Assessment of Learning: Test Design and Administration Factors that Affect Student Performance

Posted: 6 Apr 2004

See all articles by Rita J. Czaja

Rita J. Czaja

Northern Kentucky University - Department of Accountancy

Scottie Barty

Northern Kentucky University - Department of Accountancy

Abstract

New AACSB accreditation standards require schools to show that students have met the schools' learning goals. This paper discusses the use of "stand-alone testing" to measure student learning in accounting. We address the appropriateness of using percentile ranks based on national norms, instead of using the percentage of correct responses, to interpret student performance. We also examine the design of the questions, the extent to which topics are covered in required accounting courses, and the relative difficulty of recalling a question's content. Regression results show that the average percent correct is significantly negatively related to the complexity of a question's design and the difficulty of recalling a question's content. The average percent correct is marginally positively related to the extent of repetition in coursework. In addition, our analysis suggests that designing a valid assessment program requires faculty to consider how long they want knowledge to be retained.

Keywords: Learning assessment

JEL Classification: A0, M40

Suggested Citation

Czaja, Rita J. and Barty, Scottie, Assessment of Learning: Test Design and Administration Factors that Affect Student Performance. Available at SSRN: https://ssrn.com/abstract=489006 or http://dx.doi.org/10.2139/ssrn.489006

Rita J. Czaja (Contact Author)

Northern Kentucky University - Department of Accountancy ( email )

Highland Heights, KY 41099
United States

Scottie Barty

Northern Kentucky University - Department of Accountancy ( email )

Highland Heights, KY 41099
United States

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