Measurement Instruments

Walstad, William B.

doi:10.1007/978-94-009-3271-5_5

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…The AHELO assessment instrument consists of fifty MC questions and one constructed response (CR) question. Three advantages of MC questions relative to CR questions are: (i) they are free from bias in grading; (ii) they are cheaper to administer; and (iii) they enable a wider range of content to be examined for a given test duration (in an economics context, see Walstad, and Saunders and Walstad, ; as cited in Becker and Johnston, ). However, there may be dimensions of learning that cannot be effectively measured through MC questions, such as higher cognitive skills of synthesis and evaluation as well as writing skills .…”

Section: Assessing Achievement Of Learning Standards In Economicsmentioning

confidence: 99%

“…The AHELO assessment instrument consists of fifty MC questions and one constructed response (CR) question. Three advantages of MC questions relative to CR questions are: (i) they are free from bias in grading; (ii) they are cheaper to administer; and (iii) they enable a wider range of content to be examined for a given test duration (in an economics context, see Walstad, 1987 andSaunders andWalstad, 1990; as cited in Becker and 16 Meaning here standardised or "external" tests undertaken by students in a given course of study at all institutions. 17 Available on the ABDC website at http://abdc.edu.au/download.php?id=310554,287,1.…”

Section: Common Testing?mentioning

confidence: 99%

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Towards Learning Standards in Economics in Australia

Guest¹

2013

J of App Econs and Policy

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This paper discusses the development of learning standards in higher education economics in Australia. The motivation is twofold. The creation of Tertiary Education Quality Standards Agency in 2011, along with the revised Australian Qualifications Framework specifications published in July 2011, have given the learning standards agenda a new impetus in Australia. Work has been done overseas on learning standards in economics through the UK Benchmarking Statement and the OECD's Assessment of Higher Education Learning Outcomes study. However, a key finding from learning standards projects in Australia in other disciplines is that the Australian academic community needs to take ownership of the standards agenda as a pre‐condition for general acceptance and successful implementation. Second, the development of learning standards in economics is an opportunity to drive an evidence‐based process of curriculum renewal, including critical reflection on core knowledge, skills and assessment methods.

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Section: Assessing Achievement Of Learning Standards In Economicsmentioning

confidence: 99%

“…The AHELO assessment instrument consists of fifty MC questions and one constructed response (CR) question. Three advantages of MC questions relative to CR questions are: (i) they are free from bias in grading; (ii) they are cheaper to administer; and (iii) they enable a wider range of content to be examined for a given test duration (in an economics context, see Walstad, 1987 andSaunders andWalstad, 1990; as cited in Becker and 16 Meaning here standardised or "external" tests undertaken by students in a given course of study at all institutions. 17 Available on the ABDC website at http://abdc.edu.au/download.php?id=310554,287,1.…”

Section: Common Testing?mentioning

confidence: 99%

Towards Learning Standards in Economics in Australia

Guest¹

2013

J of App Econs and Policy

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A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study

Shanahan

Meyer²

2001

The Journal of Economic Education

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Performance and Attitudinal Effects of a Computer Laboratory in the Principles of Economics Course

Ray¹,

Grimes²

1992

Social Science Computer Review

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This study presents the results of a controlled experiment testing the effect of a computer laboratory on student performance and attitudes in an introductory college economics course. The authors develop a two-stage, ordered-probit model to examine the simultaneous determination of performance and attitude formation. The empirical results indicate the lab course significantly improved course performance for students at either end of the grade distribution. The lab was not found to significantly improve student attitudes toward the discipline. Keywords: economics, CAI, laboratory, learning, attitudes.

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Measurement Instruments

Cited by 4 publications

References 20 publications

Towards Learning Standards in Economics in Australia

Towards Learning Standards in Economics in Australia

A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study

Performance and Attitudinal Effects of a Computer Laboratory in the Principles of Economics Course

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