Multiple integrated examinations: An observational study of different academic curricula based on a business administration assessment

An observational study has been carried out to analyse differences in performance between students of different undergraduate curricula in the same written business administration examination, focusing particularly on possible effects of "integrated" or "multi-modular" examinatio...

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Bibliographic Details
Published in:Higher education 2016-01, Vol.71 (1), p.59-79
Main Authors: Ardolino, Piermatteo, u.a
Format: Article
Language:English
Subjects:
Academic Achievement
Analysis
Ausland
Business
Business Administration
College students
Colleges & universities
Computer science
Computer science education
Core curriculum
Curricula
Curriculum
Debates
Economics
Economics education
Education
Educational tests
Essay Tests
Females
Foreign Countries
Gender
Gender bias
Gender performativity
Higher Education
Italien
Italy
Item Banks
Learning Strategies
Lehre
Males
Management
Methods
Multiple Choice Tests
Observational studies
Sexes
Social work
Standardized Tests
Student
Students
Studies
Studium
Teaching
Testing
Tests
Undergraduate Study
Universities
Writing Tests
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Summary:An observational study has been carried out to analyse differences in performance between students of different undergraduate curricula in the same written business administration examination, focusing particularly on possible effects of "integrated" or "multi-modular" examinations, a recently widespread format in Italian assessment. In three out of six cohorts, the written tests were indeed parts or modules of a multiple integrated examination, while in the other three, they were single and independent examinations. At the same time, four of the cohorts were assessed only by means of a written examination, while the remaining two were assessed by a combination of written and oral examinations. The written part of every examination was a multiple-choice test randomly drawn from the same item pool. Performances have been analysed in the light of linear and generalized mixed-effect models. As a result, the presence of an integrated examination appears to affect students' performances on the multiple-choice test. Mixed models also estimate a gender effect, with females performing better than males, while there seems to be no effect due to the type of examination. (HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-015-9888-4