OTECTED]
> Sent: Monday, December 13, 2004 1:21 PM
> To: Teaching in the Psychological Sciences
> Subject: Re: Correcting for chance
>
>
> > Subject: Correcting for chance grading on multiple choice quizzes
> > From: "Rick Froman" <[EMAIL PROTECTED]>
>
Subject: Correcting for chance grading on multiple choice quizzes
From: "Rick Froman" <[EMAIL PROTECTED]>
Date: Sat, 11 Dec 2004 16:14:05 -0600
X-Message-Number: 3
...
Has anyone ever considered or implemented a grading procedure for
multiple choice tests where you only start counting points earne
I do exactly the same thing and find that very few students, indeed take
advantage of this. They really do think they know the answer, or they don't
know enough to rationalize a challenge.
Annette
Quoting Jeff Bartel <[EMAIL PROTECTED]>:
> I do something similar, though my approach has the adv
Dear Tipsters,
I use multiple-choice sparingly, and always have these questions count 50% or
less in the test. Having students give definitions, short answers or essays
removed the guessing problem.
However, you can also minimize the guessing problem in many other ways: e.g.,
increase the number
.asp
-Original Message-
From: David Campbell [mailto:[EMAIL PROTECTED]
Sent: Saturday, December 11, 2004 4:26 PM
To: Teaching in the Psychological Sciences
Subject: Re: Correcting for chance grading on multiple choice quizzes
This procedure might be confusing to the students. The chance poin
aling points". :) I'm not sure what the
point to this is. Can you explain why it is important? Tim
-Original Message-
From: David Campbell [mailto:[EMAIL PROTECTED]
Sent: Sat 12/11/2004 4:18 PM
To: Teaching in the Psychological Sciences
Cc:
Subject: Re: Correc
on 12/11/2004 6:22 PM Bill Scott said the following:
Here's an alternative. I've tried it and students like it. The
procedure also allows you to get an assessment regarding what material
the students are feeling confident about regarding their mastery.
Print each test item twice. Tell the stude
prings, AR 72761
[EMAIL PROTECTED]
(479) 524-7295
http://www.jbu.edu/academics/sbs/faculty/rfroman.asp
-Original Message-
From: David Campbell [mailto:[EMAIL PROTECTED]
Sent: Saturday, December 11, 2004 4:26 PM
To: Teaching in the Psychological Sciences
Subject: Re: Correcting for chance g
o:[EMAIL PROTECTED]
Sent: Saturday, December 11, 2004 4:26 PM
To: Teaching in the Psychological Sciences
Subject: Re: Correcting for chance grading on multiple choice quizzes
This procedure might be confusing to the students. The chance points
are the same for all students and operate like adding a
) 524-7295
http://www.jbu.edu/academics/sbs/faculty/rfroman.asp
-Original Message-
From: Rick Froman
Sent: Saturday, December 11, 2004 5:01 PM
To: Teaching in the Psychological Sciences
Subject: RE: Correcting for chance grading on multiple choice quizzes
I don't grade on a curve b
This procedure might be confusing to the students. The chance points
are the same for all students and operate like adding a constant to
everyone's test score. It's the student's position on the frequency
distribution that counts--at least, if you "grade on a curve."
--Dave
Rick Froman wrot
Steve:
If each of the group scores were converted to
z-scores, wouldn't the z-score mean for each group (by definition) be equal to
zero? So you would end-up comparing two zero scores (with a standard deviation
of 1.00 for each group).
Good point. My
brain’s a bit fried from pape
ECTED]
-Original
Message-
From: Steven Specht
[mailto:[EMAIL PROTECTED]]
Sent: Wednesday, March
24, 2004
10:13 AM
To: Teaching in the
Psychological
Sciences
Subject: Re:
correcting for chance
If each of the
group scores were converted to
z-scores, wouldn't the z-scor
l Message -
From:
Peterson, Douglas
To: Teaching in the Psychological
Sciences
Sent: Wednesday, March 24, 2004 11:27
AM
Subject: RE: correcting for chance
Not knowing exactly
what judgment the participants made but assuming that the 2 choice experiment
was (recen
South
Dakota
Vermillion SD 57069
(605) 677-5295
[EMAIL PROTECTED]
-Original Message-
From: Steven Specht
[mailto:[EMAIL PROTECTED]
Sent: Wednesday, March 24, 2004
10:13 AM
To: Teaching in the Psychological
Sciences
Subject: Re: correcting for chance
If each of the group scores
If each of the group scores were converted to z-scores, wouldn't the z-score
mean for each group (by definition) be equal to zero? So you would end-up
comparing two zero scores (with a standard deviation of 1.00 for each group).
Does your student want to know whether participants performed simil
Patrick:
A student has conducted 2 memory experiments and she
would like to
compare performance across the two (at least
roughly). The problem
is that 1 of them was a 2-alternative forced choice
test and the
other is 3-alternative forced choice test (both were judgments
of
relat
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