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

Stephen Hickson ()
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Stephen Hickson: University of Canterbury, https://www.canterbury.ac.nz

Working Papers in Economics from University of Canterbury, Department of Economics and Finance

Abstract: 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.

Keywords: Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Pages: 29 pages
Date: 2010-03-01
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:cbt:econwp:10/10

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