Essay versus Multiple Choice Exams; An Experiment in the Principles of Macroeconomics Course

Abstract

Examiningthe impact of test type in Principles of Macroeconomics via two-stage estimation of an edu cation production function, I find that students do better on a post-course TUCE when they take multi ple choice exams throughout the semester instead of taking essay exams. The type of test, however, does not impact the student's attitude toward economics or the decision to complete the course.

Economic Education Retrospective

“…O’Neill (2001) argued that the validity of post-course standardized assessments of students’ economic content knowledge may be dependent on instructors’ assessment methodology. Based on regression and probit analyses, O’Neill found introductory macroeconomics instructors’ use of constructed response, as opposed to multiple choice, assessments did not have a significant effect on students’ average course exam score.…”

“… Note. Due to the content of his article, O’Neill (2001) is counted in two categories: instructional and assessment methodology, and student outcomes. Thus, the sum of total articles in the table equals 71, not 70. …”

Disaggregating Education Production

“…Including pretest scores will also allow for depreciation of knowledge between the pretest and the posttest. O'Neill (2001), Grimes and Nelson (1998), Watts and Bosshardt (1991), Schmidt (1983), Manahan (1983), Miller (1982, Prince et al (1981), Kelly (1975) and Buckles and McMahon (1971) all include a pretest score.…”

“…The student's accumulation of human capital subsequent to entering university study 1 These studies are distinguishable by those that use TUCE scores and those that used a test score specific to the course. The TUCE is utilized by O'Neill (2001), Manahan (1983), Miller (1982), Prince et al (1981), Soper and Thornton (1976), Kelly (1975), Buckles and McMahon (1971). The studies that do not use the TUCE include Krohn and O'Connor (2005), Okpala et al (2000), Grimes and Nelson (1998), Brasfield et al (1993), Watts and Bosshardt (1991), Park and Kerr (1990), Borg et al (1989), Schmidt (1983), and Clauretie and Johnson (1975).…”

Assessment Plan and Design: A Model for Enhancing Instruction in Economics Courses

“…We begin with developing goals for the course and align these with course topics. We develop an assessment tool that is of economic knowledge and used in many studies of student achievement (Rothman and Scott, 1973;Kennedy and Siegfried, 1997;Saunders and Saunders, 1999;Finegan and Siegfried, 1999), several shortcomings have also been noted (Swartz et al, 1980;O'Neill 2001).…”