Title: Partial credit in multiple-choice exams: improving large-scale assessment of multiple constituencies

Authors: N.C. Simpson

Addresses: Department of Operations Management and Strategy, Room 351, Jacobs Management Center, University at Buffalo, Buffalo, NY 14260-4000, USA

Abstract: Multiple-choice exams are often a necessity in the assessment of large number of students, yet the information gleaned in traditional scoring possesses known weaknesses, often obscuring the true level of knowledge of particular constituencies within the larger group of learners. Described here is a partial credit methodology for multiple-choice, developed to address these constituencies, and the benefits of implementation are demonstrated with data drawn from a five-year history of use involving over 2,700 students.

Keywords: partial credit; large-scale assessment; multiple choice exams; pedagogy; multiple-choice assessments; knowledge assessment; operations management; universities; higher education; management students.

DOI: 10.1504/IJIIM.2009.025367

International Journal of Intercultural Information Management, 2009 Vol.1 No.3, pp.233 - 247

Published online: 19 May 2009 *

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