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ERIC Number: EJ1097337
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-0485
The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses
Walstad, William B.; Wagner, Jamie
Journal of Economic Education, v47 n2 p121-131 2016
This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College Economics" (TUCE) are used to show how aggregate scores can be reinterpreted based on their learning components. The regression analysis shows the relative contribution from learning components to aggregate scores. A value-added or difference score has a potential problem because it is a mixture of positive and negative learning. A better alternative would be to use the positive learning scores to assess improvement in economic understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of Understanding in College Economics
Grant or Contract Numbers: N/A