More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes
AbstractThis study provides evidence that constructed response (CR) questions contribute information about student knowledge and understanding that is not contained in multiple choice questions (MC). We use an extensive data set of individual assessment results from Introductory Macro- and Microeconomics classes at a large, public university. We find that (i) CR scores contain information not contained in MC questions, (ii) this information is correlated with a measure of student knowledge and understanding of course material, and (iii) CR questions are better able to “explain” academic achievement in other courses than additional MC questions. There is some evidence to suggest that this greater explanatory power has to do with the ability of CR questions to measure higher-level learning as characterized by Bloom’s taxonomy (Bloom, 1956). Both (i) the generalisability of our results to other principles of economics classes, and (ii) the practical significance (in terms of students’ grades) of our findings, remain to be determined.
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Bibliographic InfoPaper provided by University of Canterbury, Department of Economics and Finance in its series Working Papers in Economics with number 11/02.
Length: 41 pages
Date of creation: 01 Jan 2011
Date of revision:
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Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay;
Other versions of this item:
- W. Robert Reed & Stephen Hickson, 2011. "More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 28-49.
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-01-30 (All new papers)
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.:
- Walstad, William B & Becker, William E, 1994. "Achievement Differences on Multiple-Choice and Essay Tests in Economics," American Economic Review, American Economic Association, vol. 84(2), pages 193-96, May.
- Becker, William E & Johnston, Carol, 1999. "The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding," The Economic Record, The Economic Society of Australia, vol. 75(231), pages 348-57, December.
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