Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students’ abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to measure some but not all elements of indepth understanding of economics. The authors interpret in-depth understanding as ability to reason through logical steps when those steps and the relevant economic concepts are not explicitly stated. They present examples of multiplechoice questions that do and do not measure in-depth understanding.
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
page. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
For technical questions regarding this item, or to correct its listing, contact: (Andrew Ivers) The email address of this maintainer does not seem to be valid anymore. Please ask Andrew Ivers to update the entry or send us the correct address..
Find related papers by JEL classification: A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
References listed on IDEAS Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
Cited by: (explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)