This study provides evidence that constructed response (CR) questions contribute information about student knowledge and understanding that is not contained in multiple choice questions (MC). We use an extensive data set of individual assessment results from Introductory Macro- and...

Advocates of Constructed Response (CR) questions argue that CR questions provide a different assessment of student knowledge than is available from Multiple Choice (MC) questions. If that is the case, and if the benefit in terms of improved assessment is substantial, then it follows that grade...

This study provides evidence that constructed response (CR) questions contribute information about student knowledge and understanding that is not contained in multiple choice questions (MC). We use an extensive data set of individual assessment results from Introductory Macro- and...

Our study empirically investigates the relationship between constructed-response (CR) and multiple-choice (MC) questions using a unique data set compiled from several years of university introductory economics classes. We conclude that CR and MC questions do not measure the same thing. Our main...