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Hit or Miss? Test Taking Behavior in Multiple Choice Exams

Author

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  • Ş. Pelin Akyol
  • James Key
  • Kala Krishna

Abstract

We model and estimate the decision to answer questions in multiple choice tests with negative marking. Our focus is on the trade-off between precision and fairness. Negative marking reduces guessing, thereby increasing accuracy considerably. However, it reduces the expected score of the more risk averse, discriminating against them. Using data from the Turkish University Entrance Exam, we find that students' attitudes towards risk differ according to their gender and ability. Women and those with high ability are significantly more risk averse: nevertheless, the impact on scores of such differences is small, making a case for negative marking.

Suggested Citation

  • Ş. Pelin Akyol & James Key & Kala Krishna, 2016. "Hit or Miss? Test Taking Behavior in Multiple Choice Exams," NBER Working Papers 22401, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:22401
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    References listed on IDEAS

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    Citations

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    Cited by:

    1. Maddalena Davoli, 2023. "A, B, or C? Question Format and the Gender Gap in Financial Literacy," Economics of Education Working Paper Series 0206, University of Zurich, Department of Business Administration (IBW).
    2. J. Ignacio Conde-Ruiz & Juan José Ganuza & Manuel García, 2020. "Gender Gap and Multiple Choice Exams in Public Selection Processes," Hacienda Pública Española / Review of Public Economics, IEF, vol. 235(4), pages 11-28, December.
    3. Anaya, Lina & Iriberri, Nagore & Rey-Biel, Pedro & Zamarro, Gema, 2022. "Understanding performance in test taking: The role of question difficulty order," Economics of Education Review, Elsevier, vol. 90(C).
    4. Heiko Karle & Dirk Engelmann & Martin Peitz, 2022. "Student performance and loss aversion," Scandinavian Journal of Economics, Wiley Blackwell, vol. 124(2), pages 420-456, April.
    5. Jef Vanderoost & Rianne Janssen & Jan Eggermont & Riet Callens & Tinne De Laet, 2018. "Elimination testing with adapted scoring reduces guessing and anxiety in multiple-choice assessments, but does not increase grade average in comparison with negative marking," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-27, October.
    6. Graetz, Georg & Karimi, Arizo, 2022. "Gender gap variation across assessment types: Explanations and implications," Economics of Education Review, Elsevier, vol. 91(C).
    7. Iriberri, Nagore & Rey-Biel, Pedro, 2021. "Brave boys and play-it-safe girls: Gender differences in willingness to guess in a large scale natural field experiment," European Economic Review, Elsevier, vol. 131(C).
    8. Alexis DIRER, 2020. "Efficient scoring of multiple-choice tests," LEO Working Papers / DR LEO 2752, Orleans Economics Laboratory / Laboratoire d'Economie d'Orleans (LEO), University of Orleans.
    9. Montolio, Daniel & Taberner, Pere A., 2021. "Gender differences under test pressure and their impact on academic performance: A quasi-experimental design," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 1065-1090.
    10. Pau Balart & Lara Ezquerra & Iñigo Hernandez-Arenaz, 2022. "Framing effects on risk-taking behavior: evidence from a field experiment in multiple-choice tests," Experimental Economics, Springer;Economic Science Association, vol. 25(4), pages 1268-1297, September.
    11. Graetz, Georg & Karimi, Arizo, 2019. "Explaining gender gap variation across assessment forms," Working Paper Series 2019:8, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    12. Claire Duquennois, 2022. "Fictional Money, Real Costs: Impacts of Financial Salience on Disadvantaged Students," American Economic Review, American Economic Association, vol. 112(3), pages 798-826, March.
    13. Saygin, Perihan O. & Atwater, Ann, 2021. "Gender differences in leaving questions blank on high-stakes standardized tests," Economics of Education Review, Elsevier, vol. 84(C).
    14. Riener, Gerhard & Wagner, Valentin, 2017. "Shying away from demanding tasks? Experimental evidence on gender differences in answering multiple-choice questions," Economics of Education Review, Elsevier, vol. 59(C), pages 43-62.

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • D61 - Microeconomics - - Welfare Economics - - - Allocative Efficiency; Cost-Benefit Analysis
    • C11 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Bayesian Analysis: General

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