Pretesting Students to Improve Teaching and Learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Stuart D. Allen, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The focus of this paper is on developing ways to evaluate teaching performance on a regular basis as a means of improving teaching effectiveness and increasing student learning in the classroom. In particular, this paper shows how an instructor-developed pretest, when given at the start of an introductory economics course as part of a pre- and post-test strategy, can be used as a diagnostic and developmental tool for instructors to assess and improve teaching effectiveness. Evidence of students' deficiencies in basic economic and math or graphing skills has led to making changes in content and delivery to increase students' chances of success in the economics course. In addition, pre- and post-test results can be used to determine which economic concepts are being taught effectively and which areas need improvement. (JEL A2)

Additional Information

International Advances in Economic Research, Volume 6, Number 1, February 2000, 100-112.
Language: English
Date: 2000
Economics education, Pretesting, Learning outcomes

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