Articles Assessing Pharmacy Student Knowledge on Multiple-Choice Examinations Using Partial-Credit Scoring of Combined-Response Multiple-Choice Items

This study developed, implemented, and evaluated the use of partial-credit scoring for the combined-response multiple-choice (CRMC) examination format utilized in an elective nonprescription drugs course. Behavioral objectives and CRMC questions were developed and classified according to the appropriate cognitive domain of Bloom’s Taxonomy of Educational Objectives. External and internal content panels validated these objectives and reviewed developed CRMC questions prior to their use on three course examinations. Item response data for the partial credit scoring and the traditional dichotomous scoring method were then compared in terms of item difficulty, item discrimination, reliability, efficiency, cognitive domain being measured, and criterion-referenced grading assignments. The results demonstrated that the partial credit scoring method increased item difficulty and resulted in student outcomes which were more reflective of student knowledge compared to dichotomous scoring. Further, the partial credit scoring method increased the reliability and efficiency when compared to the dichotomous scoring method. The item difficulty difference attained by using the two methods of scoring was statistically different (P< 0.05) at different levels of the cognitive domain