Yet, in spite of this fact, students who learn more of the economics content, as measured by their TUCE
scores, seem to achieve gains in their critical thinking skills.
Emerson and Taylor (2004) examine data from two sections of introductory microeconomics taught with significant use of classroom experiments and seven sections taught in the traditional lecture/class discussion format during one semester, and they find that students in the experiment sections experienced a significantly larger improvement in their TUCE
scores than those in the lecture/ discussion sections.
After controlling for student- and section-level characteristics, our results indicate that students in the experimental sections improved their TUCE
scores by an average of 2.
Teacher performance on the TUCE
is also representative of teacher performance nationally (Allgood and Walstad, 1999).
4] However, the TUCE
requires the utilization of two class periods to conduct pre- and post-tests, focuses only on economic concepts, and reflects more Keynesian-oriented content than is typically included in these courses.
A subset of the data collected in norming the third edition of the Test of Understanding College Economics is the TUCE
III data set.
III is a standardized multiple choice test consisting of a 30-question microeconomics test and a 30-question macroeconomics test (with three optional international questions) designed to test learning in college principles classes.
Furthermore, the editors stated that my criticisms of the TUCE
were slanderous toward the creators of the instrument.
Defining learning as pretest to posttest differences by individual students' TUCE
scores and calculating a simple correlation results in the following:
They include the SAT score as a measure of aptitude, the TUCE
(Test of Understanding of College Economics) pre-test as a measure of the stock of knowledge, and the percentage change in the pre- versus the post-test TUCE
score as a measure of achievement in introductory economics courses.
The testing instrument was designed specifically for CEEP and is adapted from the third version of the TUCE
and the Advanced Placement Test of Economics (ORC Macro, 2002).
While we could have used some form of standardized test, such as the TUCE
, to measure student knowledge about economics, this approach proved too costly, both in terms of class time and institutional resources.