Teaching Econometrics Using Formative Assessment
This article studies the effectiveness of formative assessment techniques for an econometrics course. A large scale project with extensive formative assessment was included in the course, incorporating both summative and formative assessment. The specific assignment is for students to learn all steps to turn raw data obtained from the Interuniversity Consortium for Political and Social Research (ICPSR) using the statistical software SPSS into a viable thesis that is worthy of undergraduate conference presentations and publications. Learning gains from implementation of this project using extensive formative assessment are measured by changes in student course grades.
Volume (Year): 11 (2011)
Issue (Month): 2 (Fall)
|Contact details of provider:|| Web page: http://www.mtsu.edu/~jee|
More information through EDIRC
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.:
- Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
- William E. Becker & William H. Greene, 2001. "Teaching Statistics and Econometrics to Undergraduates," Journal of Economic Perspectives, American Economic Association, vol. 15(4), pages 169-182, Fall.
When requesting a correction, please mention this item's handle: RePEc:mts:jrnlee:v:11:y:2011:i:2:p:1-12. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Sally Govan)
If references are entirely missing, you can add them using this form.