The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand (2010)
AuthorsHickson, S.show all
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.
CitationHickson, S. (2010) The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand. Department of Economics. Working Paper Series...
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KeywordsUndergraduate Teaching of Economics; Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay.
ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation
14 - Economics::1499 - Other Economics