Combining Multiple-Choice and Constructed-Response Test Scores: An Economist's View
There exists considerable evidence from educational measurement theorists that constructed-response questions add little new information about student achievement beyond that provided by multiple- choice questions. The purpose of this paper is to view this issue through the eyes of an economist, focussing on the bottom line of how many misclassifications would occur by replacing the constructed response portion of the Advanced Placement exams in economics by more multiple choice.
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