Financial Literacy Questions for High School Students Produce Valuable Information
The NFEC has designed tests to glean a broad scope of knowledge to assess financial educational programs and individuals who have a healthy interest in their own knowledge of personal finance. We cover the gamut in intelligent testing systems, from pre- and post-tests, short- and long-term evaluations. We even have a system for measuring behavioral and situational change.
Our data can be used by financial literacy programs for high school students to show proof of success to support educators in their funding and expansion efforts. Students also can use their information on applications for work and continuing education.
Financial Literacy Questions for High School Students Expose Deep Obstacles to Success
While our personal finance quizzes for high school students measure financial knowledge, we don’t stop there. We take them a step farther because we seek answers to problems that other program evaluators don’t even broach. Our personal finance questions for high school students probe for the underlying issues causing poor financial health. We uncover a person’s financial sentiment and look for disconnects that would cause misunderstandings in how to manage one’s own money. This, of course, describes financial behavior, which strongly influences financial situations.
We gauge the success of a program by measuring how course graduates implement new learning through financial behavior, thereby creating an improved financial situation.
Discover Depth of Knowledge with Powerful Financial Literacy Questions for High School Students
It is important to teach in a way that guides students along the natural process of discovery. As Webb’s Depth of Knowledge chart explains, learning occurs in a specific sequence of distinct stages. Consider Webb’s theory when designing a financial literacy test for high school students.
When you’re designing financial literacy questions for high school students, ask yourself in what phase of knowledge acquisition the students currently fall. Start from what the students need and tweak the curriculum to match. If the process is taking longer than expected, there might be a disconnect in the presentation or something to which the students have trouble relating, such as cultural or geographic differences.
