Abstract:

Traditionally, assessment in introductory economics is predominantly based on in-person tests and examinations, as is the case for many disciplines. However, the coronavirus pandemic and associated lockdowns largely made such in-person assessments impossible. Many courses shifted to online testing, but that approach likely leads to serious problems with academic integrity.

In this paper, we describe and evaluate an alternative approach adopted at the University of Waikato in New Zealand. Once in-person teaching had resumed, a university-wide flexible approach to teaching and learning was adopted. This meant that students could not be required to be on-campus for any activities, in case they needed to isolate at home. The assessment in the university’s two first-year economics papers was adapted, and students were provided with two opportunities to earn a grade in each major assessment. The first opportunity was to submit weekly video reflections, between three and ten minutes in length, reflecting on the previous week’s topic area. Students were provided with a variety of suggestions for how they could approach the video reflections, and several exemplars of good and not-so-good videos (recorded by economics tutors) were provided to them. The second opportunity to earn a grade was a traditional in-person test. Students could choose to do one, or both, of these assessments (and if they did both, they received the higher of the two grades).

After the conclusion of the papers, we invited students to participate in semi-structured interviews about their experiences with the assessments. Specifically, we aimed to develop an understanding of: (1) students’ decision-making in relation to the assessments; (2) their experiences with the assessments; and (3) their perceptions of the fidelity of the relative fairness of the assessments. We conducted four in-depth interviews, which included students who had undertaken a variety of approaches to the assessment.

Several themes and sub-themes emerged from qualitative analysis of the interviews. Students’ decision-making in terms of which assessment/s they chose to complete involved strategic thinking, and weighing up of the effort required, the uncertainty of an unfamiliar form of assessment, and the influence of peers. Students’ experiences with the assessment revealed a variety of responses. Some students put little effort into their weekly reflections – an outcome that was noted by the lecturer and tutors as well. In contrast, other students clearly engaged in deep learning strategies in order to demonstrate they met the learning objectives. These strategies are in contrast to surface and strategic learning strategies that are more often used in studying for tests or examinations. Finally, a number of issues of fairness were raised by students, particularly those who were unable to take advantage of both opportunities for the assessment (due to not being physically present on campus).

Video reflections provide an alternative form of assessment for disciplines that traditionally rely heavily on tests or exams. With appropriate support and guidance, students can use reflections to connect with course topics in a meaningful way and engage in deep learning. However, not all students approach the assessment with the same enthusiasm. We conclude the paper with thoughts on how the assessment can be better adapted to take advantage of its strengths, while minimizing the identified weaknesses.

Keywords:

Assessment, Reflective Assessment, Economics.