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Scrambled questions penalty in multiple choice tests: New evidence from French undergraduate students

Author

Listed:
  • Morgan Raux

    () (Aix-Marseille Univ. (Aix-Marseille School of Economics), CNRS, EHESS and Centrale Marseille)

  • Marc Sangnier

    () (Aix-Marseille Univ. (Aix-Marseille School of Economics), CNRS, EHESS and Centrale Marseille)

  • Tanguy van Ypersele

    () (Aix-Marseille Univ. (Aix-Marseille School of Economics), CNRS, EHESS and Centrale Marseille)

Abstract

This note evaluates the scrambled questions penalty using multiple choice tests taken by first-year undergraduate students who follow a microeconomics introductory course. We provide new evidence that students perform worse at scrambled questionnaires than at logically ordered ones. We improve on previous studies by explicitly modeling students individual skills thanks to a fixed effects regression. We further show that the scrambled questions penalty does not differ along gender but varies along the distribution of students' skills and mostly affects students with lower-intermediate skills.

Suggested Citation

  • 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.
  • Handle: RePEc:ebl:ecbull:eb-16-00710
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    References listed on IDEAS

    as
    1. 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.
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    More about this item

    Keywords

    Multiple choice tests; scrambled questions; student performance;

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • A1 - General Economics and Teaching - - General Economics

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