Taking higher order thinking seriously: Using Marzano's taxonomy in the economics classroom. (January 2016)

• Record Type: Journal Article
• Authors: Dubas, Justin M.; Toledo, Santiago A.
• Is Part Of: International review of economics education. Volume 21(2016:Jan.)
• Page Start: 12
• Page End: 20
• Publication Date: 2016-01
• Subjects: A2; Economics education -- Student learning outcomes -- Higher order thinking -- Feedback -- Formative assessment -- Marzano's -- taxonomy; Economics -- Study and teaching -- Periodicals; Economics -- Study and teaching; Periodicals; 330.0711
• DOI: 10.1016/j.iree.2015.10.005
• Languages: English
• ISSNs: 1477-3880

Abstract

Abstract: This paper argues for the need for instructors to more intentionally foster higher order thinking skills in economics students, as these skills lend themselves to longer-lasting, more transferable knowledge. This paper proposes the use of Marzano's taxonomy to aid in this endeavor. It provides a clear functional delineation between lower- and higher-order thinking, and serves as a natural way to systematically build a course around incrementally building up student thinking skills. We outline how it was used in course design for drafting student learning outcomes (SLOs), creating assessments for a Principles of Economics course, and leveraging it as a tool to provide more targeted feedback for students. Preliminary observations on the impact on student learning are presented.