Improving Assessment in University Economics

Abstract

The author discusses the following seven issues affecting assessment of undergraduates in universities: decisionmaking and the selection of tests, the use of written and oral assignments to measure learning, the characteristics of grades and portfolios for evaluating students, opportunities for self-assessment and feedback to instructors, retention of learning and the testing for higher-ordered thinking, the psychology of students in the economics classroom, and the development of new tests as public goods. The author suggests ways that economics faculty can add new dimensions to their assessment practices, improve their understanding of assessment choices, use assessment to enhance the quality of student thinking, and conduct research studies on assessment questions.

Key Words:

• active learning
• assessment
• economics courses
• research
• testing

Additional information

Notes on contributors

William B. Walstad

William B. Walstad is a professor of economics and director, National Center for Research in Economic Education, University of Nebraska-Lincoln (e-mail: [email protected]). Helpful comments were provided by Sam Allgood, William Becker, Carol Johnston, Peter Kennedy, Ian McDonald, Ken Rebeck, Michael Salemi, and Michael Watts.