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The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding

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  • Becker, William E
  • Johnston, Carol

Abstract

Efficiency considerations have led to increased use of multiple-choice questions to assess economics understanding at the secondary and tertiary levels throughout Australia. A multiple-choice test would suffice if multiple-choice and essay questions measure the same dimensions of knowledge, as suggested by least squares estimation of the relationship between these two forms of testing. We show a simultaneous equation bias inherent in least squares estimation of the relationship between these two forms. A two-stage least squares estimation reveals no relationship, implying that these testing forms measure different dimensions of knowledge. Thus, a single form of testing economics knowledge must be avoided. Copyright 1999 by The Economic Society of Australia.

Suggested Citation

  • 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 348-357, December.
  • Handle: RePEc:bla:ecorec:v:75:y:1999:i:231:p:348-57
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    Cited by:

    1. 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.
    2. Thompson, Alexi S. & Jager, Abigail L. & Burton, Robert O., Jr., 2012. "Do Men and Women Perform Differently on Different Types of Test Questions?," 2012 Annual Meeting, February 4-7, 2012, Birmingham, Alabama 119771, Southern Agricultural Economics Association.
    3. Ken Rebeck & Carlos Asarta, 2011. "Methods of Assessment in the College Economics Course," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 16 Edward Elgar Publishing.
    4. Mallik, Girijasankar & Shankar, Sriram, 2016. "Does prior knowledge of economics and higher level mathematics improve student learning in principles of economics?," Economic Analysis and Policy, Elsevier, vol. 49(C), pages 66-73.
    5. MarĂ­a Paz Espinosa & Javier Gardeazabal, 2013. "Do Students Behave Rationally in Multiple Choice Tests? Evidence from a Field Experiment," Journal of Economics and Management, College of Business, Feng Chia University, Taiwan, vol. 9(2), pages 107-135, July.
    6. P. Everaert & N. Arthur, 2012. "Constructed-response versus multiple choice: the impact on performance in combination with gender," Working Papers of Faculty of Economics and Business Administration, Ghent University, Belgium 12/777, Ghent University, Faculty of Economics and Business Administration.

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