Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course

We consider the impact on student learning outcomes of a re-design of an undergraduate macroeconomics course. Changes were made to move from lower- to higher-order taxonomic dimensions, with emphasis on application and analysis. We use 13 questions which appeared on final exams before and after the re-design to evaluate changes in student learning outcomes. The analysis shows that after the re-design students improved performance on questions classified as higher-order, while performance suffered on questions classified as lower-order. These results suggest that the re-design was a shift of teaching and learning resources, not an overall improvement that impacted equally all taxonomic dimensions. The course before the re-design may have used its resources well, but in pursuit of improving application and analysis over memorization and understanding.


Issue Date:
2016
Publication Type:
Conference Paper/ Presentation
PURL Identifier:
http://purl.umn.edu/235765
Total Pages:
18
JEL Codes:
A20; A22
Series Statement:
9037




 Record created 2017-04-01, last modified 2017-04-26

Fulltext:
Download fulltext
PDF

Rate this document:

Rate this document:
1
2
3
 
(Not yet reviewed)