Validity and fairness of a new entry diagnostics test in higher education economics |
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| Institution: | 1. Chair of Business and Economics Education, Johannes Gutenberg University Mainz, Germany;2. Chair of Methods in Education Studies, Humboldt University of Berlin, Germany |
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| Abstract: | Research has been focusing increasingly on measuring students’ prior economic knowledge in higher education. However, in German-speaking countries, valid instruments are rare. A diagnostic study investigated the validity and fairness of an internationally established economic knowledge test (adapted German version of TUCE IV and TEL IV) with a representative sample of 7664 students from 46 universities across Germany. Previous findings with the dataset (Zlatkin-Troitschanskaia et al., 2019a) suggest that native language significantly predicts missing answers in the knowledge test. Similar effects can be found for gender. After coding missing answers as incorrect, students with a native language other than German and females are disadvantaged. Using multiple imputation, group differences are still significant but to a lesser extent. This approach is critically discussed in terms of valid diagnostics and assessment in higher education. |
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| Keywords: | Study entry diagnostics Test validity Test fairness Economic knowledge test Imputation of missing values |
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