Annual Assessment Report to the College 2010-11
College: COBAE
Department: Economics
Program: B. A. in Economics
Note: Please submit your report to (1) the director of academic assessment, (2) your department chair or program coordinator and (3) the
Associate Dean of your College by September 30, 2011. You may submit a separate report for each program which conducted assessment
activities.
Liaison: Leah Marcal (through August 1, 2011); Glen Whitman (thereafter)
1. Overview of Annual Assessment Project(s)
1a. Assessment Process Overview: Provide a brief overview of the intended plan to assess the program this year. Is assessment under the
oversight of one person or a committee?
Economics program assessment activities are coordinated by the College Assessment Director, who is also a member of the Economics
Department. Faculty members teaching 300 and 400-level courses design and collect course-embedded measures. All assessment results are
distributed to and reviewed by the Department at the start of the fall semester. More specifically, this year, 10 (out of 12) program learning
goals were directly assessed with course-embedded measures in six 400-level courses.
1b. Implementation and Modifications: Did the actual assessment process deviate from what was intended? If so, please describe any
modification to your assessment process and why it occurred.
The dean appointed a new College Assessment Director, Glen Whitman. As noted above, the College Assessment Director also coordinates
assessment for the Economics program.
July 18, 2011, Bonnie Paller
2. Student Learning Outcome Assessment Project: Answer questions according to the individual SLOs assessed this year. If you assessed more
than one SLO, please duplicate this chart for each one as needed.
2a. Which Student Learning Outcome was assessed this year?
Quantitative skills
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Course-embedded measures were used in ECON 401, 411 (fall only), 412 (fall only), and 433 (fall only). Students’ quantitative skills were
assessed with essay exam questions in which they had to conduct a formal (graphical) treatment of a complex problem (or solve a problem using
algebra). Extensive use and knowledge of economic models is required for students to perform well in these exam questions.
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Exam answers of all students enrolled in three sections of ECON 401 (n = 39 in fall and 51 in spring), one section of ECON 411 (n = 12), one
section of 412 (n = 26), and one section of 433 (n = 16) were assessed.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 401: In fall (spring), 26% (49%) of students’ work was deemed good enough and 38% (21%) very good, for a total of 64% (70%). However,
36% (30%) of students’ work deemed not good enough.
ECON 411: 42% of students’ work was deemed average and 33% above average or excellent, for a total of 75%. However, 25% of students’ work
deemed poor or below average.
July 18, 2011, Bonnie Paller
ECON 412: 58% of students’ work was deemed good enough and 19% very good, for a total of 77%. However, 23% of students’ work was
deemed not good enough.
ECON 433: 44% of students’ work was deemed good enough and 25% very good, for a total of 69%. However, 31% of students’ work was
deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results met or exceeded the 70% benchmark for three different samples, and
fell short by one percentage point in one sample. Only one sample produced sub-par results (64%). For this reason, no changes are planned at
this time.
2a. Which Student Learning Outcome was assessed this year?
Communication skills
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ writing skills were assessed in ECON 401, 411 (fall only), and 433 (fall only) with an essay exam question, and in ECON 412 (fall only)
with a term paper.
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
All students enrolled in three sections of ECON 401 (n = 39 in fall and 51 in spring), one section of ECON 411 (n = 12), one section of 412 (n = 26),
and one section of 433 (n = 16) were assessed.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
July 18, 2011, Bonnie Paller
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 401: In fall (spring), 36% (43%) of students’ writing was deemed good enough and 31% (18%) very good, for a total of 67% (61%).
However, 33% (39%) of students’ writing was deemed not good enough.
ECON 411: 33% of students’ writing was deemed average and 58% above average or excellent, for a total of 92% (difference due to rounding).
However, 8% of students’ writing was deemed poor or below average.
ECON 412: 46% of students’ writing was deemed good enough and 35% very good, for a total of 81%. However, 19% of students’ writing
deemed not good enough.
ECON 433: 38% of students’ writing was deemed good enough and 38% very good, for a total of 75% (difference due to rounding). However,
25% of students’ writing was deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results met or exceeded the 70% benchmark for 3 out of 4 classes, and for 3
out of 5 samples. For this reason, no changes are planned at this time.
2a. Which Student Learning Outcome was assessed this year?
Understand why there are gains from trade
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ understanding of why there are gains from trade was assessed with an essay question on the ECON 405 midterm.
July 18, 2011, Bonnie Paller
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
All students enrolled in the spring ECON 405 class (n = 22) were assessed.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using a cross-sectional sample, which provides a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 405: 15% of students’ work was deemed good enough and 70% very good, for a total of 85%. However, 15% of the students’ work was
deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results far exceeded the 70% benchmark. For this reason, no changes are
planned at this time.
2a. Which Student Learning Outcome was assessed this year?
Understand why some economies are wealthy and others are not
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ understanding of why some economies are wealthy and others are not was assessed with an essay question on the midterm exam in
two sections of ECON 401 (spring only).
July 18, 2011, Bonnie Paller
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Some 51 students enrolled in two sections of ECON 401 offered during the spring semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 401: 43% of students’ work was deemed good enough and 29% very good, for a total of 72%. However, 28% of students’ work deemed
not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results exceeded the 70% benchmark. For this reason, no changes are
planned at this time.
2a. Which Student Learning Outcome was assessed this year?
Understand key macroeconomic measures of economic activity
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ understanding of key macroeconomic measures was assessed with an essay exam question in ECON 401.
July 18, 2011, Bonnie Paller
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Some 39 (51) students enrolled in one (two) section(s) of ECON 401 offered during the fall (spring) semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 401: In fall (spring), 31% (57%) of students’ work was deemed good enough and 31% (16%) very good, for a total of 62% (73%). However,
38% (27%) of students’ work was deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results exceeded the 70% benchmark in one sample, but notably fell short of
the benchmark in the other sample. Along with the results from another SLO (understand the impact of monetary and fiscal policies on
macroeconomic variables), this indicates a potential problem in the area of macroeconomics.
It is possible that the seemingly poor results are due to the stringent grading standards of the one professor who taught ECON 401 in 2010-2011.
In the 2011-12 academic year, the department will have two different instructors teach 401 (one in fall, one in spring) and collect assessment
data for both, in order to see whether different grading standards affect the results.
It is possible that students have difficulty retaining knowledge of macroeconomics because of the department’s macro sequence: ECON 160
(Principles of Macroeconomics), then ECON 311 (Money, Banking and the Federal Reserve), and finally ECON 401 (Macroeconomic Theory).
While ECON 311 does include some macro content, it’s possible that students need more exposure to macro theory in the middle of their
college careers. The department will therefore consider altering the 160-311-401 sequence.
July 18, 2011, Bonnie Paller
2a. Which Student Learning Outcome was assessed this year?
Understand the role of markets as an organizer of economic activity
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ understanding of the role of markets was assessed with a final exam question in ECON 412 (fall only).
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Some 26 students enrolled in ECON 412 (fall only).
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 412: 42% of students’ work was deemed good enough and 31% very good, for a total of 73%. However, 27% of students’ work was
deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results exceeded the 70% benchmark. For this reason, no changes are
planned at this time.
July 18, 2011, Bonnie Paller
2a. Which Student Learning Outcome was assessed this year?
Express economic concepts both intuitively and more formally
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ abilities were assessed with a 10-page research paper in ECON 409 (fall only); and with a final exam question in ECON 433 (fall only).
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
All students enrolled in ECON 409 and 433 during the fall semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 409: 81% of students’ work was deemed good enough and 14% very good, for a total of 95%. However, 5% of students’ work was
deemed not good enough.
ECON 433: 56% of students’ work was deemed good enough and 19% very good, for a total of 75%. However, 25% of students’ work deemed
not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results exceeded the 70% benchmark in both samples. For this reason, no
changes are planned at this time.
July 18, 2011, Bonnie Paller
2a. Which Student Learning Outcome was assessed this year?
Use and interpret economic data and statistics effectively
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ abilities were assessed with questions from the final exam in ECON 409 (fall only).
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
All students enrolled in ECON 409 during the fall semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 409: 49% of students’ work was deemed good enough and 32% very good, for a total of 81%. However, 19% of the students’ work was
deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results far exceeded the 70% benchmark. For this reason, no changes are
planned at this time.
July 18, 2011, Bonnie Paller
2a. Which Student Learning Outcome was assessed this year?
Understand the impact of monetary and fiscal policies on macroeconomic variables
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ understanding was assessed with a final exam question in ECON 405 (spring only).
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Some 22 students enrolled in one section of ECON 405 during the spring semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 405: 24% of students’ work was deemed good enough and 29% very good, for a total of 52% (difference due to rounding). However, 48%
of students’ work deemed not good enough.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results fell well below the 70% benchmark. Along with the results from a
previous SLO (understand key macroeconomic measures of economic activity), this indicates a potential problem in the area of
macroeconomics. As stated earlier, the department will respond in two ways: First, the department will have two different instructors teach
401 and collect data for both, in order to see whether different grading standards affect the assessment results. Second, the department will
consider altering the 160-311-401 sequence to give students more exposure to macro theory in the middle of their college careers.
July 18, 2011, Bonnie Paller
2a. Which Student Learning Outcome was assessed this year?
Evaluate the significance of market failure for public policy
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Students’ abilities to evaluate the significance of market failure were assessed with an essay exam question in ECON 411 (fall only).
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
Some 12 students enrolled in one section of ECON 411 during the fall semester.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
Assessment was performed using cross-sectional samples, which provide a snapshot of the student population at one point in time.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
ECON 411: 58% of students’ work was deemed average and 33% above average or excellent, for a total of 92% (difference due to rounding).
However, 8% of students’ work deemed poor or below average.
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
We use a 70% benchmark for acceptable outcomes. For this SLO, results far exceeded the 70% benchmark. For this reason, no changes are
planned at this time.
July 18, 2011, Bonnie Paller
3. How do this year’s assessment activities connect with your program’s strategic plan and/or 5-yr assessment plan?
The first major objective of our strategic plan is updating “the program’s curriculum and pedagogy to meet the needs of our students and
emerging business needs.” Collecting assessment data and studying them for potential weaknesses is a key element of meeting this objective.
4. Overall, if this year’s program assessment evidence indicates that new resources are needed in order to improve and support student
learning, please discuss here.
A need for increased resources was not indicated by this year’s assessment data. However, additional full-time faculty would facilitate a more
complete offering of economics elective courses. One new faculty member will be joining the department in spring 2012, and the department
plans to hire another faculty member – hopefully one specializing in macroeconomics – in the coming year.
5. Other information, assessment or reflective activities not captured above.
Two SLOs were not assessed this year: “apply supply and demand analysis to analyze the business environment and public policy,” and
“understand the importance of opportunity cost in decision making.” We intend to assess these SLOs in the next cycle.
We are concerned that reporting assessment results as point estimates, without confidence intervals or significance tests, can be misleading –
especially when sample sizes are small, as is often the case for upper-division economics classes. For that reason, the department intends to
collect standard errors in the next round of assessment, thereby giving an indication of how much confidence we should have in the results.
6. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your
program? Please provide citation or discuss.
None this year.
July 18, 2011, Bonnie Paller