Economics Discipline Assessment 2006-2007

 

Scope of assessment activities

         ___√__Course-embedded assessment

                     ___√___ Pre- and post-testing

         ______ Outside the classroom

         ______ Across the discipline

Direct measures of student learning

         ______ Capstone experience

         ______ Portfolio assessment

         ______ Standardized tests

         ______ Performance on national licensure, certification or

                     preprofessional exams

         ______ Qualitative internal and external juried review of

                     of comprehensive senior projects

         ______ Externally reviewed exhibitions and performances in

                     the arts

         ______ External evaluation of performance during internships

              

Discussion and Description

Discipline goals, direct measures, and improved student learning

 

         1. Economics discipline goals. The economics curriculum is designed to ensure that students

      understand the nature and functioning of the market system.

      are able to define criteria for assessing efficiency in the provision of goods and services.

      investigate and assess the operation of economic institutions.

      are able to evaluate alternative policies intended to enhance economic outcomes.

      develop competence in quantitative methods and computing methods.

      are able to conceptualize and analyze problems using the tools of economic theory, and communicate the results.

      are competent in oral and written communication.

      are adequately prepared for graduate or professional school.

 

         2. Discipline goals and course work

         The assessment plan relates discipline goals to the economics courses where they will be met.

 

         3. Course-embedded assessment

         Money, Banking, and Financial Markets. In this upper division class, the instructor identified two broad learning objectives that students should meet, and for each objective established three criteria for determining whether students had met them. The assessment tool was a multi-part in-class essay question admininstered two months into the semester and again near the end of the semester. The instructor then ranked each students performance on each criterion as good, fair or poor. The results[1] show improvement in student learning that is more often dramatic than not.

 

General education categories spanned by the discipline

 

            Almost all economics courses bear one of the following general education designators: SS, human behavior, social processes, and institutions; IP, international perspective; HDiv, human diversity; M/SR, mathematical/ symbolic reasoning; Hist, historical perspectives; or Envt, people and the environment. Directed study and the seminar for social science majors bear no general education designator.

 

 



[1] The numbers are in the economics discipline report in the appendices.