Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics

Autor/inn/en	Buckles, Stephen; Siegfried, John J.
Titel	Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics
Quelle	In: Journal of Economic Education, 37 (2006) 1, S.48-57 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
Schlagwörter	Multiple Choice Tests; Economics Education; Academic Ability; Student Evaluation + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wirtschaftskunde; Schulnote; Studentische Bewertung
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 in-depth 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 multiple-choice questions that do and do not measure in-depth understanding. (Author).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10