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  Home > JCE Print > Journal of Chemical Education > Issues > 2002  > August  >
In the Classroom
Resources for Student Assessment
Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism
Gareth Denyer and Dale Hancock
Department of Biochemistry, The University of Sydney, Sydney, NSW 2006, Australia
Cover
August 2002
Vol. 79 No. 8
p. 961
Abstract
This paper describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent the reward of plagarism. The manuscript also discusses the advantages of having a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. The advantages of the scrambling strategy, which maintains the same question order, is discussed with reference to student equity. The system provides a non-confrontational mechanism for dealing with cheating in large-class multiple-choice examinations, as well as providing a reward for problem solving over surface learning.
Supplement
Instructions for setting up spreadsheets to allow graded marking of multiple-choice-question examinations are available.
*  Contents Folder with Excel spreadsheets and .jpeg and .gif images
*  Download
JCE2002p0961W.zip

JCE2002p0961W.sit
More Information
*  Citation
 Denyer, G. S.; Hancock, D. J. Chem. Educ. 2002 79 961.
*  Keywords
 assessment*; Ethics; multiple choice*; plagiarism*; Teaching / Learning Aids; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 July 23, 2002
March 16, 2005
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