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| Content Provider | ACM Digital Library |
|---|---|
| Author | Fone, William |
| Abstract | Providing individual feedback to large groups of students can be difficult. By asking students to record their confidence in multiple choice test answers the quality of feedback can be improved. In a "multiple choice question" (MCQ) test the student is asked to make a selection of one or more correct alternatives from a given list in response to a "question stem".Students rely heavily upon the teacher to provide academic guidance. To provide individualised guidance to student when group sizes are large can be difficult. Feedback can be used to inspire a student but it may also demoralise. De-motivation may occur if the student does not understand the feedback or can not use it to determine the correct remedial action to improve. To provide advice that a student can use effectively will normally require the advice to be personalised. [1].The methods used to reduce the distortion that could be caused by guessing include negative marking and value choice [2]. In both these situations the student may pay a penalty for attempting a question where there is an element of uncertainty. A student with doubts may avoid answering some questions if negative marking is being used. This limits the amount of useful information a grader can obtain from looking at an answer sheet. |
| Starting Page | 196 |
| Ending Page | 196 |
| Page Count | 1 |
| File Format | |
| ISSN | 00978418 |
| DOI | 10.1145/637610.544476 |
| Journal | ACM SIGCSE Bulletin (SGCS) |
| Volume Number | 34 |
| Issue Number | 3 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 1978-02-01 |
| Publisher Place | New York |
| Access Restriction | One Nation One Subscription (ONOS) |
| Content Type | Text |
| Resource Type | Article |
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|---|---|---|---|
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