Using MC questions in Econcomics and Law education

>I often claim that examinations using Multiple-Choice questions is just as appropriate or even better dan essay-type examination.

Below some references to articles that argue for this. Keep them at your fingertips at all times!

Vaak vertel ik (en andere toetsdeskundigen) dat het gebruik van gesloten vragen (meestal Multiple-choice) net zo goed is of zelfs beter dan open-vragen tentamens.

Hieronder een paar referenties naar artikelen die dit onderbouwen. Ik zal ze bij de hand houden zo veel ik kan.

Economics:

Bible, L., Simkin, M. G., & Kuechler, W. L. (2008). Using Multiple-choice Tests to Evaluate Students’ Understanding of Accounting. Accounting Education: An International Journal, 17(1 supp 1), 55. doi:10.1080/09639280802009249  
Walstad, W. B., & Becker, W. E. (1994). Achievement Differences on Multiple-Choice and Essay Tests in Economics. The American Economic Review, 84(2), 193-196. 

Law:

Crane, L. R. (1999). Grading Law School Examinations: Making a Case for Objective Exams to Cure What Ails Objectified Exams. New England Law Review, 34, 785.  
Daggert, L. M. (2007). All of the Above: Computerized Exam Scoring of Multiple Choice Items Helps To: (A) Show How Exam Items Worked Technically, (B) Maximize Exam Fairness, (C) Justly Assign Letter Grades, and (D) Provide Feedback on Student Learning. Journal of Legal Education, 57, 391.
Medicine:
Palmer, E., & Devitt, P. (2007). Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper. BMC Medical Education, 7(1), 49. doi:10.1186/1472-6920-7-49
General (though old):
Gilbert Sax and LeVerne S. Collet, “An Empirical Comparison of the Effects of Recall and Multiple-Choice Tests on Student Achievement,” Journal of Educational Measurement, vol. 5 (1968), 169-73.Donald G. Paterson, “Do New and Old Type Examinations Measure Different Mental Functions?” School and Society, vol. 24. (August 21, 1926), 246-48.

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