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Combining Multiple-Choice and Constructed-Response Test Scores: An Economist's View

Author

Listed:
  • Kennedy, P.
  • Walstad, W.B.

Abstract

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.

Suggested Citation

  • Kennedy, P. & Walstad, W.B., 1996. "Combining Multiple-Choice and Constructed-Response Test Scores: An Economist's View," Discussion Papers dp96-03, Department of Economics, Simon Fraser University.
  • Handle: RePEc:sfu:sfudps:dp96-03
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    More about this item

    Keywords

    EDUCATION; STUDENTS; SCHOOLS; LEARNING; TESTS;

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I29 - Health, Education, and Welfare - - Education - - - Other

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