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How did the NSYSU College of
Management assure students’
learning outcomes
San-Pui Lam
Director, Learning Assurance Center (LAC)
Chair, Institute of Public Affairs Management
College of Management, NSYSU
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Outline of presentation
 The College’s learning goals for
students
 Resources from the university
 Functions of the LAC
 The Continuous Improvement Process
 Efforts of the College and LAC
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Our College’s learning goals for
students
 Ethics
 organizational, work, research
 Communication
 writing, oral
 Problem Solving
 Global Vision
 Professionalism
3
Resources from the University
 Teaching Development and Resources
Center
 Faculty evaluation
 Teaching awards
 Alumni survey
 Teaching survey
4
History of LAC
 Started January 2009
 Received grant from University
 1,380,090 NTD (42,000 USD) in 2009
 Continual support
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Functions of LAC
 Assist the departments and institutes
in assessing students’ learning
effectiveness
 Give recommendations based on the
assessment results
 Sponsor and organize activities for
teaching improvement
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The Continuous Improvement Process
Learning goals/ objectives
(The College)
Assessment of learning
(LAC and faculty)
Discussions and decisions
(College Executive Committee)
Curriculum improvement
(Curriculum Committee)
Faculty development
(Faculty Development Committee)
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The Continuous Improvement Process
Cycle of Learning Goals Assessment
學習目標
1)倫理覺知
2)溝通能力
3)問題解決能力
4)專業知能
5)全球視野
學年
98_1 98_2 99_1 99_2 100_1 100_2 101_1 101_2 102_1 102_2
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4
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5
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評量方式
 直接
 入學時的篩選（selection)
 結合於課程的量測（course-embedded
measures）
 課程外的測驗或表現要求（stand-alone
testing or performance）
 間接
 對學生、校友及校友雇主的調查
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Efforts of the College and LAC (before 2010)
Inquiry about the ways of assessment
 大部分之學習目標都是透過考試或是作業的方式來衡量
評量方法
學習目標
紙筆
測驗或
考試
課堂
討論
口頭
報告
個人
專題
分組
報告
個案
研討
競賽
其它
倫理觀
溝通能力
問題解決能力
專業能力
國際觀
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Efforts of the College and LAC
(before 2010)
 Exit survey and alumni survey
 Stand-alone tests (pilot)
 Suggested rubrics for courseembedded assessments
 Improvement of faculty's teaching
skills
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Efforts of the College and LAC (before 2010)
Exit survey
 College exit survey, June 2009
 385 students from BBA, MBA, IBMBA,
and EMBA
 Students agreed they had achieved
their programs' goals (Appendix 4)
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A sample of items in exit survey
(BBA)
你是否同意管理學院之課程能幫助您達到以下
之學習目標?
Mean
在校的學習有助於提升您對職場及學術倫理的
認識
4.1
在校的學習讓您瞭解未來在職場上如何依照專
業的規範完成工作
3.7
在校的學習有助於提升您的口頭與書面溝通能
力，與同事充分溝通
4.3
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Efforts of the College and LAC (before 2010)
College's alumni survey
 517 alumni who graduated between
2006 and 2008 responded
 response rate = 25.4%
 Most alumni agreed they attained the
learning goals (Appendix 5)
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A sample of items in alumni survey
(EMBA)
你是否同意管理學院之課程能幫助您達到以下
之學習目標?
Mean
在校的學習有提升您對企業倫理的認識
4.7
在校的學習讓您在職場上能夠依照專業的規範
完成工作
4.7
在校的學習讓您瞭解基本管理理論及工具，以
分析業務上問題
4.8
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Efforts of the College and LAC (before 2010)
Stand-alone Testing
 Pilot test, June 2009
 4 domains: ethics, communication, problemsolving, and global vision
 Satisfactory performance except the
subdomain logical reasoning
 LAC revised the tests and tried it on a
larger sample (N = 90) in January 2010
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A sample of items in stand-alone
tests: critical thinking
請指出下列各段落中，有沒有對該段落的主要論
點提供支持的論述或証據。注意：您不是要判斷
各段落結論的對錯，而是要判斷各段落之內，是
否有提出合乎邏輯的，有力的推論。
許多女人喜歡上教堂，男人比較少上教堂，所以
女人一般比男人心地更善良。
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A sample of items in stand-alone
tests: work ethics
您在一間著名的上市公司 A 任職，最近公司內部開會
通過要對另一家公司 B 進行併購。由於現在公司 B 的
股價很低，這時您會如何做呢？
不主動提起，但若有家人詢問，再暗示可能有此購
併案。
快通知家人請其大量低價買進公司 B 的股票。
告訴家人有此消息，請其自行判斷是否要買。
在公司未公佈前，不討論任何此購併案訊息。
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Efforts of the College and LAC (before 2010)
Design suggested rubrics for
course-embedded assessment
 Ethics
 organizational, work, research
 Communication
 writing, oral
 Problem Solving
 Global Vision
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Course-embedded Assessment
Suggested rubrics: Writing as an example
準則
語法與用字
格式及風格
內容及組織
標準與分數
1
2
文法與句子結構有許多錯誤；許
多錯別字
寫作格式雜亂，不符規範
3
內容缺乏焦點；論點模糊；轉接
突兀，文章乏味難懂
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Course-embedded Assessment
Suggested rubrics: Writing as an example
準則
語法與用字
格式及風格
內容及組織
標準與分數
1
2
文法與句子結構多處錯誤；頗多錯
別字
寫作格式不太一致；資料來源表達
不夠清楚（例如難以分辨那些是直
接引述，那些是改寫）
論點模糊；文意不夠流暢
3
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Course-embedded Assessment
Suggested rubrics: Writing as an example
準則
語法與用字
格式及風格
內容及組織
標準與分數
1 2
3
文法與句子結構大致正確；甚少錯
別字
符合寫作規範；清楚載明資料來源
論點清晰且聚焦；重點明確；起承
轉接流暢；文章讓人有興趣閱讀
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Efforts of the College and LAC (before 2010)
Improvement of teaching skills
 Feedback to programs
 Organize workshops or sponsor
attendance
 AACSB: 6 (2009)
 Harvard
 3 GCPCL (2009)
2 (2008)
18 PCMPCL (before 2009)
 College: 56 (2009)
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困難與挑戰 (一)
 溝通
 課程外的測驗 、意義與作法
 說服改變評量方式
 從最簡單開始
 調查
 課程外測驗
 課程內評量範例
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困難與挑戰 (二)
 如何衡量
 倫理觀
 國際觀
 如何設定課程外測驗的難度
 難度 vs. 信度
 通過率的標竿訂定
 如何讓評量結果落實到體制
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感謝聆聽，敬請指教
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