The Impact Of Question Order On Multiple Choice Exams On Student Performance In An Unconventional Introductory Economics Course
We investigate the effect of question order on multiple-choice exams on students’ performance in an unconventional introductory economics course. The course is an introduction to the global economy and comprises elements of principles of economics, introductory international trade and introductory international finance. The tests in two sections of the course were administered in four versions. On one of the versions, multiple-choice questions are ordered according to the order in which course material was offered, while questions on the other versions are randomly scrambled. Our empirical analysis reveals no statistically significant effect of question order on students’ grades.
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