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

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.