◽  
Average Mark ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Alternative Test

Two multiple-choice tests, one with five alternatives for each question and one with four alternatives for each question, were scored as a Three-decision Multiple-choice Test and as a conventional multiple-choice test. In addition, the five-alternative test was scored as a modified conventional multiple-choice test by giving half marks if the correct alternative was picked as the second choice. The different scoring systems were evaluated by correlating the scores with the average mark obtained by each student in all his courses during the year. The results indicated that the conventional multiple-choice test was not improved by scoring methods which gave credit for partial knowledge.

scholarly journals Fairness and Ethics in Multiple Choice (MC) Scoring: An Empirical Study

2019 ◽  
Vol 5 (1) ◽  
pp. 85-97
Author(s):  
George S. Ypsilandis ◽  
Anna Mouti
Keyword(s):  
Foreign Language ◽  
Credit Scoring ◽  
Multiple Choice ◽  
Test Reliability ◽  
Multiple Choice Tests ◽  
Design And Implementation ◽  
Choice Tests ◽  
The Subject ◽  
Exam System ◽  
Different Levels

One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects in different levels of the NFLES-Gr test for Italian as an L2 in Greece. Results clearly indicate that the tested scoring procedure provides refined insights into students’ interlanguage levels, enhances sensitivity in scoring procedures, and may provide significant differences for testees found to be close to the pass/non-pass borderline without jeopardizing test reliability.

Two Models for Multiple Choice Tests

1968 ◽  
Author(s):  
J. Brown Grier ◽  
Raymond Ditrichs
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests

Using multiple-choice tests as learning events

2009 ◽  
Author(s):  
Jeri L. Little ◽  
Elizabeth Ligon Bjork ◽  
Ashley Kees
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests
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