Racial and gender achievement gaps in an economics classroom

Bottan, Daria; McKee, Douglas; Orlov, George; McDougall, Anna

doi:10.1016/j.iree.2022.100239

Cited by 2 publications

(3 citation statements)

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“…Based on these interviews, questions were clarified and potential answers that corresponded to common mistakes were added. Our development and validation processes are described in detail in McKee and Orlov (2022).…”

Section: The Cornell Suite Of Economics Assessmentsmentioning

confidence: 99%

“…ESSA has been piloted extensively inside and outside Cornell. McKee and Orlov (2022) documents in detail the design, development, and validation of this assessment. ESSA is also the first assessment on the site to be available in Spanish.…”

Section: Economic Statistics Skills Assessment (Essa)mentioning

confidence: 99%

“…These assessments have enabled great progress in discipline-based education research. For example, researchers have used standard assessments to provide classroom-based evidence for the effectiveness of active learning (Freeman et al 2014), peer instruction (Crouch and Mazur 2001), and the determinants of race and genderbased performance gaps (Salehi et al 2019;Bottan et al 2022). This research in turn greatly benefits students, as instructors make use of new evidence-based practices to improve student performance, reduce achievement gaps, and potentially increase diversity of the undergraduate economics student population.…”

Section: Introductionmentioning

confidence: 99%

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Econ-assessments.org: Automated Assessment of Economics Skills

2022

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Standard assessments can give instructors reliable objective measures of student skills at the beginning and end of a term. We describe seven standard assessments that we have developed for commonly taught economics courses, and introduce a new website, econ-assessments.org, that allows instructors worldwide to set up any of our assessments for their students. Instructors get a link to their chosen assessment that can be shared with students, and students take the timed assessment when they follow the link. At the end of the test-taking period, instructors receive a report that summarizes performance in aggregate and by learning goal.

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Section: The Cornell Suite Of Economics Assessmentsmentioning

confidence: 99%

Section: Economic Statistics Skills Assessment (Essa)mentioning

confidence: 99%