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"Buckles, Stephen"
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Using multiple-choice questions to evaluate in-depth learning of economics
Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to measure some but not all elements of indepth understanding of economics. The authors interpret in-depth understanding as ability to reason through logical steps when those steps and the relevant economic concepts are not explicitly stated. They present examples of multiplechoice questions that do and do not measure in-depth understanding.
Journal Article
Easy economics
Let's face it, economics can be boring…but we all need a decent understanding of the basics if we want to survive in these difficult and uncertain times. Let's make it more interesting. Easy Economics isn't packed with reams of text or stacks of numbers, this book is visual and engaging. The book aims to bring you up to speed, in a way that entertains while it informs, through a collection of many of the most frequently asked questions--plus some you probably haven't thought of--on the subject of economics. The topics range from: The difference between Debt and Deficit Causes and cures of recessions The Financial Crisis of 2007-2009 explained Is globalization good or bad? How fiscal and monetary policies differ Bubbles and Busts Unlike so many other books on the subject, it explains through a Q & A format with entertaining and informative illustration, providing material that many people ordinarily find uninviting and even intimidating in an easy-to-digest, appealing way.
eBook
The national assessment of educational progress in economics
A significant event for the advancement of economic education in the schools is the development of the National Assessment of Educational Progress (NAEP) in economics. For the first time, national data from a representative sample of students are available to measure the achievement of high school students in economics. The achievement results are reported overall, across three content areas, by cognitive levels, and for different subgroups of students. The results and data set are a valuable resource for evaluating the status of economic education in schools and for recommending needed changes. The authors review seven issues that had to be resolved in the preparation of this assessment to provide insights about this measure for potential users of the assessment results and data. They also provide a brief description of the results from the 2006 testing.
Journal Article
Where Would Economic Education Be Without Rendigs Fels?
A tribute to Rendigs Fels for his years of service and commitment to the teaching of economics.
Journal Article
National Standards in Economics, History, Social Studies, Civics, and Geography: Complimentarities, Competition, or Peaceful Coexistence?
Compares the coverage and accuracy of economics in the National Council on Economic Education voluntary standards with the treatment of economics in other K-12 standards. Considers the economic concepts and relationships emphasized in the history, civics, and social studies standards. Includes a table illustrating economic concepts and other standards. (MJP)
Journal Article
An Appraisal of Economics Content in the History, Social Studies, Civics, and Geography National Standards
The accuracy and appropriateness of the economics content included in the standards from the disciplines most closely related to economics at the K-12 level are identified and evaluated, and missed opportunities to include economics content in those disciplines' standards are identified. Four sets of standards were selected: history, social studies, civics and government, and geography.
Journal Article
