Pub Date : 2025-04-24DOI: 10.1016/j.iree.2025.100314
Laura J. Ahlstrom , Diego Mendez-Carbajo
We study the relationship between the use of FRED® (Federal Reserve Economic Data) and active-learning methods in Advanced Placement (AP) Economics and college principles and survey courses. We use data from two national “Chalk and Talk” surveys of teaching methods: one answered by high school instructors, and one answered by college instructors. While prior studies have investigated the instructional practices used in undergraduate economics courses, little work explores the methods and materials used in AP Economics (AP Microeconomics and AP Macroeconomics) courses taught to high school students. Findings indicate a larger share of AP Economics instructors use active-learning methods relative to college faculty. We find low to moderate positive associations between the use of FRED and a broad array of active-learning pedagogical methods, although these associations are weaker in college principles and survey courses. AP Economics instructors with few years of teaching experience and college faculty without a doctoral degree are relatively more likely to use FRED.
{"title":"Teaching with FRED and active-learning methods in introductory economics courses","authors":"Laura J. Ahlstrom , Diego Mendez-Carbajo","doi":"10.1016/j.iree.2025.100314","DOIUrl":"10.1016/j.iree.2025.100314","url":null,"abstract":"<div><div>We study the relationship between the use of FRED® (Federal Reserve Economic Data) and active-learning methods in Advanced Placement (AP) Economics and college principles and survey courses. We use data from two national “Chalk and Talk” surveys of teaching methods: one answered by high school instructors, and one answered by college instructors. While prior studies have investigated the instructional practices used in undergraduate economics courses, little work explores the methods and materials used in AP Economics (AP Microeconomics and AP Macroeconomics) courses taught to high school students. Findings indicate a larger share of AP Economics instructors use active-learning methods relative to college faculty. We find low to moderate positive associations between the use of FRED and a broad array of active-learning pedagogical methods, although these associations are weaker in college principles and survey courses. AP Economics instructors with few years of teaching experience and college faculty without a doctoral degree are relatively more likely to use FRED.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100314"},"PeriodicalIF":1.3,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-19DOI: 10.1016/j.iree.2025.100317
Carlos Cortinhas
The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.
{"title":"Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment","authors":"Carlos Cortinhas","doi":"10.1016/j.iree.2025.100317","DOIUrl":"10.1016/j.iree.2025.100317","url":null,"abstract":"<div><div>The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100317"},"PeriodicalIF":1.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-14DOI: 10.1016/j.iree.2025.100316
Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar
This paper describes the results of a multi-site randomized-controlled evaluation of the effect on student learning of Team-Based Learning (TBL) application exercises vs. traditional exercises in Principles of Microeconomics courses using the TBL pedagogy. The use of random assignment of a site to treatment or control group for each of four study modules combined with student fixed effects enables identification of the treatment effect on student learning while controlling for student characteristics. The results show moderate positive treatment effects of the TBL application exercises.
{"title":"Results of a randomized evaluation of team-based learning exercises","authors":"Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar","doi":"10.1016/j.iree.2025.100316","DOIUrl":"10.1016/j.iree.2025.100316","url":null,"abstract":"<div><div>This paper describes the results of a multi-site randomized-controlled evaluation of the effect on student learning of Team-Based Learning (TBL) application exercises vs. traditional exercises in Principles of Microeconomics courses using the TBL pedagogy. The use of random assignment of a site to treatment or control group for each of four study modules combined with student fixed effects enables identification of the treatment effect on student learning while controlling for student characteristics. The results show moderate positive treatment effects of the TBL application exercises.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100316"},"PeriodicalIF":1.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-04DOI: 10.1016/j.iree.2025.100315
Rossen Trendafilov, Meghan Hennessy Mihal
Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.
{"title":"Student-created podcasts as a tool for teaching economics and finance","authors":"Rossen Trendafilov, Meghan Hennessy Mihal","doi":"10.1016/j.iree.2025.100315","DOIUrl":"10.1016/j.iree.2025.100315","url":null,"abstract":"<div><div>Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100315"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing demand for computational skills in economics necessitates the integration of programming into undergraduate economics curricula in the UK. This paper argues for a systematic incorporation of programming courses tailored to economics students, addressing the limitations of current approaches and highlighting the benefits of such integration. We propose a sequence of introductory and intermediate-level integrated courses, and argue that this curriculum change will enhance students’ understanding of economic concepts, improve their employment prospects, and better prepare them for postgraduate studies. This paper aims to initiate a discussion and exchange of ideas and experiences on this subject at the national level.
{"title":"Integrating programming into the modern undergraduate economics curriculum","authors":"Nigar Hashimzade , Oleg Kirsanov , Tatiana Kirsanova","doi":"10.1016/j.iree.2025.100310","DOIUrl":"10.1016/j.iree.2025.100310","url":null,"abstract":"<div><div>The increasing demand for computational skills in economics necessitates the integration of programming into undergraduate economics curricula in the UK. This paper argues for a systematic incorporation of programming courses tailored to economics students, addressing the limitations of current approaches and highlighting the benefits of such integration. We propose a sequence of introductory and intermediate-level integrated courses, and argue that this curriculum change will enhance students’ understanding of economic concepts, improve their employment prospects, and better prepare them for postgraduate studies. This paper aims to initiate a discussion and exchange of ideas and experiences on this subject at the national level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100310"},"PeriodicalIF":1.3,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-18DOI: 10.1016/j.iree.2025.100309
María Jesús Valdemoros-Erro , José Luis Álvarez-Arce , Elena Sanjurjo-San-Martín
Research indicates that economics students are more supportive of the market allocation mechanism than their peers from other disciplines. This study investigates if these differences apply equally to their views on the mutual gains of voluntary and monetary transactions. Using survey data from university students in various majors in Guatemala, we found no significant differences across disciplines in the belief that voluntary exchanges are mutually beneficial. However, economics students showed significantly stronger agreement with the idea that monetary exchanges benefit all involved parties. This group also demonstrated a more consistent stance on voluntary and monetary exchanges, a pattern observable even among first-year students, indicating the presence of a self-selection effect. Our findings add novel insights to the discussion on the distinctive perspectives of economics students, while providing evidence from a developing country, a context barely studied before.
{"title":"The belief that monetary exchanges are mutually beneficial: Are economics students different? Evidence from Guatemala","authors":"María Jesús Valdemoros-Erro , José Luis Álvarez-Arce , Elena Sanjurjo-San-Martín","doi":"10.1016/j.iree.2025.100309","DOIUrl":"10.1016/j.iree.2025.100309","url":null,"abstract":"<div><div>Research indicates that economics students are more supportive of the market allocation mechanism than their peers from other disciplines. This study investigates if these differences apply equally to their views on the mutual gains of voluntary and monetary transactions. Using survey data from university students in various majors in Guatemala, we found no significant differences across disciplines in the belief that voluntary exchanges are mutually beneficial. However, economics students showed significantly stronger agreement with the idea that monetary exchanges benefit all involved parties. This group also demonstrated a more consistent stance on voluntary and monetary exchanges, a pattern observable even among first-year students, indicating the presence of a self-selection effect. Our findings add novel insights to the discussion on the distinctive perspectives of economics students, while providing evidence from a developing country, a context barely studied before.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"48 ","pages":"Article 100309"},"PeriodicalIF":1.3,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1016/j.iree.2024.100305
Flip Klijn , Mehdi Mdaghri Alaoui , Marc Vorsatz
We study academic integrity in a final exam of a game theory course with 463 undergraduate students at a major Spanish university. The exam is an unproctored online multiple-choice exam without backtracking. A key characteristic is that for each (type of) problem, groups of students receive different versions. Moreover, each problem version is assigned to one subgroup during one stage of the exam and to another subgroup during an immediately consecutive later stage. Thus, we can exploit grade points and timestamps to study students’ academic integrity. We observe a significant decrease in completion time at each later stage; however, surprisingly, there is no corresponding impact on average grade points. The precise number of different versions does not seem to have an effect on either variable. Our findings thus suggest that employing a limited number of distinct problem versions (as few as two) can diminish cheating effectiveness in online exams.
{"title":"Online academic exams: Does multiplicity of exam versions mitigate cheating?","authors":"Flip Klijn , Mehdi Mdaghri Alaoui , Marc Vorsatz","doi":"10.1016/j.iree.2024.100305","DOIUrl":"10.1016/j.iree.2024.100305","url":null,"abstract":"<div><div>We study academic integrity in a final exam of a game theory course with 463 undergraduate students at a major Spanish university. The exam is an unproctored online multiple-choice exam without backtracking. A key characteristic is that for each (type of) problem, groups of students receive different versions. Moreover, each problem version is assigned to one subgroup during one stage of the exam and to another subgroup during an immediately consecutive later stage. Thus, we can exploit grade points and timestamps to study students’ academic integrity. We observe a significant decrease in completion time at each later stage; however, surprisingly, there is no corresponding impact on average grade points. The precise number of different versions does not seem to have an effect on either variable. Our findings thus suggest that employing a limited number of distinct problem versions (as few as two) can diminish cheating effectiveness in online exams.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"48 ","pages":"Article 100305"},"PeriodicalIF":1.3,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-08DOI: 10.1016/j.iree.2024.100304
Savannah Adkins
The Covid-19 pandemic created a sudden increased uptake of online teaching, and though the end of the pandemic signaled a shift back to more in-person learning, many schools have used the existing infrastructure to expand their offerings of online and hybrid courses. While previous studies have identified the impact of online teaching on student score, little work has been done on the heterogenous impact that online and hybrid teaching can have, particularly for underrepresented groups of students. I utilize a randomized control trial in an introductory microeconomics course to test whether there are any differences in quiz score with a lecture delivered online as compared to in-person, mimicking a hybrid class environment. I find that when students watch a lecture online, they score 5 percentage points lower on average than attending a lecture in-person. This estimate is based on an intent-to-treat study design and estimates within-individual effects. I also assess heterogeneous effects across various demographic variables, including gender, race, and First-Generation status, and find that this result is particularly salient for non-White and first-generation students, highlighting the equity implications of moving to online teaching.
{"title":"Equity in hybrid microeconomics classes: Effects on diverse student groups","authors":"Savannah Adkins","doi":"10.1016/j.iree.2024.100304","DOIUrl":"10.1016/j.iree.2024.100304","url":null,"abstract":"<div><div>The Covid-19 pandemic created a sudden increased uptake of online teaching, and though the end of the pandemic signaled a shift back to more in-person learning, many schools have used the existing infrastructure to expand their offerings of online and hybrid courses. While previous studies have identified the impact of online teaching on student score, little work has been done on the heterogenous impact that online and hybrid teaching can have, particularly for underrepresented groups of students. I utilize a randomized control trial in an introductory microeconomics course to test whether there are any differences in quiz score with a lecture delivered online as compared to in-person, mimicking a hybrid class environment. I find that when students watch a lecture online, they score 5 percentage points lower on average than attending a lecture in-person. This estimate is based on an intent-to-treat study design and estimates within-individual effects. I also assess heterogeneous effects across various demographic variables, including gender, race, and First-Generation status, and find that this result is particularly salient for non-White and first-generation students, highlighting the equity implications of moving to online teaching.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100304"},"PeriodicalIF":1.3,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1016/j.iree.2024.100302
Malte Ring , Luis Oberrauch
The ability to work with graphs is at the core of the economic domain and is also one of the central challenges for novices in the field. To accurately assess the graph competence of higher education students, we developed and tested an 18-item graph competence instrument with different economics graphs. The sample consisted of 579 students from multiple higher education institutions in southwestern Germany. Our findings reveal that while students generally perform well on basic graph operations, they struggle with complex tasks such as comparing quantities and understanding economic implications, particularly with supply and demand models and indifference curves. The results highlight the need for instructional focus on integrating graph reading with economic concepts and provide a diagnostic tool for further research. The study underscores the challenges faced by learners, especially those with limited economic background and female students, and offers insights for improving economic graph education.
{"title":"Measuring economic graph competence","authors":"Malte Ring , Luis Oberrauch","doi":"10.1016/j.iree.2024.100302","DOIUrl":"10.1016/j.iree.2024.100302","url":null,"abstract":"<div><div>The ability to work with graphs is at the core of the economic domain and is also one of the central challenges for novices in the field. To accurately assess the graph competence of higher education students, we developed and tested an 18-item graph competence instrument with different economics graphs. The sample consisted of 579 students from multiple higher education institutions in southwestern Germany. Our findings reveal that while students generally perform well on basic graph operations, they struggle with complex tasks such as comparing quantities and understanding economic implications, particularly with supply and demand models and indifference curves. The results highlight the need for instructional focus on integrating graph reading with economic concepts and provide a diagnostic tool for further research. The study underscores the challenges faced by learners, especially those with limited economic background and female students, and offers insights for improving economic graph education.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100302"},"PeriodicalIF":1.3,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-26DOI: 10.1016/j.iree.2024.100303
Sinead Huskisson , Tom O'Mahony , Seán Lacey
The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.
{"title":"Improving student outcomes using automated feedback in a first-year economics class","authors":"Sinead Huskisson , Tom O'Mahony , Seán Lacey","doi":"10.1016/j.iree.2024.100303","DOIUrl":"10.1016/j.iree.2024.100303","url":null,"abstract":"<div><div>The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100303"},"PeriodicalIF":1.3,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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