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Related Experiment Videos

Harmonizing multiple choice question marks with essay marks.

D Ashby, D N Baron

    Medical Education
    |July 1, 1986
    PubMed
    Summary
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    Combining multiple choice question (MCQ) and essay scores requires adjustment. This study proposes a method to equate MCQ marks to essay marking scales by adjusting interquartile ranges for accurate assessment.

    Area of Science:

    • Educational Measurement
    • Psychometrics
    • Assessment and Evaluation

    Background:

    • Examinations frequently combine norm-based, broadly marked multiple-choice questions (MCQs) with criterion-based, narrowly marked essay sections.
    • Directly averaging or adding scores from these disparate marking schemes is statistically problematic and can lead to inaccurate overall results.
    • Existing methods for combining different assessment types often fail to account for variations in score distributions and marking scales.

    Purpose of the Study:

    • To propose and validate a statistical procedure for adjusting multiple-choice question (MCQ) scores to align with essay marking scales.
    • To enable the fair and accurate combination of scores from norm-based and criterion-based assessment components within a single examination.
    • To improve the reliability and validity of overall examination scores derived from mixed-format assessments.

    Related Experiment Videos

    Main Methods:

    • Developed a score equating procedure to transform MCQ marks onto the essay marking scale.
    • The core method involves equating the interquartile ranges (IQRs) of the MCQ and essay score distributions.
    • This adjustment ensures that the spread of scores from both sections is comparable before combination.

    Main Results:

    • The proposed procedure effectively adjusts MCQ marks to the essay marking scale, addressing the issue of combining different scoring methods.
    • Equating IQRs provides a statistically sound basis for merging norm-referenced (MCQ) and criterion-referenced (essay) scores.
    • This method offers a more satisfactory approach than simple addition or averaging of unadjusted scores.

    Conclusions:

    • The IQR equating method provides a robust solution for integrating scores from multiple-choice questions and essay sections in examinations.
    • This approach enhances the accuracy and fairness of overall assessment results, particularly in high-stakes testing scenarios.
    • Further research could explore the application of this method across various disciplines and examination formats.