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An Instrument to Measure Approach to Learning for Assessment in Economics

An Instrument to Measure Approach to Learning for Assessment in Economics. Tommy Tang and Tim Robinson School of Economics and Finance Queensland University of Technology. Paper presented to the 2009 ATEC, hosted by the School of Economics and Finance, QUT. Outline. Introduction

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An Instrument to Measure Approach to Learning for Assessment in Economics

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  1. An Instrument to Measure Approach to Learning for Assessment in Economics Tommy Tang and Tim Robinson School of Economics and Finance Queensland University of Technology Paper presented to the 2009 ATEC, hosted by the School of Economics and Finance, QUT

  2. Outline • Introduction • Theoretical Framework • Research Objective • Method & Result • Discussion

  3. 1. Introduction • Traditional research approach in economics education • Input-output model (Birch et al 2009, Bredon 2009, Dancer & Fiebig 2005, Rodgers 2005, Cockield 2000, McCosker 2000, Shanahan et al. 1997, Becker 1997, Anderson et al. 1994) Limitation of generalised learning inventories • Boyle, Duffy, & Dunleavy, 2003; Scouller, 1998; Scouller & Chapman, 1999 • Lizzio, Wilson and Simons, 2002 • Biggs, Kember and Leung, 2001

  4. 2. Theoretical Framework Presage Process Product Feedback Student characteristics Learning outcome Learning approach Teaching context Feedback The 3P Model (Biggs 1989, Biggs et al. 2001)

  5. 3. The Research Objective • Develop a learning approach instrument that is • sensitive to different assessments, and • relevantto learning in economics.

  6. 4. Method & Result • Biggs’ SPQ (1987) • Entwistle and Ramsden’s ASI (1983) • Pintrich et al’s Motivated Strategies & Learning Questionnaire (2000) • Thomas’s Learning Activities Questionnaire (1986) • Student focus groups & surveys

  7. Approaches to Learning for Assessment (21 items)

  8. Subjects • Economics 1, Economics 2 and Intermediate Macroeconomics students • Surveyed twice: Week 1 and Week 13

  9. Exploratory Factor Analysis (Week 1 data, n = 1147) The 4 Factors: 1 – Understanding 3 – Relating 2 – Reproducing 4 – Rote-memorising (KMO index = 0.835)

  10. Confrimatory Factor Analysis • Model calibration (n = 576) • Model validation (n = 571)

  11. The Final Model

  12. Interpretation of Fit Indices Byrne, 2001; Kelloway, 1998; Kline, 2005

  13. Model fit indices for the final model

  14. Model fit indices – assessment specific model

  15. Perceptions of Assessment Demands Source: Tang & Robinson (2008) “Perceptions of Assessment Demands in Economics – Implications for Economics Education Research” presented at the 2008 Australian Conference of Economists, Gold Coast, Sept 30-Oct 2 2008.

  16. Post-dictive Validity Relating Reproducing Understanding Rote Learning Approaches in the Three Assessments

  17. Bonferroni Multiple Comparisons

  18. 5. Discussion • Psychometric properties • Discriminant Ability • Post-dictive validity • Predictive validity?

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