Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism

Gareth Denyer and Dale Hancock
Department of Biochemistry, The University of Sydney, Sydney, NSW 2006, Australia
J. Chem. Educ., 2002, 79 (8), p 961
DOI: 10.1021/ed079p961
Publication Date (Web): August 1, 2002

Abstract

This paper describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent the reward of plagarism. The manuscript also discusses the advantages of having a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. The advantages of the scrambling strategy, which maintains the same question order, is discussed with reference to student equity. The system provides a non-confrontational mechanism for dealing with cheating in large-class multiple-choice examinations, as well as providing a reward for problem solving over surface learning.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Feature):

Resources for Student Assessment

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Ethics
View: Hi-Res PDF | PDF w/ Links

Tools

SciFinder Links

SciFinder subscribers: Click to sign in | Not a SciFinder subscriber? Learn more at www.cas.org

Explore by:

History

  • Received: August 03, 2009

Recommend & Share

  • Share on ACS NetworkACS Network
  • Add to FacebookFacebook
  • Tweet ThisTweet This
  • Add to CiteULikeCiteULike
  • Add to NewsvineNewsvine
  • Digg ThisDigg This
  • Add to DeliciousDelicious

Related Content