Location of Repository

More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes

By Stephen Hickson and W. Robert Reed

Abstract

This study provides evidence that constructed response (CR) questions contribute information about student knowledge and understanding that is not contained in multiple choice questions (MC). We use an extensive data set of individual assessment results from Introductory Macro- and Microeconomics classes at a large, public university. We find that (i) CR scores contain information not contained in MC questions, (ii) this information is correlated with a measure of student knowledge and understanding of course material, and (iii) CR questions are better able to “explain” academic achievement in other courses than additional MC questions. There is some evidence to suggest that this greater explanatory power has to do with the ability of CR questions to measure higher-level learning as characterized by Bloom’s taxonomy (Bloom, 1956). Both (i) the generalisability of our results to other principles of economics classes, and (ii) the practical significance (in terms of students’ grades) of our findings, remain to be determined.Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay

OAI identifier:

Suggested articles

Preview

Citations

  1. (1987). A
  2. (1994). Achievement Differences on Multiple-Choice and Essay Tests in Economics.
  3. (1994). Are Tests Comprising Both MultipleChoice and Free-Response Items Necessarily Less Unidimensional Than MultipleChoice Tests? An Analysis of Two Tests.
  4. (1997). Combining Multiple-Choice and Constructed Response Test Scores: An Economists View. Applied Measurement
  5. (1993). Combining multiple-choice and constructed response test scores: Towards a Marxist theory of test construction.
  6. (1997). Econometric Methods, Fourth Edition.
  7. (1991). Equivalence of Free-Response and Multiple-Choice Items.
  8. (1994). On the Relative Value of MultipleChoice, Constructed Response, and Examinee-Selected Items on Two Achievement Tests.”
  9. (1978). Psychometric Theory, Second Edition.
  10. (2001). Student Performance in Business and Economic Statistics: Does Exam Structure Matter?
  11. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook 1: Cognitive Domain.
  12. (2006). Testing for Depth of Understanding in Economics Using Essay Questions.
  13. (1999). The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding.
  14. (2006). Using Multiple-Choice Questions to Evaluate InDepth Learning of Economics.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.