Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]

Despite the current popularity of performance-based assessment and the emergence of new assessment methods, multiple choices (MC) item remain a major form of assessment. Conventional Number Right (NR) scoring method where one point for correct response and zero for other response has been consiste...

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Main Authors:	Lau, Sie Hoe, Paul Lau, Ngee Kiong, Ling, Siew Eng, Hwa, Tee Yong
Format:	Thesis
Language:	English
Published:	2006
Subjects:	H Social Sciences (General)
Online Access:	https://ir.uitm.edu.my/id/eprint/94756/1/94756.pdf
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id	my-uitm-ir.94756
record_format	uketd_dc
spelling	my-uitm-ir.947562024-05-08T22:57:49Z Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al] 2006 Lau, Sie Hoe Paul Lau, Ngee Kiong Ling, Siew Eng Hwa, Tee Yong H Social Sciences (General) Study and teaching. Research Despite the current popularity of performance-based assessment and the emergence of new assessment methods, multiple choices (MC) item remain a major form of assessment. Conventional Number Right (NR) scoring method where one point for correct response and zero for other response has been consistently criticized for failure to credit partial knowledge and encourage guessing. Various alternative scoring methods such as Number Right with Correction for Guessing (NRC). Elimination Testing (ET), Confidence Weighting (CW) and Probability Measurement (PM) had been proposed to overcome these two weaknesses. 1 lowever to date, none has been widely accepted although the theoretical rationale behind various scoring methods under Classical Test Theory (CTT) is sound. A major cause of concern is the possibility that complicated scoring instruction might introduce other factors, which may affect the reliability and validity of the test scores. Studies on whether examinees can be trained to follow the new test instructions realistically have been inconclusive. Whether they can consistently follow the test instruction throughout the whole test remain an open question. There have been intense comparisons studies on scores obtain through various CTT scoring methods with NR scores. What yet to be explore is the comparison of these scores with Item Response Theory (IRT) ability estimates. 2006 Thesis https://ir.uitm.edu.my/id/eprint/94756/ https://ir.uitm.edu.my/id/eprint/94756/1/94756.pdf text en public masters University Technology MARA Sarawak Institut Of Research Development Commercialisation
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	H Social Sciences (General) H Social Sciences (General)
spellingShingle	H Social Sciences (General) H Social Sciences (General) Lau, Sie Hoe Paul Lau, Ngee Kiong Ling, Siew Eng Hwa, Tee Yong Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
description	Despite the current popularity of performance-based assessment and the emergence of new assessment methods, multiple choices (MC) item remain a major form of assessment. Conventional Number Right (NR) scoring method where one point for correct response and zero for other response has been consistently criticized for failure to credit partial knowledge and encourage guessing. Various alternative scoring methods such as Number Right with Correction for Guessing (NRC). Elimination Testing (ET), Confidence Weighting (CW) and Probability Measurement (PM) had been proposed to overcome these two weaknesses. 1 lowever to date, none has been widely accepted although the theoretical rationale behind various scoring methods under Classical Test Theory (CTT) is sound. A major cause of concern is the possibility that complicated scoring instruction might introduce other factors, which may affect the reliability and validity of the test scores. Studies on whether examinees can be trained to follow the new test instructions realistically have been inconclusive. Whether they can consistently follow the test instruction throughout the whole test remain an open question. There have been intense comparisons studies on scores obtain through various CTT scoring methods with NR scores. What yet to be explore is the comparison of these scores with Item Response Theory (IRT) ability estimates.
format	Thesis
qualification_level	Master's degree
author	Lau, Sie Hoe Paul Lau, Ngee Kiong Ling, Siew Eng Hwa, Tee Yong
author_facet	Lau, Sie Hoe Paul Lau, Ngee Kiong Ling, Siew Eng Hwa, Tee Yong
author_sort	Lau, Sie Hoe
title	Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
title_short	Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
title_full	Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
title_fullStr	Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
title_full_unstemmed	Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]
title_sort	determining the performance of five multiple choice scoring methods in estimating examinee’s ability / lau sie hoe ... [et. al]
granting_institution	University Technology MARA Sarawak
granting_department	Institut Of Research Development Commercialisation
publishDate	2006
url	https://ir.uitm.edu.my/id/eprint/94756/1/94756.pdf
_version_	1804889937271586816

Determining the performance of five multiple choice scoring methods in estimating examinee’s ability / Lau Sie Hoe ... [et. al]

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