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Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course

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  • Josephson, Anna
  • DeBoer, Lawrence
  • Nelson, David
  • Zissimopoulos, Angelika

Abstract

We consider the impact on student learning outcomes of a re-design of an undergraduate macroeconomics course. Changes were made to move from lower- to higher-order taxonomic dimensions, with emphasis on application and analysis. We use 13 questions which appeared on final exams before and after the re-design to evaluate changes in student learning outcomes. The analysis shows that after the re-design students improved performance on questions classified as higher-order, while performance suffered on questions classified as lower-order. These results suggest that the re-design was a shift of teaching and learning resources, not an overall improvement that impacted equally all taxonomic dimensions. The course before the re-design may have used its resources well, but in pursuit of improving application and analysis over memorization and understanding.

Suggested Citation

  • Josephson, Anna & DeBoer, Lawrence & Nelson, David & Zissimopoulos, Angelika, 2016. "Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course," 2016 Annual Meeting, July 31-August 2, Boston, Massachusetts 235765, Agricultural and Applied Economics Association.
    • Handle: RePEc:ags:aaea16:235765
    DOI: 10.22004/ag.econ.235765
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    7. repec:wly:soecon:v:83:1:y:2016:p:321-331 is not listed on IDEAS
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