Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom

Justin Dubas and Santiago A. Toledo

International Review of Economics Education, 2016, vol. 21, issue C, 12-20

Abstract: This paper argues for the need for instructors to more intentionally foster higher order thinking skills in economics students, as these skills lend themselves to longer-lasting, more transferable knowledge. This paper proposes the use of Marzano’s taxonomy to aid in this endeavor. It provides a clear functional delineation between lower- and higher-order thinking, and serves as a natural way to systematically build a course around incrementally building up student thinking skills. We outline how it was used in course design for drafting student learning outcomes (SLOs), creating assessments for a Principles of Economics course, and leveraging it as a tool to provide more targeted feedback for students. Preliminary observations on the impact on student learning are presented.

Keywords: Economics education; Student learning outcomes; Higher order thinking; Feedback; Formative assessment; Marzano’s; taxonomy (search for similar items in EconPapers)
JEL-codes: A2 (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:21:y:2016:i:c:p:12-20

DOI: 10.1016/j.iree.2015.10.005

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