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

Abstract

Aims: In this study, we examined the effects of assigning partial credit to selected answer choices on student performance and perceptions in a pharmacology course using Type A multiple-choice questions (MCQs). Methods: Partial credit scoring was incorporated into quizzes and exams in a 10-week pharmacology course for postbaccalaureate premedical students (n = 27). Selected Type A MCQs were scored using predetermined weights based on the proximity of each option to the best answer. Students selected a single best answer, maintaining the traditional MCQ format. We retrospectively recalculated scores using a conventional dichotomous grading for comparison. At the end of the course, students were asked, “Did providing partial credit on multiple-choice questions impact your learning in a positive way?” Responses were analysed using a grounded theory-based approach, with comments grouped into thematic categories. Results: Of the 105 Type A MCQs administered, 31 (30%) were awarded partial credit. The average percentage score on these items was significantly higher with partial credit (86.1%, standard deviation = 5.7%) compared to conventional scoring (76.5%, standard deviation = 9.1%; paired Student t-test, P