IDEAS home Printed from https://ideas.repec.org/a/kap/iaecre/v6y2000i1p100-11210.1007-bf02295755.html
   My bibliography  Save this article

Pretesting students to improve teaching and learning

Author

Listed:
  • Scott Simkins
  • Stuart Allen

Abstract

The focus of this paper is on developing ways to evaluate teaching performance on a regular basis as a means of improving teaching effectiveness and increasing student learning in the classroom. In particular, this paper shows how an instructor-developed pretest, when given at the start of an introductory economics course as part of a pre- and post-test strategy, can be used as a diagnostic and developmental tool for instructors to assess and improve teaching effectiveness. Evidence of students' deficiencies in basic economic and math or graphing skills has led to making changes in content and delivery to increase students' chances of success in the economics course. In addition, pre- and post-test results can be used to determine which economic concepts are being taught effectively and which areas need improvement. Copyright International Atlantic Economic Society 2000

Suggested Citation

  • Scott Simkins & Stuart Allen, 2000. "Pretesting students to improve teaching and learning," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 6(1), pages 100-112, February.
    • Handle: RePEc:kap:iaecre:v:6:y:2000:i:1:p:100-112:10.1007/bf02295755
    DOI: 10.1007/BF02295755
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1007/BF02295755
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1007/BF02295755?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Saunders, Phillip & Powers, John R, 1995. "Reallocating Content Coverage in Principles of Microeconomics to Increase Student Learning," American Economic Review, American Economic Association, vol. 85(2), pages 339-342, May.
    2. Saunders, Phillip, 1991. "The Third Edition of the Test of Understanding in College Economics," American Economic Review, American Economic Association, vol. 81(2), pages 32-37, May.
    3. Lopus, Jane S & Maxwell, Nan L, 1995. "Teaching Tools: Should We Teach Microeconomic Principles before Macroeconomic Principles?," Economic Inquiry, Western Economic Association International, vol. 33(2), pages 336-350, April.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Reed, Deborah K. & Aloe, Ariel M., 2020. "Interpreting the effectiveness of a summer reading program: The eye of the beholder," Evaluation and Program Planning, Elsevier, vol. 83(C).

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. T. Aldrich Finegan & John J. Siegfried, 1998. "Do Introductory Economics Students Learn More if Their Instructor Has a PH.D.?," The American Economist, Sage Publications, vol. 42(2), pages 34-46, October.
    2. Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 99-110, June.
    3. Zimmermann, Klaus F. & Bauer, Thomas K., 1998. "Learning Efficiency of Economics Students," IZA Discussion Papers 23, Institute of Labor Economics (IZA).
    4. Tisha L. N. Emerson & Linda K. English & KimMarie McGoldrick, 2015. "Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(1), pages 1-13, March.
    5. Kennedy, Peter E. & Siegfried, John J., 1997. "Class size and achievement in introductory economics: Evidence from the TUCE III data," Economics of Education Review, Elsevier, vol. 16(4), pages 385-394, October.
    6. Roger B. Butters & Carlos J. Asarta & Tammie J. Fischer, 2011. "Human Capital in The Classroom: The Role of Teacher Knowledge in Economic Literacy," The American Economist, Sage Publications, vol. 56(2), pages 47-57, November.
    7. Jane S. Lopus, 1997. "Effects of the High School Economics Curriculum on Learning in the College Principles Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(2), pages 143-153, June.
    8. Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, January.
    9. Tisha L. N. Emerson & Linda K. English & KimMarie McGoldrick, 2018. "The High Costs of Large Enrollment Classes: Can Cooperative Learning Help?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 44(3), pages 455-474, June.
    10. Jane S. Lopus & Nan L. Maxwell, 1994. "Beyond High School: Does the High School Economics Curriculum Make a Difference?," The American Economist, Sage Publications, vol. 38(1), pages 62-69, March.
    11. Carlos J. Asarta & Roger B. Butters & Eric Thompson, 2013. "The Gender Question in Economic Education: Is it the Teacher or the Test?," Working Papers 13-12, University of Delaware, Department of Economics.
    12. Grant, Darren, 2007. "Grades as information," Economics of Education Review, Elsevier, vol. 26(2), pages 201-214, April.
    13. Andrea L. Ziegert, 2000. "The Role of Personality Temperament and Student Learning in Principles of Economics: Further Evidence," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(4), pages 307-322, December.
    14. William B. Walstad, 2001. "Improving Assessment in University Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 281-294, January.
    15. Tisha L. N. Emerson & Linda K. English, 2016. "Classroom experiments: Teaching specific topics or promoting the economic way of thinking?," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 288-299, October.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:kap:iaecre:v:6:y:2000:i:1:p:100-112:10.1007/bf02295755. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.