Using seen examination questions in Economics: an evaluation

Reimann, Nicola and Robson, Martin (2013) Using seen examination questions in Economics: an evaluation. Journal of Further and Higher Education, 37 (2). pp. 224-241. ISSN 0309-877X

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Official URL: http://dx.doi.org/10.1080/0309877X.2011.645449

Abstract

This paper presents a detailed quantitative analysis of the use of seen questions within examinations in Economics option modules at one UK university. 4622 marks for seen and unseen questions awarded over a period of three years were analysed; the impact of personal characteristics was analysed using a sub-sample. It was found that the number of attempted answers to the seen question was somewhat lower than might be expected if students had engaged in random selection of examination questions and the proportion of students who attempted to answer the seen question varied both across modules and years. The majority of students who answered the seen question did so in only one module, and answering the seen question in more than one module did not have a positive impact on obtaining a good mark for the seen question. Most notably students who answered seen questions were more likely to obtain a good mark for seen than for unseen questions. The personal factors found to correlate with the likelihood of answering a seen question were gender, performance in Economics core modules, and type of school attended. Reasons for the findings are discussed and set within the context of innovation in Economics assessment.

Item Type: Article
Uncontrolled Keywords: economics, assessment, student-centred learning
Subjects: X200 Research and Study Skills in Education
X900 Others in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Depositing User: Ay Okpokam
Date Deposited: 12 Jan 2012 14:47
Last Modified: 10 Aug 2015 11:33
URI: http://nrl.northumbria.ac.uk/id/eprint/4533

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