As nearly everyone in the country who teaches at a college or university knows we all have to be accountable now to our respective accreditating agencies and state legislatures when it comes to measuring student learning outcomes. In fact, just mentioning the phrase sends chills up people's spines. There are of course many ways to do it. One way is to start off from scratch and create your own student learning outcomes and come up with your own instrument to measure them. Another method which might be less painful is to go with something that has already been fielded tested and normed. The example that I would like to share is one that many of you may know about - the TUCE or Test of Understanding of College Economics. There are two separate exams, one for microeconomics and one for macroeconomics. Each exam consists of 30 multiple-choice questions, which can be administrated in one class period. You can use TUCE as a pretest, a posttest, or both. In the economics department at our college we have four student learning outcomes for both courses. We use about 15 questions from each test and over a two-year period cover all the material for both exams. The rational behind this is so that the questions can be administered by professors as a stand-alone quiz and professors don't have to worry about the onerous task of including them in their final examinations. It has the virtue of allowing the department to find out what students have learned and it helps the department to quantify in a straightforward way how the department has managed in its efforts to teach students the student learning outcomes that they profess to teach in their syllabii.

#TUCE #studentlearningoutcomes #assessment #accreditation #alvinroth #TestofUnderstandingofCollegeEconomics

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