Measuring Up: Assessment In Microeconomics

Abstract

Appropriate assessment is of major importance for universities today. Many faculty perceive assessment as already occurring through grade assignment. This paper investigates grades versus knowledge of learning objectives as forms of assessment. By analyzing the relationship between examination questions and post-test comprehension of learning objectives in Principles of Microeconomics, this study tests differences in proportions of correct responses from the two evaluation methods. For some learning objectives there are statistical differences between the two proportions but insignificant differences for the others. These mixed results demonstrate exam questions and learning objective post-test questions are not necessarily equal measures of student learning.