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Measuring College Learning in Economics

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  • Allgood, Sam
  • Bayer, Amanda

Abstract

This contribution presents a framework of essential learning outcomes and a vision for the future of assessment for undergraduate-level education in economics. The framework includes a set of essential concepts (individual decision making, markets and other interactions, the aggregate economy, and the role of government and other institutions) and essential competencies (apply the scientific process to economic phenomena, analyze and evaluate behavior and outcomes using economic concepts and models, use quantitative approaches in economics, think critically about economic methods and their application, and communicate economic ideas in diverse collaborations). With regard to assessment, the authors argue that future assessments should go beyond measuring content mastery and should include open-ended tasks that allow students to demonstrate higher order skills, such as formulating questions, interpreting data, and constructing and deconstructing arguments.

Suggested Citation

  • Allgood, Sam & Bayer, Amanda, 2016. "Measuring College Learning in Economics," MPRA Paper 85104, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:85104
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    File URL: https://mpra.ub.uni-muenchen.de/85104/1/MPRA_paper_85104.pdf
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    References listed on IDEAS

    as
    1. David Colander & KimMarie McGoldrick, 2009. "The Teagle Foundation Report: The Economics Major as Part of a Liberal Education," Chapters, in: David Colander & KimMarie McGoldrick (ed.), Educating Economists, chapter 1, Edward Elgar Publishing.
    2. Ricardo J. Caballero, 2010. "Macroeconomics after the Crisis: Time to Deal with the Pretense-of-Knowledge Syndrome," Journal of Economic Perspectives, American Economic Association, vol. 24(4), pages 85-102, Fall.
    3. William B. Walstad & Ken Rebeck, 2008. "The Test of Understanding of College Economics," American Economic Review, American Economic Association, vol. 98(2), pages 547-551, May.
    4. W. Lee Hansen, 2001. "Expected Proficiencies for Undergraduate Economics Majors," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 231-242, January.
    5. Stephen Buckles & John J. Siegfried, 2006. "Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(1), pages 48-57, January.
    6. David Colander, 2005. "What Economists Teach and What Economists Do," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(3), pages 249-260, July.
    7. Michael Watts & Georg Schaur, 2011. "Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 294-309, July.
    8. Sam Allgood & William Bosshardt & Wilbert Van Der Klaauw & Michael Watts, 2011. "Economics Coursework And Long‐Term Behavior And Experiences Of College Graduates In Labor Markets And Personal Finance," Economic Inquiry, Western Economic Association International, vol. 49(3), pages 771-794, July.
    9. Hansen, W Lee, 1986. "What Knowledge Is Most Worth Knowing-For Economics Majors?," American Economic Review, American Economic Association, vol. 76(2), pages 149-152, May.
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    Citations

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    Cited by:

    1. Amanda Bayer & Gregory Bruich & Raj Chetty & Andrew Housiaux, 2020. "Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(3-4), pages 364-379, September.
    2. Kuhn, Christiane & Zlatkin-Troitschanskaia, Olga & Brückner, Sebastian & Saas, Hannes, 2018. "A new video-based tool to enhance teaching economics," International Review of Economics Education, Elsevier, vol. 27(C), pages 24-33.
    3. Humberto Barreto, 2023. "Using Excel to teach Principles of Microeconomics," Chapters, in: Mark Maier & Phil Ruder (ed.), Teaching Principles of Microeconomics, chapter 18, pages 257-269, Edward Elgar Publishing.
    4. Douglas McKee & George Orlov, 2021. "Using Invention Activities to Teach Econometrics," Journal of Economics Teaching, Journal of Economics Teaching, vol. 5(3), pages 64-82, March.
    5. Sam Allgood & Amanda Bayer, 2017. "Learning Outcomes for Economists," American Economic Review, American Economic Association, vol. 107(5), pages 660-664, May.

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    More about this item

    Keywords

    JEL classification: A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate I23 - Health; Education; and Welfare - - Education - - - Higher Education; Research Institutions;
    All these keywords.

    JEL classification:

    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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