Improving student experience and performance through multiple-choice testing that rewards partial knowledge, increases satisfaction and reduces examination anxiety without introducing gender bias – Geertje van Keulen
Multiple-choice question (mcq) examinations are increasingly used as the sole assessment method of
theoretical knowledge in large class-size modules in many life science degrees. Mcq-tests can be used to
objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce
gender bias in performance dependent on topic, instruction/scoring and difficulty. The ‘Number Correct’
(NC) test is often used in which students choose one correct answer, without being able to demonstrate
partial knowledge. Negatively marking eliminates the chance element of guessing but has received
attention as it may be unfair. Elimination testing (ET) is an alternative form of mcq, which discriminates
between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of
negatively marked NC and ET tests have not yet been performed in the life sciences.
We assessed year 1 and 2 students in one voluntary test where the same 25 mcq were answered by both
methods allowing statistically relevant comparisons within one cohort. Students also completed evaluation
forms to indicate their satisfaction and anxiety levels. Answer and evaluation forms were scanned and
automatically scored using Remark Office OMR software. Here, we will discuss the impact of rewarding
partial knowledge in mcq assessments on student performance, gender bias, satisfaction and anxiety.
http://mrclabsestream.swan.ac.uk/Embed.aspx?id=1761&wmode=opaque&code=9t~lThOtMGWfawabxmxNtzd
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