The Test of Understanding in College Economics and Its Construct Validity.

The article focuses on the data of the Test of Understanding in College Economics (TUCE). The purpose of this paper is to present additional data on the TUCE, primarily with regard to its validity as an experimental testing instrument and as to its construct design. Primary data for this paper were obtained from an experimental research study dealing with critical thinking skills in the introductory course undertaken at the University of Minnesota in 1969. It provides evidences which suggest that the TUCE is a discriminating measure of performance in the principles of economics. It also indicates that the TUCE effectively discriminates performance of varying ability levels. Furthermore, the data indicate that those who scored highest on the pretest were approximately the same ones who scored highest on the post-test. The results from this study indicate that the TUCE is effective in discriminating between "good" and "poor" students in economics. The TUCE also incorporates prior ability and critical thinking skills while also effectively discriminating on other knowledge.