A comparison of multiple-choice and problem examinations in introductory financial accounting

This paper reports the results of research to determine if significant differences exist in a student's examination score and class ranking when based on multiple-choice or problem examinations. Students were administered examinations made up of two subtests covering the same subject matter. On...

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Bibliographic Details
Published in:Journal of accounting education 1985-04, Vol.3 (1), p.81-89
Main Authors: Frakes, Albert H., Lathen, William C.
Format: Article
Language:English
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Summary:This paper reports the results of research to determine if significant differences exist in a student's examination score and class ranking when based on multiple-choice or problem examinations. Students were administered examinations made up of two subtests covering the same subject matter. One subtest consisted of multiple-choice questions while the other consisted of problems. There were no significant differences in scores on multiple-choice versus problem examinations. In addition, class rankings using multiple-choice versus problem examination scores were strongly associated.
ISSN:0748-5751
1873-1996
DOI:10.1016/0748-5751(89)90039-0