| Issue |
SHS Web Conf.
Volume 99, 2021
International Scientific Conference “Delivering Impact in Higher Education Learning and Teaching: Enhancing Cross-Boarder Collaborations” (DIHELT 2021)
|
|
|---|---|---|
| Article Number | 01032 | |
| Number of page(s) | 7 | |
| DOI | https://doi.org/10.1051/shsconf/20219901032 | |
| Published online | 08 March 2021 | |
Multiple-choice questions and essays in assessing economics
Penza State University, 440026, 40 Krasnaya Street, Penza, Russia
* Corresponding author: vlaznevas@mail.ru
The article is devoted to assessment tools in teaching economics. The authors distinguish and define four levels of understanding economics: elementary, intermediate, systemic and creative. They describe multiple choice questions and essay questions as two possible assessment tools in teaching economics. Multiple-choice questions are represented as the most popular testing format. The advantages of multiple-choice questions include low grading costs, perceived objectivity and availability of comparative analysis. The authors have developed multiple-choice tests, which measure students’ knowledge at three first levels of understanding economics. They enable instructors to see where exactly the students’ understanding has stopped and provide guidance. The authors conclude that multiple-choice questions can be used to measure the basic levels of students’ understanding economics. In measuring higher levels the essay as an assessment tool has a great potential. The authors highlight the advantages and pitfalls of essay testing in economics.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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