Our latest article on program assessment is out in the latest issue of Journal of Economic Education 42 (2).

Assessment of the Undergraduate Economics Major: A National Survey (co-authored with Drs. Nelson and Stratton) "reveals that nearly two-thirds of the departments have a formal assessment plan. There is substantial agreement on the most important student-learning outcomes, which are consistent with the Hansen proficiencies. The most common approaches that departments employ to measure learning outcomes are course-embedded assessments and senior exit surveys. Capstone courses and senior projects as program assessment methods are most common in departments that are not in business schools and are without doctoral programs. Finally, more than half of the departments have adjusted their curriculum based on the results of their own assessment plans."

I think one of the most important lines in the abstract above is : "There is substantial agreement on the most important student-learning outcomes ... consistent with the Hansen proficiencies."