Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics
Stephen Buckles and
John Siegfried ()
The Journal of Economic Education, 2006, vol. 37, issue 1, 48-57
Abstract: Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to measure some but not all elements of indepth understanding of economics. The authors interpret in-depth understanding as ability to reason through logical steps when those steps and the relevant economic concepts are not explicitly stated. They present examples of multiplechoice questions that do and do not measure in-depth understanding.
References: Add references at CitEc
Citations View citations in EconPapers (4) Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: http://EconPapers.repec.org/RePEc:taf:jeduce:v:37:y:2006:i:1:p:48-57
Ordering information: This journal article can be ordered from
Access Statistics for this article
The Journal of Economic Education is currently edited by William Walstad
More articles in The Journal of Economic Education from Taylor & Francis Journals
Series data maintained by Michael McNulty ().