Transcript Business Management & Business Transfer Program Assessments

Bill Zannini
Business Programs Coordinator
October 27, 2008
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LO1 - Research the existing information and data regarding
the topic of inquiry
LO2 - Evaluate the evidence and data relevant to the topic of
inquiry
LO4 - Apply business theory and research to analyze case
studies and current issues in business
LO5 - In response to an assignment, use correct, standard
American English to produce clear, well-organized written
reports
LO9 - Use a computer to produce written reports and
classroom presentations
LO10 - Apply the technology of the Internet and Web for
research of current business topics and evaluate its contents
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Introduction to Business: Topic Review and Analysis
 Each student is required to identify a business topic and
write a minimum five (5) page analysis of the topic. You
must research and identify two (2) magazine articles and
two (2) Internet articles related to the topic; all articles
must be attached to the report when it is turned in. The
report must be typed with 1” borders, double-spaced, size
12 fonts with a cover / title page, table of contents, page
numbers, headers & footers, and bibliography citing all
references used in the report.
Sample outline of the paper:
 Cover / Title Page (with graphics)
 Analysis (5 pages or more)
 Bibliography (at least 5 references)
attached
Table of Contents
Summary
Four articles
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The rubric was initially developed via a
collaboration between Ellen & I.
It was then sent out to the instructors who
would be engaged in the outcomes
assessment for this academic year.
Their feedback was incorporated into an
updated rubric, which was then used during a
training session facilitated by Ellen Wentland.
◦ During that training session the rubric was further
discussed, updated and finalized.
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The ratings were agreed upon by the
instructors:
◦ Needs Improvement (1 -2 points)
◦ Satisfactory (3 – 4 points)
◦ Excellent (5 – 6 points)
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It was also agreed that if 75% of the students
assessed with a rating of 3 or above, that
would be acceptable for the programs.
The completed rubric was then distributed to
all students in the Business 101 classes in
advance of the assignment due dates.
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Students who took Business 101 in the fall
term 2007 and the spring term 2008 were
targeted for this assessment.
The students completed their assignments
during the 2nd half of each of those semesters
and submitted them for ratings the week
before final exams.
Each instructor rated only those students that
were Business Management or Business
Transfer majors and submitted the completed
rubrics to Ellen Wentland for analysis and
summary.
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An eye-opener for me and all of those involved.
Found ways to improve the instructions for the
assignment and for rating students with SMART
objectives.
Instructors, through the training were able to tie
the assignment directly to the outcomes.
Students were enthusiastic and welcomed a
better understanding how they were going to be
rated on their assignments, which led them to
ask better questions about the assignment and
to produce a quality document.
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Results indicated in all outcomes that we
were meeting and/or exceeding the
expectations of the programs.
◦ The overall results (see attached data sheets)
showed a rating of 94% or better on all outcomes
with at least a rating of “3”.
◦ Further analysis showed that sophomores received
a 100% rating of “3” or better in 7 of the 8
outcomes; the only outcome to receive a rating of
95.2% was Outcome #3 which is ‘report contained
information from at least 4 relevant sources.’
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We also looked at ratings of “4” or better for
all outcomes and the results show 78.4% or
better on all outcomes.
◦ The two lowest scoring outcomes were Outcome #3
and #5; both of them relate to researching sources
for the project report and evaluating them.
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Business Programs’ faculty feels strongly that
the process worked extremely well and that
we will continue to work with Ellen to develop
a new rubric to address additional outcomes
for the upcoming year.
We learned a lot about our students and
about our instructors in this process and the
good news is that we are doing well in
instructing our students.
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In response to the results of the assessment,
◦ We will work with the Library Staff to assist business
students on improving their research and
evaluation skills.
◦ One other analysis that Ellen helped us with was to
look at whether students should be required to take
English Composition before taking the Introduction
to Business course.
 The analysis showed that students who did not take
English Composition did as well as those that did.
Therefore, we do not see a need at this time to make
English Composition a prerequisite for the course.
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Thank You!
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