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A Comparative Study of Partial Credit Assessment and Computer-Based Testing
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, , , West Virginia University, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper will discuss a problem frequently encountered by educators seeking to use computer based or multiple choice based grading for mathematics exams. These assessment methodologies force a discrete grading system on students and do not allow for the possibility of partial credit. In this paper we will show that the grading of problem submissions for partial credit is quantitatively equivalent to 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. We will discuss the method of testing this methodology with a large group of students in Introductory Calculus at a major university

Citation

Darrah, M., Fuller, E. & Miller, D. (2010). A Comparative Study of Partial Credit Assessment and Computer-Based Testing. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2335-2340). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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