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An Alternate Multiple‐Choice Scoring Procedure in a Macroeconomics Course
Author(s) -
Bradbard David A.,
Parker Darrell F.,
Stone Gary L.
Publication year - 2004
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.0011-7315.2004.00016.x
Subject(s) - computer science , course (navigation) , scoring rule , multiple choice , mathematics education , scoring system , statistics , machine learning , psychology , mathematics , medicine , significant difference , physics , astronomy , surgery
ABSTRACT In the standard scoring procedure for multiple‐choice exams, students must choose exactly one response as correct. Often students may be unable to identify the correct response, but can determine that some of the options are incorrect. This partial knowledge is not captured in the standard scoring format. The Coombs elimination procedure is an alternate scoring procedure designed to capture partial knowledge. This paper presents the results of a semester‐long experiment where both scoring procedures were compared on four exams in an undergraduate macroeconomics course. Statistical analysis suggests that the Coombs procedure is a viable alternative to the standard scoring procedure. Implications for classroom instruction and future research are also presented.