The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?
AbstractThis action research project investigates whether writing assignments are associated with improved student performance in terms of lower-order learning and higher-order learning as defined in Bloom's taxonomy of educational objectives. The impact of explicitly structuring the learning environment on student performance is examined. We find that structured writing positively impacts students' performance on lower-order (knowledge and comprehension) assessments. However our findings suggest that structure only weakly enhances the performance of students on higher-order skills assessments. Accordingly, we recommend that structured writing assignments, particularly those designed to develop higher-order learning objectives, be introduced earlier into the economics and business curricula.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 8 (2009)
Issue (Month): 1 ()
Contact details of provider:
Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Steven A. Greenlaw, 2003. "Using Writing to Enhance Student Learning in Undergraduate Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 61-70.
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
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