- Title
- How effective are peer-assessed presentations as a learning tool for economics?
- Creator
- Nadolny, Andrew
- Relation
- 15th Australasian Teaching Economics Conference (ATEC 2010). Frontiers in Economics Teaching: Proceedings of the 15th Australasian Teaching Economics Conference (Hamilton, New Zealand 28-29 June, 2010) p. 203-217
- Relation
- http://wms-soros.mngt.waikato.ac.nz/atec2010/default
- Publisher
- Australasian Teaching Economics Conference
- Resource Type
- conference paper
- Date
- 2010
- Description
- Over the past decade there has been a general decline across Australian Universities of students undertaking Bachelor of Economics degrees, or specialising in Economics majors. Meanwhile, there have been increasing numbers of students enrolled in Business, Accounting and Commerce degrees who are required to complete a compulsory first year Economics program, but with no intention of further study in Economics. This presents challenges for Economics educators in making first year courses stimulating, relevant and challenging for students, given that many students enrolled in generic Business degrees lack sufficient mathematical background for more rigorous learning of Economics. One technique to address these andragogical challenges is to integrate student presentations as a requirement of assessment. This paper reviews a pilot study from the University of Newcastle (Australia) in using peer-assessed group presentations as an assessment tool in a large first year Microeconomics course. Based on student feedback, the advantages and disadvantages of this approach are discussed. The paper also reports statistical analysis comparing peers' marks with those of the lecturer for several other Economics and business courses taught at Newcastle Graduate Business School. There is generally little statistical variation between results, suggesting that peers' assessment of presentations is a reliable measure of performance when combined with the marks awarded by the lecturer. The paper concludes by arguing that peer-assessed presentations can be a useful assessment tool for engaging students who are studying Economics at a general level as a requirement for a Business degree.
- Subject
- economics; first year students; group presentations; peer-assessment; business degrees
- Identifier
- http://hdl.handle.net/1959.13/927623
- Identifier
- uon:10195
- Identifier
- ISBN:9780473173326
- Language
- eng
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