Abstract
Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The ‘Single Answer’ (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge.
Highlights
Examinations with multiple choice questions (MCQ) are increasingly used as the sole or part method of assessment of theoretical knowledge in modules with large class sizes in many bioscience degrees
Students were asked to record their answers to each question on Single Answer’ (SA) and Elimination testing (ET)-style answering sheets, which were automatically scored and analysed further
level 1 (L1) and level 2 (L2) SA and ET overall test score performances were subjected to Kolmogorov-Smirnov tests to determine whether the test score performances were not significantly different from a normal distribution
Summary
Examinations with multiple choice questions (MCQ) are increasingly used as the sole or part method of assessment of theoretical knowledge in modules with large class sizes in many bioscience degrees. A different type of MCQ consisting of questions with ‘True-False-Abstain’ answering options only has been reported to introduce significant gender bias within the medicine subject area [5]. Negative marking has received attention at University level as it may be considered unfair to risk-averse students [6]. This type of student might not feel confident enough to attempt all questions or choose an answer even if he/she were able to eliminate one or two options. In contrast to risk-averse students, students who are more prone to taking chances may still choose to gamble on the correct answer upon elimination of one or two options and subsequently these students may score a negative total mark. Student satisfaction may be negatively affected for both types of student behaviour in negatively-marked SA tests by their feeling of being penalised for the wrong reason and for not being able to show partial knowledge of the topic that would otherwise be rewarded in essay/short written answer-style exams [6]
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