MEASURING COLLEGE LEARNING IN ECONOMICS Measuring College Learning Project 3 Measuring College Learning in Economics

Sam Allgood, Amanda Bayer, Richard Arum, Josipa Roksa, Amanda Cook, San, Sam Allgood, Amanda Bayer
2016 unpublished
fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes-the Measuring College Learning project-the book presents a series of "essential concepts and competencies" for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology,
more » ... siness, communication, economics, history, and sociology-disciplines that account for nearly 40 percent of undergraduate majors in the United States. Alongside these essential concepts and competencies, the book articulates a creative vision for the future: • Clarify program structure and aims • Articulate high-quality learning goals • Rigorously measure student progress • Prioritize higher order competencies and disciplinarily grounded conceptual understandings Improving Quality in American Higher Education offers an insightful look at the state of higher education, and a realistic and strategic plan for better serving our students. 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.
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