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Department of Economics Assessment Results: 2012-13

The economics department has identified the following departmental learning outcomes:

1. Economics majors will be numerically literate, and possess strong written and oral

communication skills.

2. All Economics majors should be able to use statistical methods for problem

solving (e.g., hypothesis testing, regression analysis).

3. All Economics majors should be able to use the concepts of supply and demand to

analyze current economic issues.

4. All Economics majors should be able to use the aggregate demand/aggregate

supply framework.

5. All Economics majors should be able to identify the benefits and costs of a global

economy.

The economics department also supports the learning outcomes for 1) the general

education social science area (SS) through offerings of ECON 1010 Economics as a

Social Scienc, ECON 2010 Principles of Microeconomics, ECON 2020 Principles of

Macroeconomics and 2) the American institutions (AI) course ECON 1740 U.S.

Economic History.

I. Assessment Plan

Program assessment within the economics department is focused on the Research

Methods class (ECON 4980). This class is designed as a capstone experience class where

students complete and present an individual research project. The economics department

also administers the Test of Understanding College Economics (TUCE-4) in Micro and

Macro-economics to graduating seniors who are enrolled in ECON 4980. Graduate exit

surveys and syllabus analysis are conducted annually.

General education learning outcomes are assessed via common exam questions

that are embedded into the final exam of multiple sections taught by various instructors.

The assessment plan has not changed since last year.

Overview of the Economics Program Assessment Plan Assessment Tool Assessment Objective

1. Research Project ECON 4980 Learning Outcomes 1 and 2

2. Graduate Exit Survey Student satisfaction

3. Syllabus Analysis Opportunities for student research

4. TUCE -4 (Micro and Macro) Learning Outcomes 3 and 4

5. Subset of International economics

questions on the TUCE

Learning Outcome 5

6. Common embedded exam questions General education learning outcomes for

the core area American Institutions (AI)

and Social Science (SS).

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II. Assessment Results

1. Research Project ECON 4980

ECON 4980 - Enrollment

Year Number of

Students

enrolled

Number of

Successful

Completions

Pass Rate

2007-08 8 5 62.5%

2008-09 16 13 81.25%

2009-2010 9 7 77.77%

Fall 2010 8 7 87.5%

Spring 2011 25 21 84%

Fall 2011 5 4 80%

Spring 2012 34 30 88%

Fall 2012 12 11 91.7%

Spring 2013 31 27 87.1%

Each student who successfully completed the class formally presented their research

paper (Learning Outcome 1). Most students use some type of statistical analysis

(Learning Outcome 2). All student papers contained a section on economic theory

(Learning Outcomes 3 or 4). Student pass rates continue to stabilize at high levels, partly

due to an optional 1-credit hour course ECON 4800 that has been offered the last two

years, and partly due to increased instructor experience.

Starting in 2010, faculty teaching ECON 4980 applied a grading rubric to the final

research papers and oral presentations to determine competency levels for various

elements that are part of learning outcome 1. This grading rubric is used at other

undergraduate economics programs.

Results based on Grading Rubric (see Appendix)

N Introduction Literature Theory Methods Writing Oral

Fall

2010

8 100% 86% 100% 100% 86% n/a

Spring

2011

23 77% 81% 73% 81% 35% 81%

Fall

2011

5 80% 80% 80% 80% 60% n/a

Spring

2012

16 87.5 87.5 62.5 87.5 81.3 n/a

Fall

2012

11 No data No data No data No data No data n/a

Spring

2013

11 91% 91% 72% 45% 82% 80.7%

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The numbers indicate the percentage of students who achieved competency in specific

traits or elements of learning outcome 1. In the past, the two areas of concern have been

writing and economic theory. In response to those concerns, faculty increased the focus

on guiding students in finding appropriate economic theory as background for their

project. For example, instructors now ask students to provide a chapter from a textbook

that can guide their thinking with respect to appropriate theory. Writing scores have

increased because students seem to get help editing their final research papers so that a

majority of final papers are at least minimally competent in the area of writing. Also, at

least the students from Shanghai Normal University seem to come better prepared with

respect to English as evidenced by an increased number of credits in English classes at

SNU. The weakest area for the most current cohort is the methods section which includes

statistical analysis and interpretation of results, but also a clear link between research

question, data and analysis. Oral performance scores have been collected for all 26

students who presented at the end of Spring 2013. Slightly more than 80% of the students

scored higher than 80% on the oral presentation rubric.

2. TUCE Results

Students enrolled in ECON 4980 completed the Test of Understanding College

Economics (TUCE) in both microeconomics and macroeconomics. This ensures

assessment of both learning outcomes 3 and 4. To the degree that the TUCE contains

questions on global issues, learning outcome 5 is also addressed.

The TUCE-4 has two main objectives: (1) to offer a reliable and valid assessment

instrument for students in principles of economics courses; and (2) to provide norming

data for a national sample of students in principles classes so instructors could compare

the performance of their students on a pretest and a posttest with this national sample.

Separate exams were prepared in microeconomics and macroeconomics. Both exams

consist of 30 multiple-choice items. (Walstad/Rebeck, 2007)

Year Number of tests WSU - Macroeconomics WSU - Microeconomics

F 2008 16 74.08% 67.07%

F 2009 8 74.17% 75.42%

F 2010 5/7 76.67% 74.29%

Sp 2011 12/13 57.5% 53.1%

Sp 2012 32 60% 58%

F 2012 8 n/a 55.83%

Sp 2013 29 57.6% 51.8%

Post-test Norm for TUCE 47.3% 42.57%

While graduating economics students performed at a relatively high level during the first

three data gathering cycles, the average test results are markedly lower in Spring 2011

and 2012 and continue to be low. The majority of students who took this test are non-

native speakers and have taken the principles course in micro- and macroeconomics at an

out-of-country university, albeit in English. Intermediate theory instructors for micro- and

macroeconomics were aware of this data and have started to incorporate more extensive

reviews of principles course material into upper level courses. Even with this different

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approach in the Intermediate Theory classes, seniors still did not perform at the higher

levels observed in 2008 – 2010. The economics department continues to closely monitor

the transcripts of incoming international students to determine whether the preparation in

economics changes over time and whether grades received at home universities

accurately predict student ability at Weber State University.

3. Exit Survey of Graduating Seniors

A continuing theme of student comments centered around student

difficulties with how hard it is to find internships and/or employment in the United

States. The department will ask the dean to help track employment success for

international students through the GSBE career services. The economics department,

through the Student Economic Association and with help from GSBE Career Services,

has hosted an alumni panel to inform students of employment and graduate school

opportunities.

4. Syllabus Analysis

A syllabus analysis was conducted in order to determine which upper-level economics

courses provide opportunities for practice in the writing of research paper. The syllabus

analysis focuses on learning objective 1 only.

As was the case last year, fewer upper-level courses contain the opportunity to

hone research paper writing skills, partly because of changes in instructors from full-time

faculty to visiting faculty.

5. General Education Assessment

With ECON SS1010, ECON SS1100, ECON SS2010 and ECON SS2020, the economics

department offers four courses that are part of the general education breadth requirement

in social science. The department offers one course ECON AI1740 that fulfills the

American Institutions general education requirement. All of these courses underwent

successful university review during the last academic year. Department faculty started to

gather assessment data that is tied to the general education learning outcomes for the

social science breadth area. Faculty agreed on a set of common questions embedded in

exams to evaluate whether students had achieved the university wide learning outcome.

For some courses, ECON 2010 and ECON 1010, data was gathered for two semesters.

For ECON 2020, data was gathered during the spring semester. Due to a resignation and

a retirement, no data for ECON AI1740 was collected during the last academic year. The

table in Appendix A lists achievement rates, Appendix B lists the common questions that

test general education learning outcomes.

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III. Changes implemented based on Assessment Data

1. Continuing Initiatives

Given the lower level of competency in writing due to the changed student body, the

economics department continues to flag students with particularly low writing skills

as part of the admission process to the GSBE which involves registering for a 0 credit

class ECON 2899. Part of this class is an admission essay that is graded using a

common rubric. Students whose writing skills are low are told to rewrite and resubmit

the essay.

Instructors for ECON 4980 have changed the structure of the course requirements to

focus student attention on the importance of using economic theory in devising and

implementing research papers. The econ department continues to offer a one-credit course ECON 4800 in

preparation for ECON 4980 during spring and fall semesters. The high pass rate in

ECON 4980 during the following semesters (along with increased instructor inputs)

indicates that this model should continue. ECON 4800 increasingly pays attention to

various methods and to linking elements of the research process.

The econ department continues with direct assessment of the completed research

papers and oral presentations in ECON 4980.

The econ department continues to offer ECON 4010 and 4020 (required intermediate

theory courses) twice each year. This is possible because of increased numbers of

major students. All students now have more flexibility in completing their degree.

Faculty reviewed assessment results from the previous year at the beginning of year

department meeting.

The economics department closely monitors incoming student transcripts to flag any

changes in curriculum at the home universities of the 2+2 international economics

students. The lower performance on the TUCE tests by graduating economics seniors

in the last two years warrants this inquiry into whether the admission criteria for the

2+2 students meet faculty expectations.

Faculty discussions regarding student achievement of general education learning

outcomes center on appropriateness and coordination of embedding common exam

questions.

2. New Activities for the academic year 2012-2013

During Fall 2013 the economics department changed the program requirements for all

majors by making the one-credit hour course ECON 4970 Introduction to Research

Methods mandatory for all economics majors. This change has been approved by

Faculty Senate.

In Fall 2013, the Associate Dean Cliff Nowell had conversations with our partners at

Shanghai Normal University to incorporate more economics into the first two years of

study of the 2+2 students. Preliminary discussions regarding content of such a class

have taken place with partners at SNU.

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Faculty groups who teach the various general education classes have analyzed

assessment tools and results during Fall 2013. All sections of ECON 2020 have

implemented assessment and discussed appropriateness of the tool. Improvements in

the student scores occurred in areas that align well with departmental learning

outcomes (aggregate demand/aggregate supply).

Adjunct faculty in ECON AI 1740 have been contacted to implement assessment. The

economics department will coordinate with the AI assessment group to use some of

the agreed upon questions during Spring 2014.

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Appendix A: General Education Learning Outcomes

Outcome: Describe a social science approach to studying and understanding human behavior

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q1 81% (101) 90% (53)

80% (110) Q2 55% (42)

ECON 2010

Fall 2011 Spring 2012 Fall 2012 Spring2013

Q1 95% (208) 95% (110)

89% (85) Q2 98% (208) 97% (110)

96% (85)

Q3 71% (208) 65% (110)

62% (85) ECON 2020

Fall 2011 Spring 2012 Fall 2012 Spring2013

Q1

75% (182) 65% (80) 69% (187) Q2

79% (182)

44% (187)

Note: Q2 was changed from labor market to multiplier question.

Outcome: Describe basic assumptions about humans and their behaviors from a social science perspective.

ECON 1010

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q1 96% (42) 96% (53)

76% (128)

ECON 2010

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q4 89% (208) 78% (110)

81% (85) Q5 99% (208) 99% (110)

95% (85)

Q6 96% (208) 91% (110)

87% (85)

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Outcome: Apply a social science perspective to a particular issue and identify factors impacting change (past and present).

ECON 1010

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q1* 78% (101) 81% (53)

75% (83)

85% (42)

ECON 2010

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q7 76% (208) 75% (110)

79% (85) Q8 80% (208) 75% (110)

68% (85)

Q9 66% (208) 65% (110)

53% (85)

Outcome: Explain the basic elements and operation of a sociocultural system.

ECON 2020

Fall 2011 Spring 2012 Fall 2012 Spring 2013

Q1

52% (182) 80% (80) 78% (187) Q2

43% (182) 83% (80) 80% (187)

The yellow shaded areas represent questions where students did not meet the

threshold of 70%.

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Appendix B – Common Social Science Gen Ed questions

ECON SS2010 – Principles of Microeconomics

Describe a social science approach to studying and understanding human behavior.

1. The study of economics is primarily concerned with:

1. Keeping private businesses from losing money.

2. Demonstrating that capitalistic economies are superior to socialistic economies.

3. Choices that are made in seeking the best use of resources.

4. Determining the most equitable distribution of society's output.

2. Kara was out jogging and despite being tired, decided to run one more mile. Based on

her actions, economists would conclude that Kara:

a. Must be an avid runner.

b. Decided that the marginal benefit of running one more mile would outweigh the cost

of the additional mile.

c. Decided that the marginal cost of running one more mile would outweigh the benefit of

the additional mile.

d. Was not very tired, so the marginal cost of the extra mile was very low.

3. Which of the following types of firms produces the output level where marginal

revenue equals marginal cost in order to maximize profit?

a. All firms except monopolistically competitive firms.

b. Only monopolistically competitive firms.

c. Only perfectly competitive firms.

d. All firms use this approach to maximize profits.

Describe basic assumptions about humans and their behaviors from a social science

perspective.

4) In economics, which of the following is the best interpretation of the term “people are

rational”? a. The term “people are rational” does not exist in economics because such a concept is

inconsistent with an economic view of reality.

b. The term means that people should but often fail to respond to incentives.

c. The term means that reason prevails over experience as a source of economic

knowledge.

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d. It means that consumers and firms use all available information as they act to achieve

their goals.

5) In economics, choices must be made because we live in a world of

a. unemployment.

b. scarcity.

c. greed.

d. unlimited resources.

6) Economists assume that individuals

a. behave in unpredictable ways.

b. will never take actions to help others.

c. prefer to live in a society that values fairness above all else.

d. are rational and respond to incentives.

Apply a social science perspective to a particular issue and identify factors

impacting change (past or present).

7. Suppose that a more efficient way to produce a good is discovered, thus lowering

production costs for the good. This will cause a(n):

A. Increase in supply, or a rightward shift of the supply curve

B. Decrease in supply, or a leftward shift of the supply curve

C. Increase in quantity supplied, or movement down the supply curve

D. Decrease in quantity supplied, or movement up the supply curve

Figure 11-5 shows cost and demand curves facing a typical firm in a constant-cost, perfectly

competitive industry.

8) Refer to Figure 11-5. If the market price is $20, what is the firm's profit-maximizing output?

39) ______

A) 750 units B) 1,100 units C) 1,350 units D) 1,800 units

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9) Refer to the payoff matrix below. Based on the information on the payoff

matrix, what is the dominant strategy?

A.) Both firms will charge $200 B.) Both firms will charge $150 C.) Wal-Mart will charge $200, and Target will charge $150

D.) Wal-Mart will charge $150, and Target will charge $200

ECON SS2020 – Principles of Macroeconomics

Outcome: Describe a social science approach to studying and understanding human

behavior.

1. Other things remaining the same, as the real interest rate increases

A. firms will borrow more funds.

B. firms will borrow less funds.

C. firms demand for funds will not change.

D. firms will purchase new capital with its own funds instead of taking a

loan.

E. the demand for loanable funds curve shifts leftward.

2. Increasing the income tax rate ______________ the _____________

A. decreases; demand for labor

B. increases; supply of labor

C. decreases; supply of labor

D. does not change; supply of labor

E. Increases; demand for labor

Outcome: Explain the basic elements and operation of a sociocultural system.

1. As a household’s disposable income increases, its autonomous expenditures

_________ and its induced expenditures __________.

A. increase; do not change

B. decrease; do not change

C. do not change; increase by a smaller amount than the increase in

income

D. do not change; increase by an amount equal to the increase in income

E. increase; increase by a smaller amount than the increase in income

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2. If the economy has been producing at a point where real GDP is less than

potential GDP, what fiscal policy can the federal government use to restore real

GDP to potential GDP?

A. cut government expenditures on goods and services

B. increase taxes

C. cut taxes

D. raise the interest rate

E. decrease the quantity of money

ECON SS1010 – Economics as a Social Science (one section only)

Describe a social science approach to studying and understanding human behavior.

A three-year-old learns about the fundamental economic problem when she

A. Gets presents for her birthday

B. Is punished for drawing on the walls

C. Has to eat green beans for dinner

D. Is told she can't have a toy at the store

E. Watches her favorite cartoon

Describe basic assumptions about humans and their behaviors from a social science

point of view.

The fundamental economic problem involves:

A. Overpopulation

B. Scarce resources and unlimited wants

C. Supply and demand

D. Cheap foreign labor

E. Inflation and unemployment

Apply a social science perspective to a particular issue and identify factors

impacting change (past or present).

Which of the following is an economic effect of prohibition of alcohol?

A. A reduction in the supply, a decrease in price, and a decrease in the quality of liquor.

B. An increase in supply, a decrease in price, and an increase in the quality of liquor.

C. A decrease in supply, an increase in price, and no change in the quality.

D. A decrease in supply, an increase in price, and a decrease in quality.

E. None of the above