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Assessing students: Real-world analyses underpinned by economic theory

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  • Caroline Elliott
  • Vudayagi Balasubramanyam

Abstract

Having highlighted the importance of designing assessments for university economics students that link technical material with practical applications, the paper outlines three such assessments that have been successfully applied with postgraduate and third year undergraduate-level students. The assessments ask students to use their knowledge of economic theories and empirical analyses to propose and debate policy positions or to analyse the strategy decisions of real firms.

Suggested Citation

  • Caroline Elliott & Vudayagi Balasubramanyam, 2016. "Assessing students: Real-world analyses underpinned by economic theory," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1151171-115, December.
    • Handle: RePEc:taf:oaefxx:v:4:y:2016:i:1:p:1151171
    DOI: 10.1080/23322039.2016.1151171
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    References listed on IDEAS

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    1. William B. Walstad, 2001. "Improving Assessment in University Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 281-294, January.
    2. Linda Dynan & Tom Cate, 2009. "The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(1), pages 64-86.
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