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Assessment Plan and Design: A Model for Enhancing Instruction in Economics Courses

Author

Listed:
  • Jill Caviglia-Harris

    (Salisbury University)

  • Brian Hill

    (Salisbury University)

Abstract

This paper develops a systematic approach to course assessment that aims to identify strengths and weaknesses in student achievement and course design that can be addressed through instructional change. We develop seven distinct steps for course assessment and explain these procedures with an assessment tool that was developed for an economics foundation course. Our assessment tool includes twenty five common multiple-choice questions that were developed to evaluate student achievement and assess an economics course through yearly evaluation. During a seven year process, student data were collected first to revise the assessment tool and later to evaluate the program and student performance. The analysis of student data by topic, question, and level of difficulty enabled faculty to gain a better understanding of student weaknesses and address these in the classroom through the adoption of a variety of different teaching approaches. This process strengthened both the foundation course and individual lectures and resulted in a positive impact on student performance. Continuous reinforcement of these strategies by faculty is expected to benefit both the course and students.

Suggested Citation

  • Jill Caviglia-Harris & Brian Hill, 2010. "Assessment Plan and Design: A Model for Enhancing Instruction in Economics Courses," International Review of Economic Education, Economics Network, University of Bristol, vol. 9(1), pages 10-30.
    • Handle: RePEc:che:ireepp:v:9:y:2010:i:1:p:10-30
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    File URL: https://www.economicsnetwork.ac.uk/iree/v9n1/caviglia-harris.pdf
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    References listed on IDEAS

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    1. William E. Becker & Michael Watts, 2001. "Teaching Methods in U.S. Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 269-279, January.
    2. 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.
    3. Don J. Webber, 2005. "Reflections on Curriculum Development, Pedagogy and Assessment by a New Academic," International Review of Economic Education, Economics Network, University of Bristol, vol. 4(1), pages 58-73.
    4. Carol Johnston & Ian McDonald & Ross Williams, 2001. "The Scholarship of Teaching Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 195-201, January.
    5. William B. Walstad, 2001. "Improving Assessment in University Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 281-294, January.
    6. Wayne A. Grove & Tim Wasserman & Andrew Grodner, 2006. "Choosing a Proxy for Academic Aptitude," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(2), pages 131-147, April.
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    Cited by:

    1. Jill Caviglia‐Harris, 2016. "Flipping the Undergraduate Economics Classroom: Using Online Videos to Enhance Teaching and Learning," Southern Economic Journal, John Wiley & Sons, vol. 83(1), pages 321-331, July.

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