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ERIC Number: ED539311
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 6
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: N/A
Technological Change in Assessing Economics: A Cautionary Welcome
Kennelly, Brendan; Considine, John; Flannery, Darragh
National Academy for Integration of Research, Teaching and Learning (NJ1), Paper presented at the Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, Nov 11-12, 2009)
The use of computer-based automated assignment systems in economics has expanded significantly in recent years. The most widely used system is Aplia which was developed by Paul Romer in 2000. Aplia is a computer application designed to replace traditional paper-based assignments in economics. The main features of Aplia are: (1) interactive content including problem sets, experiments and news analysis; (2) digital editions of a textbook; (3) assignment sets that are customised to specific textbooks; and (4) immediate feedback for both students and instructors. Its ability to present the dynamics of diagrams and graphs is critical to its use in economics. This paper analyses the effectiveness of Aplia and traditional paper-based assignments and tutorials using summative assessment results. The analysis is based on a managerial economics course that was taught to over 380 students at NUI Galway in the first semester of 2008-09. The course was designed so that each student was required to complete eight assignments for 25% of the total marks available for the course. They completed six of the eight assignments by Aplia and the remaining two by paper. The final exam was organised into eight sections with each section corresponding to a particular assignment. Our basic test is to examine whether a student's performance in a particular section of the exam is affected by whether the student completed the corresponding assignment on paper or online. We also examined if how the student performed on a particular assignment, regardless of the type, predicted how well they did on the corresponding examination question. We found little statistical evidence in support of either hypothesis. (Contains 1 table and 6 footnotes.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
National Academy for Integration of Research, Teaching and Learning. University College Cork, Distillery House North Mall, Cork, Ireland. Tel: +353-21-490-4690; e-mail: nairtl@ucc.ie; Web site: http://www.nairtl.ie
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
Identifiers - Location: Ireland