Polytomous versus Dichotomous Scoring on Multiple-Choice Examinations: Development of a Rubric for Rating Partial Credit

Introducing a Non-Dichotomous Method for Scoring Selected-Response Tests

The main purpose of this study was to introduce a new non-dichotomous scoring procedure for the multiple-choice test method, called Parledge. The research also aimed to determine Parledge characteristics through a psychometric study comparing it with the “Number Correct” and “Correction for Guessing” scoring methods. There were 35 students participating in the study who were given a vocabulary ...

Multidimensional Rasch Models for Partial - Credit Scoring

Partial Knowledge in Multiple-Choice Testing

The intent of this study was to discover the nature of (partial) knowledge as estimated by the multiple-choice (MC) test method. An MC test of vocabulary, including 20 items, was given to 10 participants. Each examinee was required to think aloud while focusing on each item before and while making a response. After each test taker was done with each item, s/he was ...

A Rubric for Scoring Postsecondary Academic Skills

Today’s assessment of postsecondary academic skills must take into account their comprehensive nature and their multiple facets (Biggs, 1995; Sadler, 1989). In this regard, the use of rubric is more likely to provide qualitative, meaningful, and stable appraisals than are traditional scoring methods. The stability of assessment results, however, rests on the scale’s ability to lead to a common ...

Multi-choice versus Descriptive Examinations

1 Robert W Brown, RMIT University, Electrical and Computer Systems Engineering, PO Box 2476V, Melbourne, Victoria 3001, Australia. [email protected] Abstract Examinations using multi-choice questions can be automatically graded in a fraction of the time and cost of manually grading descriptive questions. There is much controversy concerning the efficacy of multi-choice questions in determining s...