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Beyond right or wrong: How partial credit scoring on multiple-choice questions improves student performance and

Stephen D Schneid¹, Chris Armour^1,2, Katharina Brandl¹

¹Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, CA, USA.

British Journal of Clinical Pharmacology

|June 10, 2025

Summary

Implementing partial credit scoring on multiple-choice questions (MCQs) in pharmacology education significantly boosted student performance. This innovative approach also fostered a more positive and encouraging learning environment for students.

Keywords:

assessment health professions education multiple‐choice questions partial credit

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Area of Science:

Medical Education
Pharmacology Education
Assessment Methods

Background:

Traditional multiple-choice questions (MCQs) often present a dichotomous scoring system.
This binary approach may not fully capture student understanding or reward partial knowledge.
Exploring alternative scoring methods like partial credit can offer a more nuanced evaluation.

Purpose of the Study:

To investigate the impact of partial credit scoring on student performance in a pharmacology course.
To assess student perceptions of partial credit MCQs and their effect on the learning experience.

Main Methods:

Partial credit was applied to selected Type A MCQs in a 10-week pharmacology course for 27 postbaccalaureate premedical students.
Scores were compared to traditional dichotomous grading.
Student feedback on the impact of partial credit on learning was collected and analyzed thematically.

Main Results:

Scores on MCQs with partial credit were significantly higher (86.1%) than with conventional scoring (76.5%).
Students with lower initial performance demonstrated greater score improvements.
Qualitative data revealed themes of recognized effort, reduced pressure, and increased confidence.

Conclusions:

Partial credit scoring enhances student performance on MCQs in pharmacology.
This scoring method creates a more supportive and motivating assessment environment.