We’ve been having a rather spirited discussion in my department about a common final exam for one of the math courses, and the need for an easy-to-score learning assessment (i.e. multiple choice).
The two biggest problems regarding math and multiple-choice tests are
- Students cannot show and get credit for work.
- Students can too easily “try out” answers to each problem (especially on factoring problems and equation solving problems).
Regarding #1, there is, I think, a point in the semester when students should be able to demonstrate that they can do problems, correctly, to completion. Especially in algebra-level courses, there is often not a lot of work that they could show that I might give them credit for.
If it’s a 50 question final exam, and each problem is worth 2 points for 100 points total, how much partial credit can there really be? Students who get every single problem 75% right do NOT deserve a passing grade of 75%. Every problem 75% right means 100% of the problems done with some kind of mistake. That is not a “passing” performance.
Now… on to issue #2. I think I have a solution to this problem… seriously. Why do we have to use the five choices on scantron tests as only 5 unique answers? Why not let these five choices (A,B,C,D,E) generate 25 unique answers instead? Take a look at my new take on “multiple-choice” and tell me what you think:
- A Better Multiple-Choice Math Test: Solving Equations
- A Better Multiple-Choice Math Test: Factoring
It’s about time we thought outside the box on these scantron forms!
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