Using complementary teaching and assessment methods in promoting active learning of econometrics in a graduate class: an experiment

This paper documents an experiment of using complementary teaching and assessment methods in promoting active learning among students in applying econometric techniques to real world problems in a postgraduate econometrics course at a South African university in two academic years. The assessment and teaching methods were aimed at promoting students' active involvement in their learning process. The assessment methods involve self assessment, peer assessment, and the lecturer assessment in group assignments and presentations. Evaluation of the assessment and teaching methods provided by peers and students robustly reveals that students greatly benefited from the process and helped in achieving the objective of the course.