Assessing Globally Themed Learning Objectives Using Objective Examination Results (Economics EDUCATION ARTICLES‪)‬

INTRODUCTION As professors we are called to meet multiple goals in every class we teach. These include meeting course content and skill development learning goals, program level learning goals, and mission and topic specific learning goals established in accordance with accreditation efforts. This is potentially a daunting task given limited class time and an ever-present drive for continuous improvement. The author has had great success in setting, measuring, and assessing attainment of these multiple goals using a combination of objective examinations with explicit cognitive level structuring ala Bloom's Taxonomy (Bloom, 1956) to create assessment opportunities that minimize class time usage, while providing learning goal feedback. These efficiencies in addition to providing needed assessment data, also allow for the use of additional assessment methods to meet goals objective exams cannot achieve, such as demonstration of writing skills. This work begins with examination of the general bias against objective examinations, followed by a methodology that takes objective exams beyond many of these criticisms. This is then used to show how the methodology has allowed the assessment of internationally focused program goals in a Principles of Macroeconomics class. This endeavor begins with the recounting of an experience likely shared by many educators.