Partial-Credit Scoring Methods for Multiple-Choice Tests
Partial-Credit Scoring Methods for Multiple-Choice Tests
复制标题
多项选择测试的部分学分评分方法
DOI：
10.1207/s15324818ame0201_5
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发表时间：
1989
影响因子：
1.5
通讯作者：
R. Frary
中科院分区：
文献类型：
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作者：
R. Frary
本考试包括多项选择题的回答和评分方法，这些方法试图获取有关考生在每个项目上的程度或知识水平的信息，并使用这些信息来产生总考试分数。所涵盖的时期主要是从20世纪70年代初开始；对前面的评论进行了总结。结论是，从已经研究的复杂的响应和评分方案中获得的东西很少。虽然其中一些已经证实有可能增加内部一致性的可靠性，但这一结果往往只是以有效性为代价获得的。此外，某些方法所需的额外反应时间将允许延长传统的多项选择测验，以获得同样的可靠性改进。继续使用的部分学分反应和评分方法可能会因为提供反馈以增强学习等次要特征而获得这种地位。
This review covers multiple-choice response and scoring methods that attempt to capture information about an examinee's degree or level of knowledge with respect to each item and use this information to produce a total test score. The period covered is mainly from the early 1970s onward; earlier reviews are summarized. It is concluded that there is little to be gained from the complex responding and scoring schemes that have been investigated. Although some of them have confirmed potential to increase internal-consistency reliability, this outcome is often obtained only at the expense of validity. Also, the extra responding time required by some methods would permit lengthening a conventional multiple-choice test sufficiently to obtain the same reliability improvement. Partial-credit response and scoring methods that continue to be used will probably earn this status due to secondary characteristics such as providing feedback to enhance learning.