The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand
This study investigates whether question format disadvantages certain types of students. I use assessment data compiled from principles of economics classes at the University of Canterbury from 2002-2008. I combine these with administrative data on student characteristics to create a comprehensive dataset of over 20,000 observations. To control for student ability, I use a battery of measures of student performance in non-economics classes. In the absence of controls for student ability, I find that question format appears to have a significant impact on student performance. These mostly disappear when student ability variables are added. The major exception are student characteristics associated with language: I find that non-native English speakers are relatively disadvantaged by constructed response questions even after controlling for student ability.
|Date of creation:||01 Mar 2010|
|Date of revision:|
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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.:
- Andrea L. Ziegert, 2000. "The Role of Personality Temperament and Student Learning in Principles of Economics: Further Evidence," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(4), pages 307-322, December.
- Bai Juhong & Tim Maloney, 2006. "Ethnicity and academic success at university," New Zealand Economic Papers, Taylor & Francis Journals, vol. 40(2), pages 181-213.
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