A Comparative Study of Partial Credit Assessment and Computer-Based Testing for Mathematics
Marjorie Darrah, Edgar Fuller, David Miller, West Virginia University, United States
JCMST Volume 29, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper discusses a possible solution to a problem frequently encountered by educators seeking to use computer-based or multiple choice-based exams for mathematics. These assessment methodologies force a discrete grading system on students and do not allow for the possibility of partial credit. The research presented in this paper investigates whether students in a large multi-section mathematics course benefit more from grading exams with partial credit versus computerized exams with no partial credit. An alternate method is discussed for providing students with a summative assessment for extra credit at the end of the semester that offers an opportunity to correct mistakes made on problems during the semester for which they previously received no points. The partial credit scores students would have earned and the score the students received on the summative assessment are compared to determine if there is a relationship. This paper also discusses the process of testing this method with a large group of students in an Introduction to Calculus course at a major university. Qualitative data on student attitudes toward computerized exams is also examined and discussed.
Darrah, M., Fuller, E. & Miller, D. (2010). A Comparative Study of Partial Credit Assessment and Computer-Based Testing for Mathematics. Journal of Computers in Mathematics and Science Teaching, 29(4), 373-398. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)