ECON 25: Women in the Economy
Stage 5
Deborah Goldsmith
Basic Information
| Number of Outcomes | 18 |
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| Number of Outcomes Assessed | 4 |
| Assessment Frequency | No answer |
| Analysis Frequency | Every semester |
| Detail Link | Link |
Course Information
| Number of Course Sections | 1 |
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| Number of Instructors | 1 |
Improvement Details
| Details | I revised course reading materials and related lectures and in-class activities. I adopted one new assessment method. |
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Assessment Methods
| Methods | During fall semester 2013 I assessed the following Major Learning Outcomes: D. Summarize major historical changes in the paid and unpaid productive activities of U.S. women from at least three different racial and ethnic groups, including the cult of domesticity, the family wage, consumerism, and changing forms of racism. H. Apply human capital, political economy, and feminist theories to explain the typical household division of labor by sex. I. List the main occupations of U.S. women overall and by race, and demonstrate the existence of occupational segregation by sex and race. Outcomes H and I were assessed using multiple-choice pre-test and post-test quiz questions. Outcome D was assessed using a new method, a rubric applied to a final exam essay question. |
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Assessment Data Discussion and Analysis
| Term | Fall 2013, Spring 2013 |
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| How and With Whom | Faculty in Economics and Women's Studies. |
| Number Assessed | 12 |
| Data Summary | Results of two multiple-choice questions on MLO H – human capital theory: #1 (women’s preferred job characteristics) -- % correct increased from 42% to 100% #2 (women’s primary concern) -- % correct increased from 25% to 100% MLO H: Students demonstrated superior knowledge of human capital theory. No further work is required. Results of two multiple-choice questions on MLO I – occupational segregation: #1(definition of occupational segregation) -- % correct increased from 17% to 42% #2 (identification of women’s top occupations) -- % correct increased from 8% to 25% MLO I: This is the second assessment of this MLO. The students show improved but not adequate understanding of the concept. The material tested in the second question is not a major focus of this course but raises questions about the appropriate MLO regarding women’s major occupations. Results of rubric assessment of a final exam essay question on MLO D – major changes in productive activities of women from three different racial and ethnic groups: Average scores for the three parts of the rubric on a scale of 1-3 were 2.54, 2.71, and 2.96, or 85%, 90%, and 99% of possible points. This exceeds the desired benchmark of a 70% average score. Individual students received total scores from 2.13-3.0, or 72%-100% of possible points. MLO D: Students demonstrated excellent understanding of this material overall, with the weakest student scoring 72%. The application of a rubric to the essay question worked well to assess this MLO. |
| Planned Improvements | I will be discussing the accuracy and usefulness of various assessment methods, including pre-test and post-test questions and application of a rubric to essay questions, as methods of assessment of Major Learning Outcomes. I am also using this information to plan for a future revision of the Major Learning Outcomes for this course so that they more accurately reflect the most important goals for this course and are more easily verifiable. |
| Program Review Link | No answer |
Future Plans
| Term | Fall 2014 |
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| Activities | Revision of outcomes and assessment methods (measurements), Assessment (measurement) of outcomes, Analysis and discussion of assessment data and next steps |
| Details | I plan to assess one or two MLOs regarding household (domestic) labor -- MLOs F and G. I may do so using a rubric applied to a written answer and/or multiple-choice questions. |
| Highlights | No answer |