Measuring College Learning in Economics

Allgood, Sam and Bayer, Amanda (2016): Measuring College Learning in Economics. Published in: Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century

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.

• Item Type: MPRA Paper
• Language: English
• 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
• Subjects: A - General Economics and Teaching > A1 - General Economics > A11 - Role of Economics ; Role of Economists ; Market for Economists; A - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A22 - Undergraduate; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions

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