Using Generative Learning Strategies for Assessment of Student Understanding in a Principles of Microeconomics Course

According to the generative theory of learning, people understand new concepts by idiosyncratically relating them to prior experiences and prior stored information. In the case of economics, students’ prior experiences can interfere with their correct understanding of the material. Although instructors may anticipate common student errors, unless the underlying incorrect mindset is directly addressed misperceptions may persist. This paper describes a practical strategy for using generative learning teaching techniques to help instructors assess whether students are correctly integrating new learning within the context of their prior experience. Insights from a piloting of the technique are discussed