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Peer reviewedGohmann, Stephan F.; Spector, Lee C. – Journal of Economic Education, 1989
Compares the effect of content ordering and scrambled ordering on examinations in courses, such as economics, that require quantitative skills. Empirical results suggest that students do no better if they are given a content-ordered rather than a scrambled examination as student performance is not adversely affected by scrambled ordered…
Descriptors: Cheating, Economics Education, Educational Research, Grading
