Multiple choice assessment for elimination testing and negative marking: test data, student gender, student GPA, questionnaire data

The data results from a study on multiple choice assessments and more specifically the comparison of negative marking and elimination testing on guessing and test anxiety. Data collection is as described by Vanderoost J. et al (Vanderoost J., Janssen R., Eggermont J., Callens R., and De Laet T.; Elimination testing with adapted scoring reduces guessing and anxiety in multiple-choice assessments, but does not increase grade average with respect to traditional negative marking; https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0203931)The data results from a study at the KU Leuven, Flanders, Belgium. The students are 1^st and 2^nd year students in the master of Medicine. All students had prior experience with multiple-choice exams, which were scored using negative marking (NM).<br>Thanks to the exam test design the following data is available for each student: master level (1st or 2nd master), examination moment for PED and GO, exam scores for PED and GO, and for each question: score, answering pattern, and knowledge level.<br> Additionally, as both gender and ability could influence the exam score, the answering patterns, and the knowledge levels, gender, and grade point average (GPA) of each student was retrieved from the university data base. This study uses GPA of the entire academic year (without resits) as a measure for student ability <br><br>