1. Designing a Course for Evaluation:
Triangulation of assessment to improve teaching in a
single course section
Richard W. Stratton
Economics Department
The University of Akron
November 7, 2003

2. The University of Akron
Begin at the beginning
How could I design a course that would allow me to evaluate its effectiveness objectively?
11/28/2018
The University of Akron

3. The University of Akron
Begin at the beginning
Set specific goals and objectives
Identify course components
Identify assessment tools
Evaluate success
11/28/2018
The University of Akron

4. Set specific outcome goals
Mine were based on Hansen’s proficiencies (2001 JEE 32: )
access existing knowledge
demonstrate command of knowledge
interpret knowledge
find and interpret existing economic data
apply existing knowledge
11/28/2018
The University of Akron

5. Set specific outcome goals
Objectives (cont.)
demonstrate their ability to apply economic knowledge
effectively employ select analytical and critical thinking tools used by economists
demonstrate their ability to apply these tools
persist to the end of the semester
11/28/2018
The University of Akron

6. The University of Akron
Two objectives
Students will be able to write a well reasoned supporting a policy recommendation
Students will demonstrate ability to work cooperatively with others (Teams)
11/28/2018
The University of Akron

7. Design course components to address goals and objectives
Worksheets – prior to class
Team work – in class
Participation – in class
CAT – in class
Essays – after class
Exams – after class
11/28/2018
The University of Akron

8. Criterion based Mastery influenced
Worksheets –
Pre-class encounter
Basis of team exercises
CAT – student assessment of class
Essays –
Rubric based grading
Exams
11/28/2018
The University of Akron

9. The University of Akron
How well did I do?
Did Retention improve?
no - ~50%
Did the grade distribution improve?
Yes - 40% of completers A or B
11/28/2018
The University of Akron

10. The University of Akron
How well did I do?
Analysis of Final Essay
Used rubric to determine performance
11 of 21 acceptable on all 11 criteria
14 of 21 acceptable on 9 of 11 criteria
13 of 22 acceptable overall points
15 of 22 acceptable on 7 of 11 dimensions
11/28/2018
The University of Akron

11. The University of Akron
How well did I do?
Learning Gains
Pre-test / Post-test
Richard Hake’s “normalized gain”
(Post – Pre)/(40 – Pre)
Average 13% gain
8 students more than 1 s.d. above 0
12 students within 1 s.d. of 0
11/28/2018
The University of Akron

12. The University of Akron
How well did I do?
Student CATs
Increase rating of all three components
5 point scale
Worksheets to 2.88 sig. 1%
Essays to 2.35 ns
Class time 3.24 to 3.35 ns
11/28/2018
The University of Akron