Designing Economics of the Environment – Part 3 – Assessment Strategy

~2000 words, ~10 min reading time

Part 1, Part 2
So, in Part 2, we learned that my students will have lots of ‘splaining to do, as the verb “understand” in my course learning objectives more closely align with the facet of understanding called “explanation”. So, that should play some role in my assessment strategy.

Elements of Assessment

A few elements that I’ve decided need to be part of this, for one reason or another:

(1) “Chapter Assignments” – to convince students to read, they have to, in some way, respond to that reading. So, I’m going to have my students do Chapter Summaries. Based on the course learning objectives, I’ve decided to make these written assignments where students select some combination of economic models, problems, and solutions, and explain them. The main purpose is to get students started thinking about these, and convince them to at least skim the chapter with enough attention paid to write a summary of it. Graded for completion.

(2) “Article Responses” – this is an opportunity for students to go a bit deeper into topics they find interesting. They will read papers from academic journals (or similar sources). Totally their choice. The purpose is to get students to engage with the material a little beyond what we do in class. Graded for completion.

(3) “Case Studies” – the department declares that “problem sets” are part of this course. The professor who has taught this before has provided me with the details for 5 case studies that they assign. These are reasonably advanced assignments (he noted that his students needed help with these), and require some of the more technical skills that we’ll be talking about. This hits the “Applying” aspect of “understanding”. Here, I will want to grade for quality rather than just completion.

(4) “Term Paper” – the department declares that a “research paper” is part of the course. So, here I’m doing that. I’m forcing students to go through a 4 step process – proposal, annotated bibliography, rough draft, and final draft – with a response to comments and a reflection.

(5) Reflections – every assignment has a required “From this assignment, I learned that…” section. This is to encourage reflection. Also, the form of this statement is important. “I learned that” forces a sentence to follow. “I learned…” doesn’t. Example: “From this assignment, I learned about elasticity.” That’s just a word. Only tells me that you saw the title of the chapter. Not nearly as good as “I learned that elasticity is how much quantity responds to a change in price.” In addition, I have built in “Midterm Reflections” every few weeks, to encourage students to keep track of their progress in the course. These, however, are not required.

(6) Final Exam – I’m going to follow Linda Nilson’s advice and give them the final exam early in the course – ideally, on the first day, if I can get my act together. Final exams of some variety are required by the University, and I think they are a good way to see what students actually absorbed. Because this can’t be revised, I do grade this one with partial credit.

(7) Revisions – Students are allowed to revise any unsatisfactory assignment except the final exam, as long as they submit a “Revision Form”. (This is a Word document where the student has to answer four questions: which assignment they’re revising, why they didn’t meet specs originally, what they changed to meet specs, and what they plan to do to ensure they meet all specs in the future.)

Specs Grading – The Core Concept

The core concept of specs grading is grading assignments on a pass/fail, satisfactory/unsatisfactory basis on the basis of clear “specifications”.

What these specifications look like is up to your goals for the assignment. A good rule of thumb: look at the rubric you use now. Write your specs to be somewhere around the top 2 levels of your rubric. Naturally, you don’t want to be too mechanistic about doing it this way – take the opportunity to think about WHY things are in the rubric and what is really acceptable and what would lead you to hand the paper to the student and say “do it again”.

For my purposes, I write up two sets of specs, depending on the assignment: format specs, and content specs. Format specs lay out things like length, file type, work cited pages, numbers of sources. Content specs say what should be in the paper. If I’m grading for quality, the content specs will include descriptors like “correctly” or “reasonable”. Otherwise, they won’t.

Just as a couple examples: for my chapter assignments, students must meet these specs:

A satisfactory submission will:

(1) Be at least 300 words.

(2) Be submitted as a Word document.

(3) Contain a summary that deals with at least one of these elements: (a) economic models, (b) problems in the economics of the environment, or (c) solutions to these problems, and for each of these you must include:

(a) For economic models – describe the economic model, explain its assumptions, uses, and limitations.

(b) For problems – describe the problem, and the conditions that lead to it occurring. Examples are encouraged, as appropriate.

(c) For solutions – describe the problem being solved, the solution, why the solution could alleviate the problem, and any limitations to the solution.

(4) End with a paragraph starting “From reading this chapter I learned that…”

Remember, this is a “completion” grade. For these, I can use “power grading” – or what I like to think of as “grading at a glance”. Import the file to word, check the word count. Check the last paragraph. Skim the middle to make sure it’s relevant. Done. Doesn’t need to take more than a few seconds – but as a written assignment, I can get some “deep” data about what students think is worth including and what they think they are learning.

For the final draft of their term paper, my students will have this set of specs:

To be satisfactory, the final draft must be at least 1,000 words long, be

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