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Risk Preference and Student Behavior on Multiple-Choice Exams

Author

Listed:
  • Zhou Yang

    (Robert Morris University)

  • Martin Tackie

    (Ernst & Young LLP)

Abstract

This paper modifies standard multiple-choice form of assessment by adding an intertemporal bonus point mechanism in the assessment. The modified mechanism enables us to uncover traditionally unobserved student behavior and provides insights into strategic behavior of students. Based on panel data on students enrolled in an economics course, our results suggest that risk preference plays an important role in explaining student strategic behavior on multiple-choice exams. In addition, the findings shed light on the possibilities to enhance student performance through improvements on their learning habits based on their risk preferences.

Suggested Citation

  • Zhou Yang & Martin Tackie, 2016. "Risk Preference and Student Behavior on Multiple-Choice Exams," Economics Bulletin, AccessEcon, vol. 36(1), pages 58-67.
    • Handle: RePEc:ebl:ecbull:eb-15-00594
    as

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    File URL: http://www.accessecon.com/Pubs/EB/2016/Volume36/EB-16-V36-I1-P7.pdf
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    References listed on IDEAS

    as
    1. Charles A. Holt & Susan K. Laury, 2002. "Risk Aversion and Incentive Effects," American Economic Review, American Economic Association, vol. 92(5), pages 1644-1655, December.
    2. 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 193-196, May.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. François Desmoulins-Lebeault & Jean-François Gajewski & Luc Meunier, 2018. "Personality and Risk Aversion," Economics Bulletin, AccessEcon, vol. 38(1), pages 472-489.

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    Keywords

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    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • D8 - Microeconomics - - Information, Knowledge, and Uncertainty

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