Transcript Assurance of Learning: Small School Strategies AACSB
Assurance of Learning: Assessment Strategies
AACSB Continuous Improvement Fogelman College of Business & Economics AACSB Continuous Improvement Fogelman College of Business & Economics
2007
Assurance of Learning Process
Learning Goals Improvement Learning Objectives Assessment
Assurance of Learning
“Schools should assume great flexibility in fashioning curricula to meet their missions…Accreditation does not mandate any particular set of courses…Contents of the learning experiences provided by programs should be both current and relevant to needs of business and management positions.”
Clear Goals for Business Education
What are the assumptions and primary student learning goals of each degree program in the Fogelman College?
How, when, and where do students encounter them?
Fogelman College Degree Programs
BBA
MBA
EMBA
IMBA
MSBA
MSA (Accounting)
MA (Economics)
Ph.D.
Goals vs. Objectives
Goals express what we want our students to
be
.
Objectives describe what we want our students to
do
.
In order to be assessable, objectives must be written so they specify behaviors or products that can be observed and measured.
Example – Goal and Objective
Goal: Be a Good Team Member Objective: Students will work effectively in a team environment to solve business related scenarios.
A Quick Review: AACSB Standard 16
“(Driven by mission)…the school goals and degree program.” specifies demonstrates achievement learning of learning goals for key general, management-specific, and/or appropriate discipline specific knowledge and skills that its students achieve in each undergraduate Old Days: We taught it!
Now: They learned it!
Assessment vs. Evaluation
Assessment
focuses on the student and the learning environment.
Evaluation
focuses on the professor and the teaching performance.
Grades , when used alone, are no longer regarded as adequate indicators of student learning.
Rubric Framework
4-10 goals per degree program 5-7 objectives for each goal 1 or more measurements for each objective Faculty driven, mission driven
What the Standard Does
Not
Require
Use a specific assessment method Assessment at the concentration/major level Benchmark with other schools Assessment of every topic/skill in Standard 15 That every student must be assessed The percentage of students who must meet a set standard Graduation must be tied to meeting standards That the complete assessment process must be implemented all at once, and immediately
Fogelman College Mission Statement
Our mission is to offer business education for a diverse student population by teaching a rigorous and relevant business curriculum, supported and strengthened by research and community outreach. Our degree programs serve the workforce needs of the Mid-South region and beyond. Specifically, in order of emphasis,
Through our MBA program, as well as the Executive MBA, International MBA, and other master’s programs, we prepare students for leadership roles in a technology-driven and globally competitive marketplace. We provide an undergraduate program that prepares students for successful careers in today’s technology-driven and globally competitive marketplace and for future graduate studies.
We offer a Ph.D. program in business administration in selected areas of existing and emerging strengths to prepare students for teaching, research, or professional careers while serving as a research catalyst to stimulate faculty scholarly endeavors.
Fogelman College - Goals
GOALS
Our mission is to be achieved by establishing and accomplishing measurable objectives for the following goals:
Pursue national recognition for programs in the College
Improve graduate and undergraduate curricula and specify our expectations for student learning Attract and retain quality students that meet or exceed those of our peer institutions while maintaining a diverse student body
Recruit, develop, support, and retain faculty who meet or exceed the teaching and research scholarship of our peer institutions Continue to provide faculty and students with opportunities to learn, contribute and interact with the business, government, and nonprofit communities Improve career planning and placement services for students and alumni Use all resources wisely, while continually increasing internal and external funding for the College
Fogelman College (Sample Goals)
The BBA Program prepares students for management positions in the Mid South area. This requires students to develop the following core competencies:
Application of Theory to Practice
Technology Driven Applications
Leadership Development
Global Perspective
Quantitative Interpretation and Analysis
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 Important to the Fogelman 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 Measurement:
Written assignments including cases, research reports, and memos.
Oral presentations, debates.
Computer projects Simulations Classroom exercises Business plans and/or consulting projects.
Exams or embedded questions on exams.
Examples of Indirect Assessment *
Surveys Questionnaires Interviews Focus Groups * May be part of an assessment program, but alone are not sufficient.
Other AACSB Expectations Regarding Outcomes Assessment
Student performance on learning goals must be assessed systematically and routinely. No one approach to assurance of learning is prescribed. Benchmarking is not required. Assessment programs should include direct measures of learning . Course grades are not assessment measures. program Program assessment does not require that every student be assessed. Sampling methodology is utilized. is acceptable as long as an appropriate and representative sampling Assessment results must be analyzed, disseminated, and utilized by the faculty toward curriculum planning. The work of individual students – not student teams – is to be used to assess learning outcomes.
Bloom’s Taxonomy Used While Writing Objectives
LEVEL SOME COGNITIVE BEHAVIORS
Evaluation Synthesis Analysis Application Understanding Knowledge Appraisal of an Analysis or Synthesis Assembly of Application Disassembly of Application Use of Understanding Management of Knowledge Memorization of facts, language, concepts, principles, theories
Bloom’s Taxonomy
Master of Science in Accounting Rubric Example
MBA Rubric Example
MA Economics Rubric Example
IMBA Rubric Example
Assurance of Learning: Strategies Presentation Bibliography
Banta, T. W. Assessment and Accreditation: The linkages are strengthening.
Assessment Update
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(entire issue) Elphick, R. H., Weitzer, W. H. (2000, Winter). Coherence without a core.
Liberal Education
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Glassick, C. E., Huber, M. T., Maeroff, G. I. (1997).
Scholarship assessed: Evaluation of the professoriate.
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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
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(2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.
Palomba, C. A., Banta, T.W, (2001).
disciplines: Pioneering approaches to assessment in higher education. Sterling: Stylus Publishing, LLC Assessing student competence in accredited
Palomba, Neil A. & Catherine A.
University’s College of Business. Assessment Update, Vol. 11, No. 3, May-June 1999. San Francisco: Jossey-Bass, Inc.
AACSB Accreditation and Assessment in Ball State
Shulman, L. S. (1999, July/August).
Higher Learning, 11-17.
Taking learning seriously. Change: The Magazine of
Assurance of Learning: Small School Strategies Presentation Bibliography
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 outline Context/Environment – Reasons for Assessment 1. Assessment in Business Schools: where we were, where we are, where we need to go 2. What the regional accreditors require 3. School goals: branding 4. School goals: student development 5. School/university culture Innovative Practice – each step of the way Chapters 6-14 Assessing the (seemingly) “Unassessable” 15. Leadership 16. Ethics 17. Innovation/entrepreneurship/creativity 18. Global/cultural sensitivity 19. Critical Thinking 20. Other topics 21. Assessment Practices in Accounting 22. Assessing Disciplinary Competence 23. Organizing for Assessment 24. Overcoming Obstacles to assessment