Partial credit in multiple choice items

Joan Burfitt

Partial credit in multiple choice items

Joan Burfitt

Graduate School of Education

Research output: Chapter in Book/Conference paper › Conference paper › peer-review

Abstract

Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which partial credit can be given when students select particular incorrect options. To improve the items in this way requires a critical analysis of how the items contribute to the measure of student achievement as well as extensive knowledge of the test construct.

Original language	English
Title of host publication	40 years on: We are still learning!
Subtitle of host publication	Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	A. Downton, S. Livy, J. Hall
Place of Publication	Melbourne
Publisher	Mathematics Education Research Group of Australasia
Pages	117-124
Publication status	Published - 2017
Event	40th Annual Conference of the Mathematics Education Research Group of Australasia - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 https://custom.cvent.com/AC1461E6AC63400FB8AAA2E83F2C2C45/files/6e0de488911f4bb5985886f209fee801.pdf

Conference

Conference	40th Annual Conference of the Mathematics Education Research Group of Australasia
Abbreviated title	MERGA 40
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17
Internet address	https://custom.cvent.com/AC1461E6AC63400FB8AAA2E83F2C2C45/files/6e0de488911f4bb5985886f209fee801.pdf

Cite this

@inproceedings{d9e3ecc0e6fd48fc9c670505281caf14,

title = "Partial credit in multiple choice items",

abstract = "Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which partial credit can be given when students select particular incorrect options. To improve the items in this way requires a critical analysis of how the items contribute to the measure of student achievement as well as extensive knowledge of the test construct.",

author = "Joan Burfitt",

year = "2017",

language = "English",

pages = "117--124",

editor = "A. Downton and S. Livy and J. Hall",

booktitle = "40 years on: We are still learning!",

publisher = "Mathematics Education Research Group of Australasia",

address = "Australia",

note = "40th Annual Conference of the Mathematics Education Research Group of Australasia, MERGA 40 ; Conference date: 02-07-2017 Through 06-07-2017",

url = "https://custom.cvent.com/AC1461E6AC63400FB8AAA2E83F2C2C45/files/6e0de488911f4bb5985886f209fee801.pdf",

}

Burfitt, J 2017, Partial credit in multiple choice items. in A Downton, S Livy & J Hall (eds), 40 years on: We are still learning! : Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia, Melbourne, pp. 117-124, 40th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Victoria, Australia, 2/07/17.

Partial credit in multiple choice items. / Burfitt, Joan.
40 years on: We are still learning! : Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / A. Downton; S. Livy; J. Hall. Melbourne: Mathematics Education Research Group of Australasia, 2017. p. 117-124.

Research output: Chapter in Book/Conference paper › Conference paper › peer-review

TY - GEN

T1 - Partial credit in multiple choice items

AU - Burfitt, Joan

PY - 2017

Y1 - 2017

N2 - Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which partial credit can be given when students select particular incorrect options. To improve the items in this way requires a critical analysis of how the items contribute to the measure of student achievement as well as extensive knowledge of the test construct.

AB - Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which partial credit can be given when students select particular incorrect options. To improve the items in this way requires a critical analysis of how the items contribute to the measure of student achievement as well as extensive knowledge of the test construct.

UR - https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx

UR - https://www.merga.net.au/

M3 - Conference paper

SP - 117

EP - 124

BT - 40 years on: We are still learning!

A2 - Downton, A.

A2 - Livy, S.

A2 - Hall, J.

PB - Mathematics Education Research Group of Australasia

CY - Melbourne

T2 - 40th Annual Conference of the Mathematics Education Research Group of Australasia

Y2 - 2 July 2017 through 6 July 2017

ER -

Partial credit in multiple choice items

Abstract

Conference

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