Measuring College Learning in Economics

Sam Allgood and Amanda Bayer

MPRA Paper from University Library of Munich, Germany

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.

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 (search for similar items in EconPapers)
JEL-codes: A11 A22 I23 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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