Assessing An Economics Programme: Hansen Proficiencies, ePortfolio, and Undergraduate Research
AbstractNumerous sources calling for more accountability in higher education are putting increased pressure on many economics departments to develop assessment plans. This paper discusses a set of principles for programmatic assessment gleaned from the assessment literature, while highlighting one US economic department's journey to develop an assessment of student learning outcomes based on Hansen's proficiencies. We explain the curriculum reforms that culminate with independent undergraduate research as suggested by the highest level of Hansen's proficiencies. We describe ePortfolios which showcase student abilities and integrate evidence of student learning across the curriculum. For departments without direct guidance from accreditation boards or other agencies, we put forth a process of forming programmatic assessment in economics.
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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 ()
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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.:
- Hansen, W Lee, 1986. "What Knowledge Is Most Worth Knowing-For Economics Majors?," American Economic Review, American Economic Association, vol. 76(2), pages 149-52, May.
- Siegfried, John J & Meszaros, Bonnie T, 1997. "National Voluntary Content Standards for Pre-College Economics Education," American Economic Review, American Economic Association, vol. 87(2), pages 247-53, May.
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