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Explaining Randomized Evaluation Techniques Using Classroom Games

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  • Subha Mani

    (Fordham University, Department of Economics)

  • Utteeyo Dasgupta

    (Franklin and Marshall College, Department of Economics)

Abstract

Over the last decade, randomized evaluations have taken the field of development economics by storm. Despite the availability of strong review pieces in the topic, there is no pedagogical paper on randomized evaluation. This paper bridges the gap by introducing three interactive classroom games to communicate the concepts of Average Treatment Effect (ATE), Intent–to-Treat Effect (ITT), Sub-group Average Treatment Effect (SATE), and Externality Effect (EE). The classroom games are easy to implement and provide students an opportunity to participate in a simple randomized trial of their own.

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File URL: http://stage.web.fordham.edu/images/academics/graduate_schools/gsas/economics/dp2010_06_mani_dasgupta.pdf
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Bibliographic Info

Paper provided by Fordham University, Department of Economics in its series Fordham Economics Discussion Paper Series with number dp2010-06.

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Date of creation: 2010
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Handle: RePEc:frd:wpaper:dp2010-06

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Web page: http://www.fordham.edu/economics/
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Keywords: program evaluation; classroom experiment; pedagogy; economic development;

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  1. Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, Southern Economic Association, vol. 70(3), pages 672-693, January.
  2. Abhijit V. Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2007. "Remedying Education: Evidence from Two Randomized Experiments in India," The Quarterly Journal of Economics, MIT Press, vol. 122(3), pages 1235-1264, 08.
  3. Mark Dickie, 2006. "Do Classroom Experiments Increase Learning in Introductory Microeconomics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(3), pages 267-288, July.
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