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An Empirical Analysis of Alternative Assessment Strategies in the High School Economics Class

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  • Jane Lopus
  • Jody Hoff

Abstract

Three different assessment methods are used to determine the effectiveness of the curriculum package Open and Operating: The Federal Reserve Responds to September 11 in improving the economic knowledge of 1291 California high school students. Student performance is found to vary by race and gender depending on the assessment method used: multiple choice questions, an essay question, or a group creative poster activity. Consistent with prior studies, white male students perform better on the multiple choice questions. However, these gender and racial differences disappear for the essay instrument, and females and Asians outperform others on the group creative activity. Economists who work training high school teachers are encouraged to recommend that teachers use different assessment methods to encourage the success of different types of students.

Suggested Citation

  • Jane Lopus & Jody Hoff, 2009. "An Empirical Analysis of Alternative Assessment Strategies in the High School Economics Class," The American Economist, Sage Publications, vol. 54(2), pages 38-51, October.
    • Handle: RePEc:sae:amerec:v:54:y:2009:i:2:p:38-51
    DOI: 10.1177/056943450905400205
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    References listed on IDEAS

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    1. William B. Walstad, 2001. "Economic Education in U.S. High Schools," Journal of Economic Perspectives, American Economic Association, vol. 15(3), pages 195-210, Summer.
    2. Walstad, William B, 1992. "Economics Instruction in High Schools," Journal of Economic Literature, American Economic Association, vol. 30(4), pages 2019-2051, December.
    3. Heath, Julia A, 1989. "An Econometric Model of the Role of Gender in Economic Education," American Economic Review, American Economic Association, vol. 79(2), pages 226-230, May.
    4. Maxwell, Nan L & Lopus, Jane S, 1994. "The Lake Wobegon Effect in Student Self-Reported Data," American Economic Review, American Economic Association, vol. 84(2), pages 201-205, May.
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    Cited by:

    1. Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2014. "Lost In Translation? Teacher Training And Outcomes In High School Economics Classes," Contemporary Economic Policy, Western Economic Association International, vol. 32(4), pages 695-709, October.

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