Comparison of final examination formats in a numerical methods course

• Autores: Garrick Aden-Buie, Autak K. Kaw, Ali Yalcin
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. 1 (Parte A), 2015, págs. 72-82
• Idioma: inglés
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• Resumen

  • With decreasing budgets for teaching assistants, large class sizes, and increased teaching loads, it is becoming ever moreimportant to effectively utilize resources without sacrificing best practices of assessment. The objective of this study is toevaluate a hybrid multiple-choice final examination with optional partial credit (MC+PC) as a replacement for the sameexamination in constructed response (CR) or strict multiple-choice (MC) formats. In the hybrid MC+PC format, studentswere given multiple-choice options and were also allowed to submit constructed responses that would be graded for partialcredit. The three examination formats were utilized once each in three offerings of a Numerical Methods course at theUniversity of South Florida. Multiple linear regression and item analysis of student responses demonstrate that studentsapproach the MC+PC format similarly to a CR exam, and the administrative requirements of the test were significantlyreduced. This study finds the hybrid MC+PC format to be equally reliable and appropriate for a comprehensive finalexamination.