Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment
activities for this year.
Academic Year of Report:
2009-2010
College:
College of Business
Department:
Economics
Program:
Managerial Economics, General Economics, and
Economics and Business Forecasting
1. What student learning outcomes were assessed during 2009-2010?
During 2009-2010, the Department of Economics developed and implemented tools for
measuring learner outcomes for its programs which include Managerial Economics,
Economics and Business Forecasting, and General Economics. These outcomes include
an understanding of microeconomics and macroeconomics and basic statistical methods
as well as proficiency in oral communication, writing, and critical thinking, as
summarized below.
These learner outcomes have been assessed in three courses that are required in each
of the three specializations mentioned above: EC 401: Intermediate Microeconomics, EC
402: Intermediate Macroeconomics, and EC 406: Economics Assessment. Although our
learner-outcome data is in its early stages of development, we are making progress in
gathering data and discussing its implications.
Below is an overall summary of the learner outcomes for Econ 401, 402, and 406.
Economics majors are encouraged to take Econ 401 and 402 during their senior year and
required to complete Econ 406 during the last quarter of their course of study. By the
end of the respective course, students should be able to
Econ 401
1. Trace the logical steps, as specified by economic theory, which begin with an
individual consumer’s tastes and preferences and end with the specification of a
market demand curve for a given commodity.
2. Trace the logical steps, as specified by economic theory, which begin with an
individual firm’s production function and end with the specification of a short-run
market supply curve for a given commodity.
Econ 402
1. Develop an understanding of the different schools of thought in macroeconomics;
the different sets of economic problems they address and their significant
differences in policy prescription.
2. Identify the behaviors of important macro variables using graphs. Distinguish
between the mathematical formulation of endogenous and exogenous growth
models. Understand the mathematical assumptions that differentiate the short
and the long-run models.
3. Demonstrate in writing ability to synthesize different perspectives, use
information from a variety of sources and evaluate policy.
Econ 406
1. Demonstrate knowledge of microeconomics, macroeconomics, and statistical
concepts that are used in economic applications.
2. Identify careers that match their interests and skills, and develop resources
needed to succeed in the job market.
3. Evaluate the economics program at Central Washington University.
2.
How were they assessed?
1. Graded homework problems, quizzes and exams were used to assess student
comprehension of these economic and statistical concepts.
2. Students prepared written reports for Econ 402 and 406 which were graded by the
instructor . These written reports assessed critical thinking and written
communication.
3. Students prepared an oral presentation for Econ 401 which was graded by the
instructor. This presentation will assess oral communication skills.
4. Students took the ETS Field Exam in economics and statistics to demonstrate
competence in these subjects at the end of Econ 406.
5. Students completed an exit survey that identifies the economics courses that they
found to be the most useful, the instructor(s) that they found to be most helpful,
and the usefulness of the program regarding their future careers.
3. What was learned during 2009-2010?
1. Economic Theory and Statistical Methods
1. In EC 406, our students completed Educational Testing Service's Field Exam in
Economics, taken by senior economics majors at 68 U.S. colleges and universities
(see Table 1 below). On this exam, our students' scores ranged from the 98th
percentile to the 7th percentile with our overall average being slightly above the
national average for this exam.
2.
Writing
EC 406 students wrote position papers dealing with a current economic issue.
The writing rubrics included organization of paper, style, depth of content,
effective use language, and use of references. On a scale of 1-4, with 20 points
being possible (5 criteria times 4 points each), the class average was 17.4/20 = 87
percent.
3.
Oral Communication
EC 401 students gave class presentations and were evaluated according to the
rubrics consisting of organization, style, use of communication aids, depth of
content, accuracy of content, use of language, and responsiveness to audience.
On a scale of 1-4, with 28 points being possible, the class average was 24.1/28 =
86.1 percent.
4.
Critical Thinking
EC 402 students demonstrated critical thinking skills according to the rubrics of
problem solving skills, quantitative analysis, and decision making skills. On a
scale of 1-4, with 12 points being possible, the class average was 8.5/12 = 70.8
percent.
4. What will the department or program do as a result of that information?
The Department of Economics uses the performance on the ETS field exam and
assessment rubrics as a signal of how its students are performing. Our economics
program is flexible and adjusts its course content in accordance with it students’
performance relative to that of other students.
5. What did the department or program do in response to last year’s assessment
information?
Although we have taken no formal action about revising our program in
response to the learner outcomes of 2008-2009, we have discussed these
outcomes and will include them in our future decisions regarding program
development.
6. Questions or suggestions concerning Assessment of Student Learning at Central
Washington University:
Table 1: Institutions Administering the ETS Major Field Test in Economics
September 2008 to June 2011
Agnes Scott College, GA
Alma College, MI
Amherst College, MA
Ave Maria University, FL
Ball State University, IN
Bellarmine University, KY
Berry College, GA
Bethany College, WV
Bethel College, IN
Brigham Young University - Idaho, ID
California Polytechnic State University - San Luis
Obispo, CA
Central Washington University, WA
Centre College, KY
College of Charleston, SC
College of New Jersey, The, NJ
Covenant College, GA
Davidson College, NC
DePauw University, IN
Elmira College, NY
Elon University, NC
Flagler College, FL
Francis Marion University, SC
Georgetown College, KY
Georgia College & State University, GA
Grambling State University, LA
Missouri Western State University, MO
Occidental College, CA
Pacific Lutheran University, WA
Pfeiffer University, NC
Pomona College, CA
Regis University, CO
Rose-Hulman Institute of Technology,
IN
Rutgers University - New Brunswick, NJ
SUNY at Oswego, NY
South Carolina State University, SC
Southeast Missouri State University,
MO
Spelman College, GA
Stonehill College, MA
Texas A & M University - Corpus
Christi, TX
Truman State University, MO
United States Air Force Academy, CO
University of Central Florida, FL
University of Florida, FL
University of Missouri - Columbia, MO
University of Missouri - St. Louis, MO
University of Puget Sound, WA
University of Southern Indiana, IN
University of Tennessee - Chattanooga,
TN
Westminster College, MO
Wheaton College, IL
Grove City College, PA
Whitman College, WA
Hanover College, IN
Whitworth University, WA
Hofstra University, NY
Yeshiva University, NY
Indiana State University, IN
Indiana University - Kokomo, IN
Indiana University - South Bend, IN
James Madison University, VA
John Carroll University, OH
Kent State University, OH
Kenyon College, OH
Lebanon Valley College, PA
Loyola Marymount University, CA
Middle Tennessee State University, TN
Millsaps College, MS
Missouri University of Science & Technology, MO
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