Assessing Learning in College Economics: A Sixth National Quinquennial Survey

Cynthia Harter (), Rebecca G. Chambers and Carlos Asarta
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Cynthia Harter: Eastern Kentucky University
Rebecca G. Chambers: Federal Reserve Bank of Philadelphia

Eastern Economic Journal, 2022, vol. 48, issue 2, No 4, 266 pages

Abstract: Abstract This article presents the first report of basic assessment method findings from the 2020 national quinquennial survey on teaching and assessment methods in college economics. Focused on the methods used in the same four types of economics courses surveyed since 1995, the authors find that the primary assessment method in introductory courses remains multiple-choice examinations, with their average weight in determining students’ grades increasing since 2010. Intermediate theory, statistics and econometrics, and other upper-division field economics courses rely primarily on short-answer exam questions for determining students’ grades. Overall, the authors report notable changes in assessing learning in college economics, with a more balanced approach to using different assessment methods in upper-division economics courses as compared to other economics courses.

Keywords: Assessment methods; Undergraduate economics; Quinquennial survey (search for similar items in EconPapers)
JEL-codes: A20 A22 (search for similar items in EconPapers)
Date: 2022
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Citations: View citations in EconPapers (3)

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DOI: 10.1057/s41302-021-00205-8

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