Assurance of Learning: Assurance of Learning: Assessment Strategies Assessment Strategies AACSB Continuous Improvement AACSB Continuous Improvement

Fogelman College of Business & EconomicsFogelman College of Business & Economics

AACSB Continuous Improvement AACSB Continuous Improvement Fogelman College of Business & EconomicsFogelman College of Business & Economics

20072007

Learning Goals

ImprovementLearning

Objectives

Assessment

Assurance of Learning Process

Assurance of LearningAssurance of Learning

““Schools should assume great flexibility in Schools should assume great flexibility in fashioning curricula to meet their missions…fashioning curricula to meet their missions…Accreditation does not mandate any particular Accreditation does not mandate any particular set of courses…Contents of the learning set of courses…Contents of the learning experiences provided by programs should be experiences provided by programs should be both both current and relevantcurrent and relevant to needs of to needs of business and management positions.”business and management positions.”

Clear Goals for Business Education

What are the assumptions and What are the assumptions and primary student learning goals primary student learning goals of each degree program in the of each degree program in the Fogelman College?Fogelman College?

How, when, and where do How, when, and where do students encounter them?students encounter them?

Fogelman College Fogelman College Degree ProgramsDegree Programs

BBABBA MBAMBA EMBAEMBA IMBAIMBA MSBAMSBA MSA (Accounting)MSA (Accounting) MA (Economics)MA (Economics) Ph.D.Ph.D.

Goals vs. ObjectivesGoals vs. Objectives

Goals express what we want our students to Goals express what we want our students to bebe..

Objectives describe what we want our Objectives describe what we want our students to students to dodo..

In order to be assessable, objectives must be In order to be assessable, objectives must be written so they specify behaviors or products written so they specify behaviors or products that can be observed and measured.that can be observed and measured.

Example – Goal and ObjectiveExample – Goal and Objective

Goal: Be a Good Team MemberGoal: Be a Good Team Member

ObjectiveObjective: :

Students will work effectively in a team Students will work effectively in a team environment to solve business related environment to solve business related scenarios.scenarios.

A Quick Review:A Quick Review:AACSB Standard 16AACSB Standard 16

“(Driven by mission)…the school specifies learninggoals and demonstrates achievement of learning goals for key general, management-specific,and/or appropriate discipline specific knowledge and skills that its students achieve in each undergraduate degree program.”

Old Days:

We taught it!

Now:

They learned it!

Assessment vs. Evaluation

AssessmentAssessment focuses on the focuses on the student and the learning student and the learning environment.environment.

EvaluationEvaluation focuses on the focuses on the professor and the teaching professor and the teaching performance.performance.

Grades, when used alone, are no longer regarded as adequate indicators of student learning.

Rubric FrameworkRubric Framework

4-10 goals per degree program4-10 goals per degree program 5-7 objectives for each goal5-7 objectives for each goal 1 or more measurements for each 1 or more measurements for each

objectiveobjective Faculty driven, mission drivenFaculty driven, mission driven

What the Standard Does What the Standard Does NotNot Require Require

Use a specific assessment methodUse a specific assessment method Assessment at the concentration/major levelAssessment at the concentration/major level Benchmark with other schoolsBenchmark with other schools Assessment of every topic/skill in Standard 15Assessment of every topic/skill in Standard 15 That every student must be assessedThat every student must be assessed The percentage of students who must meet a The percentage of students who must meet a

set standard set standard Graduation must be tied to meeting standardsGraduation must be tied to meeting standards That the complete assessment process must be That the complete assessment process must be

implemented all at once, and immediatelyimplemented all at once, and immediately

Fogelman CollegeFogelman CollegeMission StatementMission Statement

Our mission is to offer business education for a diverse Our mission is to offer business education for a diverse student population by teaching a rigorous and relevant student population by teaching a rigorous and relevant business curriculum, supported and strengthened by research business curriculum, supported and strengthened by research and community outreach. Our degree programs serve the and community outreach. Our degree programs serve the workforce needs of the Mid-South region and beyond. workforce needs of the Mid-South region and beyond. Specifically, in order of emphasis,Specifically, in order of emphasis,

Through our MBA program, as well as the Executive MBA, Through our MBA program, as well as the Executive MBA, International MBA, and other master’s programs, we prepare International MBA, and other master’s programs, we prepare students for leadership roles in a technology-driven and globally students for leadership roles in a technology-driven and globally competitive marketplace. competitive marketplace.

We provide an undergraduate program that prepares students for We provide an undergraduate program that prepares students for successful careers in today’s technology-driven and globally successful careers in today’s technology-driven and globally competitive marketplace and for future graduate studies. competitive marketplace and for future graduate studies.

We offer a Ph.D. program in business administration in selected We offer a Ph.D. program in business administration in selected areas of existing and emerging strengths to prepare students for areas of existing and emerging strengths to prepare students for teaching, research, or professional careers while serving as a teaching, research, or professional careers while serving as a research catalyst to stimulate faculty scholarly endeavors. research catalyst to stimulate faculty scholarly endeavors.

Fogelman College - GoalsFogelman College - Goals GOALSGOALS

Our mission is to be achieved by establishing and accomplishing Our mission is to be achieved by establishing and accomplishing measurable objectives for the following goals:measurable objectives for the following goals:

Pursue national recognition for programs in the College Pursue national recognition for programs in the College Improve graduate and undergraduate curricula and specify our Improve graduate and undergraduate curricula and specify our

expectations for student learning expectations for student learning Attract and retain quality students that meet or exceed those of our Attract and retain quality students that meet or exceed those of our

peer institutions while maintaining a diverse student body peer institutions while maintaining a diverse student body Recruit, develop, support, and retain faculty who meet or exceed the Recruit, develop, support, and retain faculty who meet or exceed the

teaching and research scholarship of our peer institutions teaching and research scholarship of our peer institutions Continue to provide faculty and students with opportunities to learn, Continue to provide faculty and students with opportunities to learn,

contribute and interact with the business, government, and nonprofit contribute and interact with the business, government, and nonprofit communities communities

Improve career planning and placement services for students and Improve career planning and placement services for students and alumni alumni

Use all resources wisely, while continually increasing internal and Use all resources wisely, while continually increasing internal and external funding for the College external funding for the College

Fogelman College Fogelman College (Sample Goals)(Sample Goals)

The BBA Program prepares students for The BBA Program prepares students for management positions in the Mid South area. management positions in the Mid South area. This requires students to develop the following This requires students to develop the following

core competencies:core competencies: Application of Theory to PracticeApplication of Theory to Practice Technology Driven ApplicationsTechnology Driven Applications Leadership DevelopmentLeadership Development Global PerspectiveGlobal Perspective Quantitative Interpretation and AnalysisQuantitative Interpretation and Analysis

What is Assurance of Learning?What is Assurance of Learning?

Assurance of learning is a regular, systematic, and sustainable mechanism that assures that predetermined learning goals and learning experiences are occurring.

Why is Assurance of Learning Why is Assurance of Learning Important to the Fogelman Important to the Fogelman

College?College?

1. Helps to determine whether the College’s mission has been accomplished

2. Provides a rationale for modifying existing curriculum and instructional methods

3. Enables the College to examine student growth and satisfaction

Examples of Course-Embedded Examples of Course-Embedded Measurement:Measurement:

Written assignments including cases, research Written assignments including cases, research reports, and memos.reports, and memos.

Oral presentations, debates.Oral presentations, debates. Computer projectsComputer projects SimulationsSimulations Classroom exercisesClassroom exercises Business plans and/or consulting projects.Business plans and/or consulting projects. Exams or embedded questions on exams.Exams or embedded questions on exams.

Examples of Indirect Examples of Indirect Assessment *Assessment *

SurveysSurveys QuestionnairesQuestionnaires InterviewsInterviews Focus GroupsFocus Groups

* May be part of an assessment program, * May be part of an assessment program, but alone are not sufficient.but alone are not sufficient.

Other AACSB Expectations Other AACSB Expectations Regarding Outcomes AssessmentRegarding Outcomes Assessment

Student performance on learning goals must be assessed Student performance on learning goals must be assessed systematically and routinely. systematically and routinely.

No one No one approach to assurance of learningapproach to assurance of learning is prescribed. is prescribed. Benchmarking is not required. Benchmarking is not required.

Assessment programs should include Assessment programs should include direct measures of learningdirect measures of learning. Course grades are . Course grades are notnot program program assessment measures. assessment measures.

Program assessment does not require that every student be Program assessment does not require that every student be assessed. assessed. SamplingSampling is acceptable as long as an appropriate is acceptable as long as an appropriate and representative sampling methodology is utilized. and representative sampling methodology is utilized.

Assessment results must be analyzed, disseminated, and Assessment results must be analyzed, disseminated, and utilizedutilized by the faculty toward curriculum planning. by the faculty toward curriculum planning.

The work of The work of individualindividual students – not student teams – is to students – not student teams – is to be used to assess learning outcomes. be used to assess learning outcomes.

Bloom’s TaxonomyBloom’s TaxonomyUsed While Writing ObjectivesUsed While Writing Objectives

LEVELLEVEL SOME COGNITIVE BEHAVIORSSOME COGNITIVE BEHAVIORS

EvaluationEvaluation Appraisal of an AnalysisAppraisal of an Analysis

or Synthesisor SynthesisSynthesisSynthesis Assembly of ApplicationAssembly of ApplicationAnalysisAnalysis Disassembly of ApplicationDisassembly of ApplicationApplicationApplication Use of UnderstandingUse of UnderstandingUnderstandingUnderstanding Management of KnowledgeManagement of KnowledgeKnowledgeKnowledge Memorization of facts, language, Memorization of facts, language,

concepts, principles, theoriesconcepts, principles, theories

Bloom’s TaxonomyBloom’s Taxonomy

Master of Science in Accounting Master of Science in Accounting Rubric ExampleRubric Example

MBA Rubric ExampleMBA Rubric Example

MA Economics Rubric ExampleMA Economics Rubric Example

IMBA Rubric ExampleIMBA Rubric Example

Assurance of Learning: Strategies Presentation BibliographyAssurance of Learning: Strategies Presentation Bibliography

Banta, T. W. Assessment and Accreditation: The linkages are strengthening. Assessment Update, Vol. 11, No. 3, May-June 1999. San Francisco: Jossey-Bass.

Boyer, E. L., (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass.

(2003, January/February). Change: The Magazine of Higher Learning, (entire issue)

Elphick, R. H., Weitzer, W. H. (2000, Winter). Coherence without a core. Liberal Education, 16-23.

Glassick, C. E., Huber, M. T., Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.

Huber, M. T., Morreale, S. P. (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, D.C: American Association for Higher Education

Loacker, G., (2000), Self assessment at Alverno College. Milwaukee: Alverno College Institute

Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.

Palomba, C. A., Banta, T.W, (2001). Assessing student competence in accredited disciplines: Pioneering approaches to assessment in higher education. Sterling: Stylus Publishing, LLC

Palomba, Neil A. & Catherine A. AACSB Accreditation and Assessment in Ball State University’s College of Business. Assessment Update, Vol. 11, No. 3, May-June 1999. San Francisco: Jossey-Bass, Inc.

Shulman, L. S. (1999, July/August). Taking learning seriously. Change: The Magazine of Higher Learning, 11-17.

Assurance of Learning: Small School Strategies Presentation Assurance of Learning: Small School Strategies Presentation BibliographyBibliography

Electronic Resources

 

AAHE Assessment Forum: www.aahe.org

 

Carnegie Academy for the Scholarships of Teaching and Learning (CASTL): www.carnegiefoundation.org/CASTL/

 

Internet Resources for Higher Education Outcome Assessment: http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

 

Student Learning Outcomes Initiative: www.alverno.edu/about_alverno/ability_curriculum.html

 

Urban Universities Portfolio Project: www.imir.iupui.edu/portfolio

 

AACSB/AIR Assessment in Business Schools Book outlineContext/Environment – Reasons for Assessment1. Assessment in Business Schools: where we were, where we

are, where we need to go

2. What the regional accreditors require3. School goals: branding4. School goals: student development5. School/university cultureInnovative Practice – each step of the wayChapters 6-14Assessing the (seemingly) “Unassessable” 15. Leadership16. Ethics 17. Innovation/entrepreneurship/creativity18. Global/cultural sensitivity19. Critical Thinking 20. Other topics 21. Assessment Practices in Accounting22. Assessing Disciplinary Competence23. Organizing for Assessment24. Overcoming Obstacles to assessment

Questions and CommentsQuestions and Comments