The Effect of Classroom Games on Student Learning and Instructor Evaluations
Assuming that instructors of economics are utility maximizers, they may find it useful to engage in classroom behavior that is likely to generate favorable outcomes with respect to student course evaluations. This is especially true if student course evaluations are used in assessing teaching effectiveness for tenure, promotion, and salary decisions. In this paper, we present evidence that the use of a classroom gaming exercise can raise instructor evaluations and enhance student learning outcomes. The tests are conducted in a framework that indirectly controls for grade inflation and considers student attendance and grade expectations as other sources of influence on instructor evaluation ratings.
|Date of creation:||01 Dec 2000|
|Date of revision:|
|Publication status:||Published in Journal of Economics and Finance Education 2.1(2002): pp. 1-10|
|Contact details of provider:|| Postal: Ludwigstraße 33, D-80539 Munich, Germany|
Web page: https://mpra.ub.uni-muenchen.de
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- Michael Watts & William E. Becker, 1999.
"How Departments of Economics Evaluate Teaching,"
American Economic Review,
American Economic Association, vol. 89(2), pages 344-349, May.
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- Charles A. Holt, 1999. "Teaching Economics with Classroom Experiments: A Symposium," Southern Economic Journal, Southern Economic Association, vol. 65(3), pages 603-610, January.
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