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The Effect Of Scrambling Test Questions On Student Performance In A Small Class Setting

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  • Della L. Sue

Abstract

A technique used by instructors is to prepare several versions of the same exam in which the multiple-choice questions appear in a different order in each version. This makes it difficult for a student to obtain answers from another student while keeping the level of difficulty of the exam constant across students since every version contains the same questions. If the order in which questions are arranged in an exam has an effect on a student’s performance on the exam, then changing the sequence order may bias student performance. Previous statistical analyses of data collected from economics courses provide mixed results on whether scrambling the content order biases a student’s test score. In this paper, I investigate the effect of scrambling test questions on student performance in principles of macroeconomics courses and principles of microeconomics courses that are characterized by small class size.

Suggested Citation

  • Della L. Sue, 2009. "The Effect Of Scrambling Test Questions On Student Performance In A Small Class Setting," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 9(1), pages 32-41, Summer.
    • Handle: RePEc:mts:jrnlee:v:9:y:2009:i:1:p:32-41
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    File URL: http://frank.mtsu.edu/~jee/2009/PP32-41MS409Summer2009.pdf
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    Cited by:

    1. Morgan Raux & Marc Sangnier & Tanguy van Ypersele, 2017. "Scrambled questions penalty in multiple choice tests: New evidence from French undergraduate students," Economics Bulletin, AccessEcon, vol. 37(1), pages 347-351.
    2. Paul Kagundu & Glenwood Ross, 2015. "The Impact of Question Order on Multiple Choice Exams on Student Performance in an Unconventional Introductory Economics Course," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 15(1), pages 19-36, Fall.

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