Assessment of Learning: Test Design and Administration Factors that Affect Student Performance
Posted: 6 Apr 2004
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: Suggested Citation