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Assessment of Learning Review and Overview

Assessment of Learning Review and Overview. College Assessment Oversight Committee: David Allen, P . K. Jain, Brian Janz , David Kemme , Craig Langstraat , Dan Sherrell , Terry Umbreit. Why do we have an assessment of learning program?.

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Assessment of Learning Review and Overview

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  1. Assessment of LearningReview and Overview College Assessment Oversight Committee:David Allen, P. K. Jain, Brian Janz, David Kemme, Craig Langstraat, Dan Sherrell, Terry Umbreit

  2. Why do we have an assessment of learning program? • To assess what graduates are able to do after graduation, based on program outcomes for the various degree programs, and then implement needed improvements. • Mandated by AACSB accreditation standards. • SACS also requires that an Assessment of Learning process be in place.

  3. Can assessment be used to evaluate a course or a professor? • No. AACSB mandates that the Assessment of Learning (AOL) process be used to assess degree programs and forbids the use of the AOL process to assess courses or faculty. • Direct measurement takes place in designated courses where the objectives can be measured—not necessarily where the learning takes place. • Improvements can be implemented by revision of the existing curriculum and other appropriate activities.

  4. How often must assessment of learning take place – loop completed? • AACSB mandates that the Cycle of Assessment be completed a minimum of two times during any five-year period for each degree program. • Assess, Evaluate, Recommend Improvements, Implement Improvementsand then complete thecycle again – a continuous improvement process.

  5. Who drives assessment of learning? • AACSB mandates that the Assessment of Learning process be faculty driven. • The Director ofAssessment and other administratorscan guide the process, but theprocess must becentered aroundfaculty input and involvement.

  6. Step 8: Revise the Assessment Plan and Continue the Loop Step 1: Identify Program Goals Step 7: Close the LoopImplement Improvement Cycle of Assessment Step 2: Specify Intended Learning Outcomes (Objectives) Step 6:Close the Loop Report Findings Step 3: Select Assessment Methods Step 5:Close the Loop Analyze the Data Step 4: Implement: Data Collection

  7. http://www.fcbeassessment.net

  8. Degree Programs Assessed • BBA • BBA – Accountancy • EMBA • IMBA • MBA • MA - Economics • MS – Accountancy

  9. Learning Outcomes – Each Degree Program:What the student will be after degree completion • Bachelor of Business Administration (BBA) • Each student will be an effective communicator. • Each student will demonstrate critical thinking skills. • Each student will be knowledgeable about ethical factors in the business environment. • Each student will be knowledgeable about the global business environment. • Each student will be a proficient user of business presentation and analysis technology. • Note: Developed by a faculty committee teaching primarily in the undergraduate area.

  10. Degree Program Learning Outcomes – Objectives indicate what the student can do after completion – Developed by a faculty committee

  11. Rubric for Each Learning OutcomeDeveloped by a Faculty Committee

  12. Direct Assessment of ObjectivesPerformed by Faculty

  13. Closing the Loop A Very Important Process • Where assessment and evaluation come together… • Assessment: • Gathering, analyzing, and interpreting information about student learning • Evaluation • Using assessment findings to improve institutions, divisions, and departments .

  14. http://www.fcbeassessment.net/ClosetheLoop.htm

  15. Improvement Recommendations • BBA – 20 • BBA ACCT – 11 • IMBA – 5 • MBA – 6 • MS ACCT – 15 • Total Recommendations: 57

  16. Sample Recommendations • Strengthen the 4 Cs initiatives to improve critical thinking in project management, problem formulation, problem analysis and resolution by designating a course with sole responsibility for assuring that activities are provided to meet this initiative. • Moving MIS 2755 to the upper level will facilitate this integrative process and improve the entire curriculum. • Examine ways to improve instruction relating to student use of computer software tools to organize data for statistical analysis and decision making in order to solve business related problems.

  17. Sample Recommendations • Increase emphasis and reinforcement that is placed on oral communications in the business curriculum. • Business majors should be required to complete COMM 2381 as part of the lower core which should then be coordinated with instructional activities in MGMT 3510—taken as early as possible, but not later than during the junior year. • Develop a standard syllabus for MGMT 3510 sections to assure consistency and standards across sections.

  18. Next Challenges • Implement Recommended Improvements – Five DegreePrograms (Fall 2009 to Fall 2010). • Complete Assessment Loop – MA ECON, and EMBA (End of Spring 2011). • Improvement Reports Completed – Faculty with Designated Responsibilities (Fall 2010). • Start the Loop Again – MBA (Spring 2011) • Faculty support will be critical (Forever).

  19. Questions and/or Comments

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