More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes
This 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.
|Date of creation:||01 Jan 2011|
|Contact details of provider:|| Postal: Private Bag 4800, Christchurch, New Zealand|
Phone: 64 3 369 3123 (Administrator)
Fax: 64 3 364 2635
Web page: http://www.econ.canterbury.ac.nz
More information through EDIRC
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.:
- 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.
- 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.
- Randall Krieg & Bulent Uyar, 2001. "Student performance in business and economics statistics: Does exam structure matter?," Journal of Economics and Finance, Springer;Academy of Economics and Finance, vol. 25(2), pages 229-241, June.
When requesting a correction, please mention this item's handle: RePEc:cbt:econwp:11/02. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Albert Yee)
If references are entirely missing, you can add them using this form.