Reinterpreting the economics textbook: A student assignment

Much of the literature on teaching methods for economics demonstrates different ways the instructor can present the material to the students. Here the author proposes an assessed learning process whereby the students take responsibility for teaching and learning aspects of the course themselves by interpreting the textbook and representing it in a more accessible way. The assignment incorporates aspects of problem based learning, peer-assisted learning and reciprocal teaching, with a relatively low administrative burden (which is often a deterrent in large classes). This article describes the assessment method and gives some practical information to facilitate adoption in other courses.