Examining Chemistry Students’ Perceptions Toward Multiple-Choice Assessment Tools that Vary in Feedback and Partial Credit

Multiple-choice testing with dichotomous scoring is one of the most common assessment methods utilized in undergraduate education. Determining students’ perceptions toward different types multiple-choice formats important for effective assessment. The present study compared two alternative used a second-year required chemistry course: (1) Immediate Feedback Assessment Technique (IFAT®) and (2) Personal Point Allocation (PPA). Both allow partial credit but only IFAT® provides immediate feedback on responses. survey interview data indicated that, overall, students preferred to PPA method. These positive ratings were related potential increase reward, ease use, confidence. was also perceived be less stress producing, anxiety provoking than PPA. Interview supported these findings individual differences preference each methods. Additionally, strategies either method suggestions how improve are discussed.