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Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom

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  • Dubas, Justin M.
  • Toledo, Santiago A.

Abstract

This paper argues for the need for instructors to more intentionally foster higher order thinking skills in economics students, as these skills lend themselves to longer-lasting, more transferable knowledge. This paper proposes the use of Marzano’s taxonomy to aid in this endeavor. It provides a clear functional delineation between lower- and higher-order thinking, and serves as a natural way to systematically build a course around incrementally building up student thinking skills. We outline how it was used in course design for drafting student learning outcomes (SLOs), creating assessments for a Principles of Economics course, and leveraging it as a tool to provide more targeted feedback for students. Preliminary observations on the impact on student learning are presented.

Suggested Citation

  • Dubas, Justin M. & Toledo, Santiago A., 2016. "Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 12-20.
    • Handle: RePEc:eee:ireced:v:21:y:2016:i:c:p:12-20
    DOI: 10.1016/j.iree.2015.10.005
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    1. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 389-398, October.
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    Cited by:

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    More about this item

    Keywords

    Economics education; Student learning outcomes; Higher order thinking; Feedback; Formative assessment; Marzano’s; taxonomy;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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