Are Multiple-Choice Exams Easier for Economics Students? A Comparison of Multiple-Choice and “Equivalent” Constructed-Response Exam Questions.
Many economics students believe that multiple-choice (MC) exams are easier than constructed-response (CR) exams. If true understanding of economics is reflected by performance on CR exams, then easier MC exams would give rise to misleading measures of student understanding of economics, creating a f...
| Publicado en: | Southern Economic Journal Vol. 68; no. 4; pp. 957 - 972 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Southern Economic Association
April 2002
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510205948&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510205948 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00384038 SEJ jtl: Southern Economic Journal issn: 00384038 maglogo: N pubinfo: dt: April 2002 vid: 68 iid: 4 pid: 1482 pub: Southern Economic Association artinfo: ui: 510205948 10.2307/1061503 ppf: 957 ppct: 15 formats: fmt: @attributes: type: T tig: atl: Are Multiple-Choice Exams Easier for Economics Students? A Comparison of Multiple-Choice and “Equivalent” Constructed-Response Exam Questions. aug: au: Chan, Nixon Kennedy, Peter E. su: Test design Economics education Multiple choice examinations Test scoring sug: subj: Test design Economics education Multiple choice examinations Test scoring keyword: Tests and scales -- Scores ab: Many economics students believe that multiple-choice (MC) exams are easier than constructed-response (CR) exams. If true understanding of economics is reflected by performance on CR exams, then easier MC exams would give rise to misleading measures of student understanding of economics, creating a false sense of complacency among both instructors and students. This article investigates this issue by comparing student scores on MC and “equivalent” CR questions. Our results show that, for certain types of MC questions, students do indeed score better, even after correcting for guessing, and on other types of questions, they produce similar scores. These results are unaffected by comparing males versus females or “good” versus “poor” students. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|