Scrambled questions penalty in multiple choice tests: New evidence from French undergraduate students

1. Références

Référence complète APA : Raux, M., Sangnier, M., Van Ypersele, T. (2016). Scrambled Questions Penalty in Multiple

Choice Tests: New Evidence from French Undergraduate Students. Marseille : Ecole d'économie de Marseille (Documents de travail).

Auteur(s) : Morgan Raux, Marc Sangnier, Tanguy Van Ypersele. Scrambled Questions Penalty in Multiple

Choice Tests: New Evidence from French Undergraduate Students. 2016.

Revue :

2. Copies

Copie en ligne : https://halshs.archives-ouvertes.fr/halshs-01417964/document

Copie locale :

Copie physique :

3. Mots-clés

qcm

4. Abstract

This note evaluates the scrambled questions penalty using multiple choice tests taken by first-year undergraduate students who follow a microeconomics introductory course. We provide new evidence that students perform worse at scrambled questionnaires than at logically ordered ones. We improve on previous studies by explicitly modeling students individual skills thanks to a fixed effects regression. We further show that the scrambled questions penalty does not differ along gender but varies along the distribution of students’ skills and mostly affects students with lower-intermediate skills.

5. Résumé (facultatif)

6. Voir aussi