Initial correction versus negative marking in multiple choice examinations.

• Tanja Van Hecke ^[1]
  1. [1] Ghent University

     Ghent University

     Arrondissement Gent, Bélgica

     
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 34, Nº. 3, 2015, págs. 171-178
• Idioma: inglés
• DOI: 10.1093/teamat/hrv011
• Texto completo no disponible (Saber más ...)
• Resumen

  • Optimal assessment tools should measure in a limited time the knowledge of students in a correct and unbiased way. A method for automating the scoring is multiple choice scoring. This article compares scoring methods from a probabilistic point of view by modelling the probability to pass: the number righy scoring, the initial correctin (IC) and the negative marking (NM) method. We will compare the probabilities for students to pass when their assessment is translated into a score by means of the NM and the IC method, Moreover, given a knowledge level of the sutdent, the variance of this probablility will be discussed for both methods.