Abstract
Teaching econometrics has been studied by a number of researchers, however, there is little information available on the quality of examination and on simplification of tests for demonstration the high-quality knowledge by students in concrete topics of econometrics or mathematical economics.One can note the following main goals of studying the basics of mathematical economics or econometrics by students: forming the notions of mathematical model and of modeling economic processes and phenomena; understanding a role of using mathematical models for economics research and obtaining scientific results; formatting skills for constructing mathematical models in economics, for solving economics problems by mathematical modeling.The main goal of this paper is to simplify test tasks, is to help to students to demonstrate the high-quality knowledge in certain areas of mathematical economics, and also is to construct a system of testing tasks, in which the emphasis was placed on the knowledge and understanding of an algorithm of solving the problem.In the present paper, to quality examine the student knowledge in the basics of mathematical economics, a certain system of tests was constructed and is considered. The main attention is also given to algorithms and techniques of solving some tasks (problems) of mathematical economics. The following topics of mathematical economics are viewed: constructing mathematical models of linear programming, the input-output model, the Monge-Kantorovich transportation problem, the simplex method of linear programming, the graphic method of linear and nonlinear programming, the method of Lagrange multipliers in mathematical optimization. Some primary basic results of studying linear programming, nonlinear programming, and the input-output model are noted.A new system of tests that satisfies the aim of this paper is modeled. The described tests require less time for solving than usual tasks. Here we do not focus on the repetition of auxiliary mathematical knowledge and arithmetic skills. These tests are simplified versions of standard tasks and help students to demonstrate knowledge in the mentioned topics of mathematical economics. The tasks are focused only on the knowledge of basic formulas, techniques, and connections between mathematical objects, economic systems, and their elements.
Highlights
The present article is devoted to the consideration of tests for the qualitative examination of the quality of the student knowledge in the basics of mathematical economics
The main attention is given to such sections of mathematical economics as linear programming, nonlinear programming, and an input-output model
Note that the primary basic results of studying the last-mentioned sections of mathematical economics are following: assimilating the simplex algorithm of linear programming by students including an algorithm of solving the transport problem; assimilating the basic derivation of the Leontief classical input–output model and elementary using the input-output planning method; an ability to construct mathematical models of the simplest economic problems
Summary
The present article is devoted to the consideration of tests for the qualitative examination of the quality of the student knowledge in the basics of mathematical economics. It is noted that the main goals of studying the basics of mathematical economics by students are following:. Note that the primary basic results of studying the last-mentioned sections of mathematical economics are following: assimilating the simplex algorithm of linear programming by students including an algorithm of solving the transport problem; assimilating the basic derivation of the Leontief classical input–output model and elementary using the input-output planning method; an ability to construct mathematical models of the simplest economic problems. For examining the quality of students' mastering algorithms of solving the initial basic problems and for examining skills of constructing mathematical models for the simplest economic problems, it is necessary to model a system of testing tasks, in which the emphasis was placed on the knowledge and understanding of an algorithm of solving the problem, rather than calculations (performing arithmetic operations). One can use the saved time to complete additional tasks
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