Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-09T01:20:59.748Z Has data issue: false hasContentIssue false
  • English
  • Français

Effective Learning in Large Classes Through Risk Management

Published online by Cambridge University Press:  28 April 2015

Josef M. Broder ,
Bernard V. Tew  and
Jeffery R. Williams
Josef M. Broder
Affiliation:
University of Georgia
Bernard V. Tew
Affiliation:
Colorado State University University of Kentucky
Jeffery R. Williams
Affiliation:
Kansas State University
Get access Rights & Permissions [Opens in a new window]

Abstract

Risk Management strategies for maintaining student performance in large classes are discussed. Risk management theory is discussed and used to describe student behavior. Results of risk management experiments in which students are exposed to alternative levels of grading are reported along with other factors which influence student behavior. Class performance was not found to decline under a system involving only a 50 percent chance of assignments being graded. Procedures for implementing and limitations of chance grading systems in large classes are discussed.

Keywords

resident instructionrisk managementstudent evaluationstudent performance
Type
Articles
Information
Journal of Agricultural and Applied Economics , Volume 17 , Issue 2 , December 1985 , pp. 97 - 104
Copyright
Copyright © Southern Agricultural Economics Association 1985

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Babb, E. and Eisgruber, L.. Management Game, Chicago: Educational Methods, 1966.Google Scholar
Beck, R., Bordeaux, A., Davis, J., Brannon, R., and Mather, L.. “Undergraduate Programs in Agricultural Economics: Some Observations.” Amer. J. Agr. Econ., 59(1977):766–768.CrossRefGoogle Scholar
Boehlje, M., Eidman, V., and Walker, O.. “An Approach to Farm Management Education.” Amer. J. Agr. Econ., 55(1973):192–197.CrossRefGoogle Scholar
Broder, J. “Faculty Advising in Undergraduate Agricultural Economics Programs.” University of Georgia, Dept. of Agr. Econ., unpublished paper, 1980.Google Scholar
Broder, J. “Agricultural Economics Faculty Resources, Productivity and Rewards.” University of Georgia, Dept. of Agr. Econ., unpublished paper, 1981.Google Scholar
Campbell, D. “Reforms as Experiments.” Amer. Psychologist, 24(1969):409–429.CrossRefGoogle Scholar
Campbell, D. T. and Stanley, J. C.. Experimental and Quasi-Experimental Designs for Research; Chicago: Ran-McNally, 1966.Google Scholar
Gage, N. “The Appraisal of College Teaching.” J. Higher Ed., 32(1961):17–22.Google Scholar
Kmenta, J.Elements of Econometrics; New York: MacMillian, 1971.Google Scholar
Levin, M. “Differences in Outcomes Between Large and Small Classes in Western Civilization and Economics.” Ph.D. dissertation, Rutgers University, 1967.Google Scholar
Lewis, D. and Dahl, T.. “Critical Thinking Skills in the Principles Course: An Experiment.” Research Papers in Economic Education; Welsh, A., ed., 1972, pp. 50–68.Google Scholar
Menz, K. and Longworth, J.. “An Intergrated Approach to Farm Management Education.” Amer. J. Agr. Econ., 58(1976):551–559.CrossRefGoogle Scholar
Minis, R. “Some Implications of Student Evaluation of Teachers.” J. Econ. Ed., 5(1973):35–46.Google Scholar
National Association of State Universities and Land Grant Colleges (NASULGC). “Fall 1984 Enrollment Report.” NACTA Journal, 29,1(1985):6–13.Google Scholar
Nelson, G. and Harris, T.. “Designing and Instructional Package: The Use of Probabilities in Farm Decision Making.” Amer. J. Agr. Econ., 60(1978):993–997.CrossRefGoogle Scholar
Penson, J. and Lins, D.. Agricultural Finance. Englewood Cliffs, New Jersey: Prentice-Hall, 1980.Google Scholar
Siegfried, J. and Fels, R.. “Research on Teaching College Economics: A Survey.” J. Econ. Literature, 17(1979):923–969.Google Scholar