Testing the effectiveness of in-semester assessment in Econ 101

Abstract

We compare the performance of course-work (take-home assignments, on-line quizzes and invigilated tests) against the final examination in Econ 101 over 16 semesters (2001-8). When course-work is less comprehensive and less intensive than the final examination, and so less challenging, completion of coursework acts more as a signal of a student’s participation than of their ability per se. Open-book assessment (assignments and on-line quizzes) and tests with only multiple-choice questions all proved limited as predictors of success in the subsequent examination, though more robust as predictors of examination failure. We found tests that required written answers were better indicators of examination performance than tests with multiple-choice only. Coursework that does not duplicate the scope and intensity of the final examination is not a substitute for a final examination, but is a complement which engages students throughout the semester. Awarding marks for coursework provides an incentive to study and reduces the crowding out of assessment by the demands of other courses.