Hello everyone,
We would like to get your input on grading strategies for Multiple Correct Answer questions, where more than one correct answer is possible. Consider a scenario where, for example, 3 out of 5 options are correct. The challenge is in how to fairly distribute points based on the answers a student selects.
Here are some options in consideration for awarding points:
Award points only if all correct answers are selected
In this case, the student must choose all three correct options to receive any points. If even one incorrect answer is selected or one correct answer is missed, no points are awarded.
Award points if at least one correct answer is selected
Here, students earn points for selecting any of the correct answers, even if they don’t choose all of them. However, they may also lose points for selecting incorrect answers (if we apply negative marking).
Award partial points based on the number of correct answers selected
With this method, partial credit is given when a student selects one or more correct answers, but not all. This can be further broken down by a few sub-questions:
a) How should partial points be calculated?
Should the points be equally divided among the correct answers?
For example, if there are 3 correct answers, should each one be worth a third of the total points? Or should we weight certain answers more heavily?
b) How should points be awarded for incorrect answers?
Should there be a penalty for selecting incorrect answers (such as subtracting points for wrong choices), or should we only reward correct ones?
We’d love to hear your thoughts! Please share which option you think works best and why, and feel free to suggest any other methods that might be fairer or more effective.
I’m seeking clarification before I answer. Is your question in reference to the readiness assurance test (iRAT/tRAT) or application exercise portion of the TBL?
I love the multiple answer question type for higher-order application exercises. We just used a multiple answer question in a TBL on neurophysiology and only 1 out of 10 teams selected the 3 correct choices but it drove a lot of great discussion. I think it would be appropriate to award 1 point for each correct answer selected (the second option).
I was too wondering if this referred to RATs or Application before I responded. In regards to the applications with multiple “correct” answers, my follow-up question is - is it clear to the students that more than one answer “could” be correct? And does the question require all answers be chosen to be fully correct - or would any answer be correct alone with the proper justification? What is your intent with having the multiple correct answers? The answer to this might help answer how to best score.
If the former and students know multiple answers are possible - then you could consider either partial credit; or full only if they got all the multiple responses. If the latter, then I would just give a point for the correct answer along with proper justification.
Regarding your question about penalty points - I would not penalize for incorrect answers - this is not a final assessment, this is a learning process - help them get to the right answer in the facilitation - not stress them about getting wrong answer.
I have used the multiple answer choices in application activities in our Integrated Pharmacotherapy Course and find them wonderful for learning and simulating real life where there are often multiple correct therapeutic answers to a question. They do provide richer discussion.
I have typically used the “credit if one correct answer is selected” method as the “select all correct answers” can be discouraging to new learners to a topic (I echo this is not an exam situation). Our TBL overall is worth a significant portion of their total course grade, so I believe that is another reason not to choose this option so early on in the learning.
I agree with @SandyCook about not penalizing for wrong answers, especially in our course where this is the students first true opportunity at application of new material. I honestly never considered that option because of the burden manual grading was already presenting. I do believe InteDashboard has progressed in the offerings of what is available with regard to question types/options though so that may be a non-issue now.
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In office M/W/F; At home T/R, when classes are in session
I think Sandy’s post is right on point. I frequently used applications for which students could get full credit with appropriate justification. Also, I gave partial credit on almost every application I ever used.
Larry
