The Test of Understanding of College Economics

Walstad, William B.; Rebeck, Ken

doi:10.1257/aer.98.2.547

Cited by 63 publications

(60 citation statements)

References 3 publications

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“…At first glance, the results (which are expressed as totals out of 30) may seem poor, with a mean mark of just 14.25 out of 30. However, this compares well with recently reported post-test means of 12.77 in the U.S.A. (Walstad et al 2010) and 12.51 for Japan (Jang et al 2010) while significantly lower than a recent mean result of 17.46 reported for students in Korea (Jang et al 2010). The bi-modal distribution is consistent with that observed in the pre-test using TEL3 noted earlier, and is supported by the difference in means between students with prior economics and those without.…”

Section: Post-test (Tuce4) Resultssupporting

confidence: 86%

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Cameron

Lim

2011

SSRN Journal

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The results of three surveys of freshman economics students (2008)(2009)(2010) at the Waikato Management School, New Zealand, suggest that incoming students have significant levels of prior economics knowledge. Given this head start in knowledge, we have expanded our freshman lecture material with more advanced content than students would normally encounter in a microeconomics principles class. This paper examines the sources of incoming students' prior economics knowledge and discusses some of the changes made to the learning material. The changes relate principally to the links we make between students' basic, prior economics knowledge and the more advanced learning content that demonstrates how formal economics training can add considerable value in thinking more deeply about current affairs, business issues and daily life experiences.

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Section: Post-test (Tuce4) Resultssupporting

confidence: 86%

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Cameron

Lim

2011

SSRN Journal

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“…In addition to FK, knowledge of human resources, accounting, marketing, and organization and management as well as of microeconomics and macroeconomics was assessed using the Test of Understanding in College Economics (TUCE; Walstad and Rebeck 2008). These further content areas were covered in 220 items.…”

Section: Data and Statistical Analysismentioning

confidence: 99%

Assessing the financial knowledge of university students in Germany

Förster

Brückner²,

Zlatkin‐Troitschanskaia³

2015

Empirical Res Voc Ed Train

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Background: The importance of professional competence (PC) in business administration (BA) has increased considerably in many industrial nations over the past several years. However, while economic competence is being assessed internationally in the Assessment of Higher Learning Outcomes (AHELO) study, the modeling and assessment of PC in BA needs more research, particularly from an international perspective. We defined and modeled the construct of PC in BA based on theoretical analyses and evidence from international studies and, for the assessment, focused on knowledge of BA as a key facet of PC in BA. In this article, we describe the developed structural model of knowledge in BA and present the specifications and findings for the example of financial knowledge (FK). In the model, we describe cognitive levels of FK in relation to subject content and subject didactics. Moreover, we discuss influence factors on FK.

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“…Self-selection by students into the treatment group and the non-randomization of the two groups is addressed through the estimation method. We also included the Test of Understanding of College Economics 4 (TUCE) as an externally designed performance measure, see Walstad and Rebeck (2008) for a discussion.…”

mentioning

confidence: 99%