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McCoy College of Business Administration (MBA Program)

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... defined majors in accounting, CIS, economics, finance, management, and marketing. ... and critical thinking processes used in business decision making. ... – PowerPoint PPT presentation

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Title: McCoy College of Business Administration (MBA Program)


1
McCoy College of Business Administration (MBA
Program)
  • Why Assessment?
  • We give grades dont we?
  • What is an Assessment Program?
  • What can we do?
  • How do we do it?
  • Special thanks to Dr. Doug Eder and Dr. Kathryn
    Martell for much of the content in this
    presentation.

2
The First and Only Goal
  • To teach for long-term retention of information
    and application to new situations
  • --after Halpern Hakel

3
  • Deep (expert) learning is a curriculum function.
  • It is not a course function.

Universities are systems
4
Direct vs. Indirect Assessment
  • Direct assessment acquires evidence about student
    learning and the learning environment Exams,
    projects, logs, portfolios, observations....
  • Indirect assessment acquires evidence about how
    students feel about learning and their learning
    environment Surveys, questionnaires, interviews,
    focus groups, reflective essays....

5
Whatever Assessment Is...
  • ...Its Multiple Measures Over Time.

6
Why Assessment Wont Go Away
  • Limits on money
  • Shifts in public view of Higher Education
  • State laws and education standards
  • Accountability to accrediting agencies to
    maintain operating credentials
  • Result We must demonstrate quality of outcome
    and return on investment.
  • Through assessment educators meet
    responsibilities to themselves, to students, and
    to the public.

7
What is Program-Level assessment as specified
by AACSB?
  • The college or school must specify program-level
    learning goals for each separate degree program.
    Generally, such goals are anticipated for each
    degree, not for separate majors or concentrations
    within a degree. For example, the McCoy College
    offers a Bachelor of Business Administration
    (BBA) degree with defined majors in accounting,
    CIS, economics, finance, management, and
    marketing. A set of program-level learning goals
    for the BBA degree must be provided and assessed
    goals for each major will not be required for
    AACSB program review accreditation. The MBA
    program has program-level learning goals
    reflecting graduate-level learning outcomes.

8
Strongest Links The Scholarship of Teaching
  • Clear Goals
  • Adequate Preparation
  • Appropriate Methods
  • Significant Results
  • Effective Presentation
  • Reflective Critique

9
Assessment vs. Evaluation
  • Assessment focuses on the student and the
    learning environment.
  • Evaluation focuses on the professor and the
    teaching performance.

10
We Give Grades, Dont We?
  • Arent grades
  • (by themselves)
  • enough?

NO!
11
When used alone, grades are no longer regarded as
adequate indicators of student learning.
  • Professor autonomy Grades in one course or
    section may be recorded using a different
    standard than grades in another.
  • General accountability Much of the current
    public annoyance with higher education comes from
    a lack of skill and content mastery by students
    who have received good grades.

12
Grades may reflect many things besides student
mastery of course objectives
  • Verbal ability
  • Participation
  • Cooperation
  • Extra credit
  • Attendance
  • Effort
  • Criterion Performance vs. Value Added

13
Good Assessment Asks Good Questions
  • Do we have a curriculum or a set of common
    courses? Which of these do our students
    experience?
  • What do we want our students to be or to have
    when they have completed the program? What are
    our curricular goals?
  • What do our students do to demonstrate
    accomplishment of curricular goals (i.e. course
    objectives)? How much and what kinds of writing?
    What kinds of math? Oral Presentations? Analysis
    and Reports? Are these relevant to our curricular
    goals?
  • How do we demonstrate to ourselves that students
    are achieving or have achieved curricular goals?

14
Graduate Common Core Courses
  • 1. MGT 5314 Organizational Behavior and Theory
  • 2. ECO 5316 Managerial Economics
  • 3. MKT 5321 Marketing Management
  • 4. QMST 5334 Advanced Statistical Methods for
    Business
  • 5. ACC 5361 Financial and Managerial Reporting
    and Analysis
  • 6. FIN 5387 Managerial Finance
  • 7. CIS 5354 Decision Support Models in
    Management
  • 8. MGT. 5313 Administrative Policy

15
GRADUATE LEARNING GOALS (MBA) Upon completion of
the Master of Business Administration (MBA), a
student will be able to
  • 1. Integrate knowledge of fundamental business
    disciplines to effectively manage domestic and
    global organizations in a dynamic environment.
  • 2. Integrate appropriate information technologies
    for managing business data for decision making,
    enhancing productivity, and communicating with
    others.
  • 3. Evaluate analytical skills and critical
    thinking processes used in business decision
    making.
  • 4. Evaluate the issues associated with ethical
    leadership and conducting business in an ethical,
    legal, and socially responsible manner.
  • 5. Demonstrate the ability to communicate
    effectively, both orally and in writing, in new
    and unfamiliar circumstances.
  • 6. Apply the skills needed to effectively lead
    and contribute to dynamic workgroups.

16
An Assessment Question How Do You Know...
  • ...that students walk out your door looking like
    you want them to? What behaviors have they
    exhibited or products have they produced? What
    are the indicators for your goals?

17
Goals and Objectives for Students
  • Goals express what we want our students to be.
  • Objectives describe what we want our students to
    do.
  • .....
  • Objectives are indicators of goals.

18
Graduate Faculty Teaching Common Core Courses
Should
  • Talk to each other (if multiple faculty teach the
    course) . . .
  • Agree on specific objectives for the course . . .
  • Make sure course objectives are relevant to
    Program-Level goals . .

19
To be assessment friendly, objectives should
  • Focus on students
  • Make the learning goals visible (serve as
    indicators)
  • Describe behaviors or products (doing, making)
    that can be captured by assignments.

20
Blooms Taxonomy
  • LEVEL SOME COGNITIVE BEHAVIORS
  • Evaluation Appraisal of an Analysis
  • or Synthesis
  • Synthesis Assembly of Application
  • Analysis Disassembly of Application
  • Application Use of Understanding
  • Understanding Management of Knowledge
  • Knowledge Memorization of facts, language,
    concepts, principles, theories

21
The Next Step . . .
  • Graduate Faculty Should Agree on How Best to
    Measure Student Performance on each Objective
    Contributing to Program-Level Goals.

22
Some Assessment Ways and Means
  • Assessment days or centers
  • Case studies
  • Classroom assessments
  • Completion and retention studies
  • Content analyses
  • Debates
  • Direct observations
  • Focus groups
  • Graduate success
  • Internships and service learning
  • Interviews (including videotapes)
  • Exams for certification and licensure
  • Matrices
  • Performances
  • Portfolios of several kinds
  • Projects (Primary Trait Analysis)
  • Questionnaires and surveys (Direct and telephone
    employer, alumni, and student attitude and
    satisfaction)
  • Reflective essays
  • Study and activity logs
  • Tests
  • (Locally-developed and standardized)
  • Transcript analyses

23
Another Step . . .
  • Depending on the method (ways and means) used to
    assess a course objective, develop a rubric or a
    method of measurement.
  • Evaluate student performance on the specific
    objective on three levels Exceeds Expectation
    Meets Expectation Does Not Meet Expectation.
  • Report your findings.
  • Discuss the result(s), determine any actions to
    take (if necessary).

24
Example Rubric for MGT. 4335
25
Responsibilities of Core Course Coordinators
  • 1. completing the Course Alignment Matrix which
    specifies which program-level learning goals are
    covered in a specific core course,
  • 2. developing course learning objectives that
    lead to fulfillment of program-level learning
    goals,
  • 3. collecting data from faculty teaching course
    sections to support or measure student learning
    of program-level learning goals (including a
    representative sample of measurement
    devices/techniques/assignments to be maintained
    in the office of the core course coordinator),
  • 4. reporting collective results on program-level
    learning goals to the McCoy College Assessment
    Committee, and
  • 5. discussing and acting on specific
    recommendations made by the college assessment
    and curriculum committees.

26
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27
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28
What documentation must be retained by the Core
Course Coordinators?
  • Core course coordinators should retain copies of
    instruments used for direct assessment of student
    learning, such as assignments, written products,
    test questions, rubrics, scoring grids, etc. The
    course coordinators also must retain sample
    student products relating to the instruments
    used. Aggregate results of direct assessments
    for various program-level learning goals gathered
    and/or submitted to the assessment committee
    should be retained by the course coordinator by
    semester or year for review. Minutes of core
    course faculty meetings should be retained with
    special emphasis given to items concerning
    improvements in instruments used to assess
    student learning and acknowledgement and review
    of data.

29
Must all students be assessed?
  • For the purpose of meeting AACSB-International
    standards relating to Assurance of Learning (16,
    18 and 20), sampling may be utilized as long as
    it is representative. Faculty teaching college
    core courses for various programs, as scholars in
    their respective fields and under the leadership
    of the Core Course Coordinator, have the
    responsibility for determining appropriate
    representative sample sizes. Graduate core
    course coordinators may use census data from
    graduate core courses for assessment purposes.

30
Should college core course faculty and
coordinators gather data and submit results every
year?
  • Program-level learning goals for undergraduate
    (BBA) and graduate (MBA) programs are reviewed on
    a scheduled rotational basis. At least two
    program goals are reviewed each year, and college
    core courses covering that particular program
    goal are required to submit the results of
    course-embedded assessment to the assessment
    committee during the scheduled review year.
    Since the McCoy College views assessment as a
    continuous process, core course coordinators and
    core course faculty are encouraged, but not
    required, to gather data each semester for the
    reporting of assessment results.

31
Example Undergraduate Goal Rotation
  • Program-Level Goal Rotation Sequence
  • Academic Year 2005-2006
  • Goal 1 Conceptualize a complex issue into a
    coherent, persuasive written or oral statement.
  • Goal 5 Understand the importance of group
    dynamics in achieving organizational goals and
    use the skills needed for effective teamwork.
  • Academic Year 2006-2007
  • Goal 2 Use critical thinking skills to evaluate
    information, solve problems, and make sound
    decisions.
  • Goal 3 Use information technology skills in
    decision-making.
  • Academic Year 2007-2008
  • Goal 4 Apply general concepts of ethical
    behavior in dealing with stakeholders.
  • Goal 6 Understand the importance of culture and
    diversity.

32
We have never been asked...
  • ...to assess everything all at once.

33
Who sets performance standards? How should Core
Course Coordinators report student performance on
various college-level learning goals?
  • For each program-level learning goal assessed in
    a college core course, the faculty will determine
    their minimum expectation or standard. For
    reporting data on any specific program-level
    learning goal, core course coordinators should
    aggregate data and report the results by three
    levels Exceeds Expectations Meets Expectations
    or Does Not Meet Expectations. In order to
    preserve the integrity of the assessment process,
    core course coordinators should release aggregate
    data by course (all sections) and not individual
    results by the professor teaching the core
    course. Program Assessment in the McCoy College
    is not the evaluation of faculty performance in
    the classroom it concerns the aggregate level of
    student learning of various program-level goals.

34
Example Report on Program Goal
35
An Important Lesson from the Farm
  • A pig doesnt get any fatter merely by weighing
    it.

36
How many students must meet or exceed the
performance standard on a college-level program
goal?
  • There is no prescribed percentage of students
    that must meet the standard articulated by
    faculty. AACSB and other constituent groups will
    look at whether and how these data are used for
    continuous improvement purposes. Thus, a poor
    showing of student mastery of a given
    program-level learning goal would only be a
    concern if the curriculum was not subsequently
    modified to improve student skills/performance of
    that learning goal. A second emphasis in the
    Assurance of Learning Standards is that
    program-level learning goals are used to
    communicate competencies of graduates to
    students, employers and other constituents.
    Thus, faculty have the responsibility to develop
    and modify curricula to insure that program-level
    goals are achieved by most graduates and not
    just a portion.

37
What Assessment Asks of You!
  • One day of initial development time to determine
    course objectives and agreeing on a grading
    rubric for specific course objectives.
  • Two to three hours per semester (depending on the
    goal rotation) to extract student performance on
    course objectives leading to the fulfillment of
    program-level goals.
  • Writing a short report (1 page) concerning
    student performance.
  • Maintaining examples of student work, grading
    rubrics or other examples demonstrating student
    achievement of course objectives.
  • Talking to other faculty about continuously
    improving classroom processes and products to
    improve student learning of program level goals
    over time.

38
Closing Thought
  • The enemy of the good is the perfect.
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