Abstract
This paper describes a quantitative analysis from an educational measurement approach to evaluating a multiple-choice test used in an introductory economics course in a Hong Kong university. The assessment was used in an undergraduate course on elementary economics topics with an enrolment of over 300 first-year students from various engineering disciplines. The results of a Rasch analysis showed how the assessment analysis provided information for evaluating students’ understanding of economics concepts at the end of the course. Investigations were made and reported on the quality of the test for assessing student mastery of the economic concepts. Benefits for university instructors to use the assessment evidence to support more targeted and effective teaching and achieve better understanding of student mastery were discussed. Recommendations and implications for future use of the assessment information were also discussed.
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Chow, J., Shiu, A. (2020). Examining an Economics Test to Inform University Student Learning Using the Rasch Model. In: Khine, M. (eds) Rasch Measurement. Springer, Singapore. https://doi.org/10.1007/978-981-15-1800-3_7
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DOI: https://doi.org/10.1007/978-981-15-1800-3_7
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