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    The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand

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    Author
    Hickson, S.
    Date
    2010
    Permanent Link
    http://hdl.handle.net/10092/5695

    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.

    Subjects
    Undergraduate Teaching of Economics
     
    Principles of Economics Assessment
     
    Multiple Choice
     
    Constructed Response
     
    Free Response
     
    Essay.
     
    Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation
     
    Field of Research::14 - Economics::1499 - Other Economics
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    • Business and Law: Working Papers [188]
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