The Test of Understanding of College Economics: Revision.
This edition of the Test of Understanding of College Economics (TUCE-4) is a revision of a test that was developed 40 years ago, and has a long history of use by teachers and researchers in the economics profession. The previous editions and their uses have been described in earlier studies (e.g., Rendigs Fels 1967; Phillip Saunders, Fels, and Arthur L. Welsh 1981; Saunders 1991) and in.
This edition of the Test of Understanding in College Economics (TUCE-4) is the fourth edition of a test that was first developed forty years ago, and has an extensive history of use by teachers and researchers in the economics profession. The previous editions and their use have been described in earlier studies (Fels, 1967; Welsh and Fels, 1969; Saunders, 1981; Saunders, Fels and Welsh, 1981.
The Test of Understanding in College Economics (TUCE) has been used extensively as a means of measuring student learning in introductory economics courses. This purpose of this paper is to illustrate how information derived from the TUCE in introductory economics courses can also be used to provide feedback to instructors in these courses to help them improve their teaching effectiveness. The.
Key words Economic literacy TUCE TUESA Introductory economics economics vii from ECONOMICS MISC at North-West University, Mafikeng Campus.
The Test of Understanding in College Economics (TUCE) was used as a pre- and post-test. Compared to students in the control section, students in experimental sections achieved significantly greater improvements in TUCE scores. Experiments seem to offer larger benefits to better students, and may reduce achievement among the very worst students. Grade incentives for experimental profits do not.
The mean student scored 20.5 points on the TUCE (Test of Understanding of College Economics) at the end of the term compared to 15.0 on the pretest. The difference in TUCE scores is significantly different from zero at conventional levels.
To assess the effect of all these strategies, the Test for Understanding Economics (TUCE) was given at the beginning and end of the semester. The authors argue that because this test was normed in 83 sections of macro principles courses at 53 institutions taught by instructors who volunteered for the norming process, instructors with at least an average interest in teaching, TUCE results.