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Elimination testing with adapted scoring reduces guessing and anxiety in multiple-choice assessments, but does not increase grade average in comparison with negative marking

机译:消除测验和适当的评分可以减少多项选择评估中的猜测和焦虑,但与否定标记相比,它不会增加平均成​​绩

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摘要

Background and hypothesesThis study is the first to offer an in-depth comparison of elimination testing with the scoring rule of Arnold & Arnold (hereafter referred to as elimination testing with adapted scoring) and negative marking. As such, this study is motivated by the search for an alternative for negative marking that still discourages guessing, but is less disadvantageous for non-relevant student characteristics such a risk-aversion and does not result in grade inflation. The comparison is structured around seven hypotheses: in comparison with negative marking, elimination testing with adapted scoring leads to (1) a similar average score (no grade inflation); (2) students expressing their partial knowledge; (3) a decrease in the number of blank answers; (4) no gender bias in the number of blank answers; (5) a reduction in guessing; (6) a decrease in self-reported test anxiety; and finally (7) students preferring elimination testing with adapted scoring over negative marking.
机译:背景和假设本研究首次对消除测试与Arnold和Arnold的评分规则(以下称为具有适应性评分的消除测试)和否定标记进行了深入比较。因此,本研究的动机是寻找仍然不利于猜测的负面标记替代方法,但对于不相关的学生特征(例如,规避风险)的不利影响较小,并且不会导致年级膨胀。比较是围绕七个假设进行的:与否定标记相比,采用适应性评分的消除测试导致(1)相似的平均分数(无等级膨胀); (2)表达部分知识的学生; (3)减少空白答案的数量; (4)在空白答案的数量上没有性别偏见; (5)减少猜测; (6)自我报告的考试焦虑降低;最后(7)学生更喜欢采用消极测试,而评分要比负分数高。

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