Multiple-choice questions (mcqs) are increasingly used as the sole method of assessment of theoretical knowledge in modules with large class sizes in many bioscience degrees. Mcq tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction/scoring condition and question difficulty. The ‘Number Correct’ (NC) test is often used in which students are required to provide one correct answer. Negatively marking (partly) eliminates the chance element of guessing but has received attention at University level as it may be considered unfair to many students, while being unable to show partial knowledge. Elimination testing (ET) is an alternative form of mcq, which discriminates between all possible levels of knowledge and rewards partial knowledge.

Comparisons of negatively marked NC and ET test performance and possible effects on gender bias have not yet been performed in the biosciences or related fields. This proposal aims to compare ET and NC testing methods in Biochemistry and Genetics modules taken by different degree cohorts in Biosciences at Swansea University.
The specific objectives are to:

• Compare ET/NC student performance in Biosciences
• Assess gender bias in performance and correlate with question difficulty or specific topics
• Assess student satisfaction and anxiety levels for ET and NC testing
• Assess whether ET and NC tests in Biosciences are a valuable evaluation tool of effectiveness of
  teaching and learning
• Assess staff attitudes and reaction to ET in comparison with NC testing.