What happens when we give students more time to answer multi-choice tests? How much do negative marks matter to make such tests work? How gendered are these differences?
Pelin Akyol talks me through her recent work on multi-choice tests, and shows me how much value economists have in working out the optimal design decisions around test design. When the paper is released I’ll link to it here.
But if you want the answers now, I suggest listening to the podcast - or reading the associated transcript.
I’ve been told that these podcasts can be hard to listen to through Substack, so here are a couple of other links that might help:
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