Improving Assessment in University Economics
AbstractThe author discusses the following seven issues affecting assessment of undergraduates in universities: decisionmaking and the selection of tests, the use of written and oral assignments to measure learning, the characteristics of grades and portfolios for evaluating students, opportunities for self-assessment and feedback to instructors, retention of learning and the testing for higher-ordered thinking, the psychology of students in the economics classroom, and the development of new tests as public goods. The author suggests ways that economics faculty can add new dimensions to their assessment practices, improve their understanding of assessment choices, use assessment to enhance the quality of student thinking, and conduct research studies on assessment questions.
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Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 32 (2001)
Issue (Month): 3 (January)
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Web page: http://www.tandfonline.com/VECE20
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- Sheryl B. Ball & Catherine Eckel & Christian Rojas, 2006. "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economic Review, American Economic Association, vol. 96(2), pages 442-446, May.
- Gordon Menzies & Jonathan Pratt & Susan Thorp & Peter Docherty, 2008. "Piloting a Peer Feedback Program in the Faculty of Business at UTS," Working Paper Series 154, Finance Discipline Group, UTS Business School, University of Technology, Sydney.
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