Student Test Scores And Their Relationship To Order Of Test Completion
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The Department of Economic Science was founded in 1898 to teach economic theory as a truth of industrial life, and was very much concerned with applying economics to business and industry, particularly agriculture. Between 1910 and 1967 it showed the growing influence of other social studies, such as sociology, history, and political science. Today it encompasses the majors of Agricultural Business (preparing for agricultural finance and management), Business Economics, and Economics (for advanced studies in business or economics or for careers in financing, management, insurance, etc).
History
The Department of Economic Science was founded in 1898 under the Division of Industrial Science (later College of Liberal Arts and Sciences); it became co-directed by the Division of Agriculture in 1919. In 1910 it became the Department of Economics and Political Science. In 1913 it became the Department of Applied Economics and Social Science; in 1924 it became the Department of Economics, History, and Sociology; in 1931 it became the Department of Economics and Sociology. In 1967 it became the Department of Economics, and in 2007 it became co-directed by the Colleges of Agriculture and Life Sciences, Liberal Arts and Sciences, and Business.
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1898–present
Historical Names
- Department of Economic Science (1898–1910)
- Department of Economics and Political Science (1910-1913)
- Department of Applied Economics and Social Science (1913–1924)
- Department of Economics, History and Sociology (1924–1931)
- Department of Economics and Sociology (1931–1967)
Related Units
- College of Agricultural and Life Sciences (parent college)
- College of Liberal Arts and Sciences (parent college)
- College of Business (parent college)
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Abstract
A number of different instruments are typically used by instructors to assess an undergraduate student's level of understanding of course subject matter and, ultimately, to assign each student a course grade. While homework assignments, quizzes, term papers, group projects, class participation and oral reports are all commonly used, generally, a major part of a student's course grade is based on classroom performance on exams. Many instructors assume or like to believe that the major, if not the only. determinant of student scores on exams is student knowledge and understanding of the material. However, Marotz and Young (1988) suggest that "exam taking ability" measured, in part, by the amount of time spent taking the exam may also be an important factor that affects student grades.
Comments
This article is from NACTA Journal 35 (1991): 38. Posted with permission.