ASSESSMENT OF STUDENT LEARNING - WordPress.com...Assessment of Student Learning Reports Rubric 33 Assessment of Student Learning Plans Rubric 36 Section I: General Comments about Preparing

Institutional Research, Planning and Assessment Page 1

ASSESSMENT OF STUDENT LEARNING: GUIDELINES, TEMPLATES AND RUBRICS

Academic Department Version

ROGERS STATE UNIVERSITY Claremore, Oklahoma

August 2008


Contents

Section I: General Comments about Preparing Assessment Reports and Plans 3

Guidelines for Preparation of Annual Program and General Education Assessment Reports and Plans 3

Overview 3

Writing Guidelines 3

What is the difference between assessment and grading? 4

What should the faculty consider when selecting an assessment strategy? 5

Section II: Academic Department Program Assessment of Student Learning Reports and Plans 7

Assessment of Student Learning Report 7

Part I: Relationship of Degree Program (or Major) Learning Outcomes to Departmental and University Missions 7

Part II: Discussion of Assessment of Student Learning Plan Established for This Academic Year 8

Part III: Analysis of Evidence of Student Learning for this Academic Year 8

Assessment of Student Learning Plan 11

Section III: General Education Report and Plan 13

General Education Assessment of Student Learning Report 13

General Education Assessment of Student Learning Plan 20

Section IV: Developmental Studies Program Assessment of Student Learning Report and Plan 25

Developmental Studies Program Assessment of Student Learning Report 25

Developmental Studies Program Assessment of Student Learning Plan 29

Section V: Rubrics 32

Assessment of Student Learning Reports Rubric 33

Assessment of Student Learning Plans Rubric 36

Section I: General Comments about Preparing Assessment Reports and Assessment Plans


Guidelines for Preparation of Annual Program and General Education Assessment Reports and Plans

Overview

Within this document are the guidelines, templates and rubrics that guide the faculty’s assessment of student learning. The faculty determines the learning outcomes, assessment measures, and performance standards for the Academic Degree Programs, General Education Program, and Developmental Studies Program. The faculty collects and analyzes the evidence of student learning; determines what instructional changes, if any, are appropriate; and uses the information as part of the departmental Academic Plan. The University Assessment Committee, as peer reviewers, evaluates the assessment reports and plans according to standards as described in the rubrics. The Committee provides feedback to the academic department in order to increase the effectiveness of the assessment process. The Office of Institutional Research, Planning and Assessment (IRPA) supports the university assessment process through the publication of guidelines, forms and rubrics based on the standards set by the Assessment Committee in order to achieve accreditation requirements of the Higher Learning Commission. The Office is responsible for the preparation of the university’s Annual Assessment Report submitted to the Oklahoma State Regents for Higher Education and posting of assessment results on the University’s IRPS website.

Writing Guidelines

1. Use the templates provided and refer to the examples. So that we may have a consistent reporting format for all departments, please follow the guidelines listed below. a. Use the tables as provided in the template. Please do not alter the format of the table. b. Within the table, please follow the following guidelines for formatting:

i. Use only one course, objective, measure, etc., per table row. If you report multiple measures use separate rows. ii. Do not use tabs or spaces to align text in table. iii. Do not modify table format, including cell sizes, shading, or formats.

2. Use the correct names for all degrees and programs, as stated in the current Bulletin. 3. Do not provide any student names or other identifying information. 4. If data are unavailable for reporting, enter “not collected” in the appropriate cell. Do not report the reasons for the lack of data within the table. 5. Use correct degree names– “associate IN, not OF, etc.” 6. Do not use the language of inferential statistics on population or “grab set” data. If you sample, describe sampling method used and statistical tests performed. 7. Do not use the term “Likert-like scale” unless you use Likert-like scales. Definition of a Likert-like scale: A rating scale measuring the strength of agreement towards a

set of clear statements. Often administered in the form of a questionnaire used to gauge attitudes or reactions. Example: I found the software easy to use: Strongly disagree (SD) Disagree (D) Agree (A) Strongly agree (SA)

8. You may use abbreviations/acronyms for programs in body of report, but not headings – use full names in report headings. 9. Do not add statements in assessment plan that “IR office will ….” unless the IR office has committed to performing specific services for your department. 10. Do not use footnotes. Any such annotations must be in body of report or will not be included.

What is the difference between assessment and grading? There is overlap between assessment and grading, but grades alone are usually insufficient evidence of student learning. Imaging applying for tenure or promotion and providing your students’ grades as sole evidence of your teaching effectiveness and of what your students have learned. Grading and Assessment Differ


Some faculty base grades (appropriately) not just on evidence of what students have learned, such as tests, papers, presentations, and projects, but also on student behaviors that may or may not be related to course goals, i.e. attendance or participation.

Grading standards may be vague or inconsistent. For example, faculty may say they want students to learn how to think critically, but base grades on tests emphasizing factual recall.

Faculty teaching sections of the same course may not agree on common standards and might therefore, theoretically, award different grades to the same student assignment.

Some individual grading standards are so vague that a faculty member might, conceivable, award an A to an essay one day and a B to the identical essay a week later. Reference: Suskie, L. (2004). Assessing student learning: A common sense guide. Anker Publishing: Bolton, MA.


What should the faculty consider when selecting an assessment strategy?

The faculty should select assessment strategies that answer the question “How well are students learning?” Suppose Michael, one of your students, scored 65 on a particular test. How well did he do? It depends on how you define “doing well.” There are at least six perspectives, frames of reference, or bases of comparison for this decision. Each involves a comparison of Michael’s score to something else and answers a different kind of question.

Standards-based: Are your students meeting standards?

Competency based or criterion referenced e.g., faculty determined that a minimum score of 50 was required to pass the test. Objective Measure

Design the assessment plan to collect information at a suitable point in the course or program, usually at the end. Determine the standard: what level of performance is “good enough.” Compare your findings against that standard.

Benchmarking: How do your students compare to peers?

Peer referenced or norm referenced e.g., comparing the individual score against the state, regional or national average Objective Measure

Design the assessment plan to collect information at a suitable point in the course or program, usually at the end. Identify appropriate peers. Collect comparable information from those peers. Compare your findings against those of your peers.

Best practice: How do your students compare to the best of their peers?

Peer referenced e.g., compares your results against the best of your peers Objective Measure

Same as benchmarking. Use this perspective only if you and your colleagues have a strong commitment to improving your course, program, or institution further, no matter how good it may already be.

Capability: Are your students doing as well as they can?

Potential e.g., compares assessment results against what students are capable of doing. Subjective Measure

Good for assessment of “outliers”. Be sure the student’s capabilities are accurately determined in advance. Design the plan to measure assessments periodic intervals on the student’s capabilities and achievements. Then, compare the student’s achievement against capabilities, and decide if their achievement levels are satisfactory.

Longitudinal: Is your program improving?

Compares current students against peers in prior courses e.g., looks at changes in successive groups rather than changes within one student or one group Objective Measure

Design the plan so that the same assessment is given to successive groups of students at about the same time in the curriculum, course or program. Determine the change in successive groups of students. Remember that changes in performance may be due to other


factors, i.e., the class of students had a higher group ACT composite than the previous group.

Reference: Suskie, L. (2004). Assessing student learning: A common sense guide. Anker Publishing: Bolton, MA.

Section II: Academic Department Program Assessment of Student Learning Reports and Plans


ROGERS STATE UNIVERSITY Department of Business

Assessment of Student Learning Report For Academic Year 2007-2008

Part I: Relationship of Degree Program (or Major) Learning Outcomes to Departmental and University Missions

Insert the School, Department and Degree Program or Major missions in the space provided. Not all Degree Programs or Major will have a Mission Statement. Insert the School, Departmental and Program learner outcomes in the appropriate space that most closely aligns with the University Purpose. Repeat the Table for each Degree Program or Major in the Department. Full Name of the Degree Program or Major:

Bachelor of Science, Business Administration; Associate of Arts, Business Administration; Associate of Arts, Accounting

RSU Mission School Mission Departmental Mission Degree Program or Major Mission

The mission of RSU is to prepare students to achieve professional and personal goals in dynamic local and global communities. RSU provides traditional and innovative learning opportunities and is committed to excellence in teaching and student services. The purposes, which support the RSU mission, are as follows:

The primary mission of the School of Business and Technology is to prepare student s to compete and perform successfully in diverse careers in business, technology, sport management, and related fields by providing a quality academic experience. Undergraduate programs and their respective curricula will remain responsive to social, economic, and technological developments.

The mission of the Department of Business is to provide quality programs to support the School of Business and Technology’s mission to prepare students to achieve professional and personal goals in the dynamic local and global communities. The courses are taught using a large array of innovative methods including regular classes, asynchronous and synchronous online courses, telecourses, and compressed video.

The Bachelor of Science in Business Administration is designed to meet the continuing demand for business administration majors who understand the function of business and can utilize those functions in an increasingly competitive, global economy. Students may choose from options in Accounting, Entrepreneurship, Forensic Accounting**, Human Resources Management, Management, Manufacturing Management**, or Marketing. This business administration program is responsive to students choosing the business administration curriculum at the beginning of their college studies or to students who have completed an associate’s degree in business.

To provide baccalaureate and associate degrees, graduate degree opportunities and educational opportunities for traditional and nontraditional students.

To offer two- and four-year educational opportunities in business, sport management, and technology.

To offer two- and four-year educational opportunities in business.

To promote an atmosphere of academic freedom and tolerance of diverse views for members of the University community.

To meet students special needs through comprehensive developmental educational programs.

To foster student competence in written and oral communications, scientific reasoning, and critical thinking that emphasizes qualitative as well as quantitative skills.

To provide students with a diverse, innovative faculty dedicated to excellence in teaching.


To promote and encourage student, community, faculty, and staff interaction in a positive academic climate.

To provide University-wide student services, activities, and resources that complete academic programs.

To create opportunities for cultural, intellectual, and personal enrichment for the students and the residents in surrounding communities.

1. How well do the student learning outcomes of degree programs or majors align with the institutional mission and purposes? Please provide a brief discussion of the relationship for

each degree program or major in your department. Name of Degree Program or Major Relationship of Degree Program or Major to University Mission and Purposes

Bachelor of Science, Business Administration (BSBA)

The BSBA is the cornerstone four-year degree in the School of Business. It aligns with the RSU mission of providing baccalaureate and associate degrees.

Associate of Arts, Business Administration The curriculum is designed with an excellent foundation in general education and a business core offering to pursue a four-year degree.

Associate of Arts, Accounting The curriculum is designed with an excellent foundation in general education and a business core offering to pursue a four-year degree.

Part II: Discussion of Assessment of Student Learning Plan Established for This Academic Year

2. Following the completion of your department’s previous year Assessment of Student Learning Report, your department identified specific instructional changes that would occur during the year that just ended may have been included into the departmental Academic Plan. Which of those changes occurred and which did not? Please provide a brief rationale for any modifications to your planned changes. If no planned changes were reported last year, simply state, “No planned changes reported.” (See Question #1 from Plan.)

Name of Degree Program or Major Instructional Changes that Occurred or Planned Inclusion of Changes Into Academic Plan or Budget

Bachelor of Science, Business Administration (BSBA)

The assessment measures for objectives 4 and 6 are vague and possibly biased and a pre-test/post-test measurement will be added in the business ethics course to supplement the survey. The business ethics course is approved to be a part of the business core as of the fall 07 term. The first business ethics course will be offered during the fall 08 term.

The first business ethics course will be offered during the fall 08 term.

Due to the low scores on the ETS field test in Business in the international business area, an International Economic Issues and Policies was added as a general education requirement for all students in the Bachelor of Science in Business Administration in the fall 07 term. Student scores in the international business area improved by 11.8 % in the school year 2007 -2008. Educational Objective 7 is added to this report: The students completing the degree will demonstrate an understanding of key international concepts.

The students completing the degree will demonstrate an understanding of key international concepts.

Associate of Arts, Accounting Feedback from the assessment committee was reviewed and used in part in preparing the 2008-09 plan to address student learning. For example, rubrics have been added, validated survey instruments are being located, etc.

Associate of Arts, Business Administration Feedback from the assessment committee was reviewed and used in part in preparing the 2008-09 plan to address student


learning. Gaps between the assessment committee feedback and plan are addressed in this plan. For example, rubrics have been added, validated survey instruments are being located, etc.

3. Following your department’s last meeting with (or feedback from) the Assessment Committee, you identified specific instructional changes for your degree program(s) that would occur during the year that just ended. Which of those changes occurred and which did not? Please provide a brief rationale for any modifications to your planned changes. If no planned changes were reported last year, simply state, “No planned changes reported.”

Name of Degree Program or Major Instructional Changes Inclusion of Changes Into Academic Plan

Business of Science, Business Administration (BSBA)

In 2007 the RSU Business Department established a business advisory panel comprised of industry leaders. Quantitative data is collected from business advisory board members via a survey conducted once each semester regarding curriculum changes to better prepare students for the business world. In addition, qualitative data is obtained from business advisory panel board meeting minutes.

Surveys and minutes of the business advisory panel will be studied and results will be included in the academic plan.

Forty (50%) of all graduates in the BSBA program were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Educational Objective 8 is added to this report: Alumni who have completed the business administration degree program will show satisfaction for the business program that the business experience was beneficial for their professional development.

Associate of Arts, Accounting Twenty (50%) of all graduates for the last five years in the Associate in Arts Accounting program were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Educational Objective 6 is added to this report: Alumni who have completed the accounting program will show satisfaction that the business experience was beneficial for their professional development.

Associate of Arts, Business Administration Twenty (50%) of all graduates for the last five years in the Associate in Arts Accounting program were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to


program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Educational Objective 6 is added to this report: Alumni who have completed the accounting program will show satisfaction that the business experience was beneficial for their professional development.

Part III: Analysis of Evidence of Student Learning for this Academic Year

The purpose of this section is to describe evidence of student learning, analyze the evidence, and draw conclusions to be incorporated in next year’s plan.

4. Complete a table for each degree program and supporting objectives (learner outcome or program outcome). Summarize the assessment data that were collected and describe the analyses and findings. There may be multiple performance standards for one objective.

Name of Degree Program (Major): Bachelor of Science, Business Administration

State Objective and Number

Assessment Measure

Assessment Performance Standard N Analyses and Findings

1. The students completing a baccalaureate degree in Business Administration will demonstrate by portfolio and by performance on the ETS Field Test in Business an awareness of practical applications of business knowledge.

Students will be administered the Educational Testing Service Field Test in Business.

Seventy percent of the students completing their major course work will demonstrate their practical applications of business knowledge by scoring at or above the 50th percentile on the ETS Major Field Test in Business.

59

Objective 1a –Fifty nine students took the ETS Field Test in Business during the School Year 07-08. There are 200 possible points on the exam. The results from the exam are: Table 1

Score # of students

# of students

# of students

2005-2006

2006-2007

2007-2008

Over 150 15 6 32

140 – 149 14 9 20

130 – 139 9 3 7

Less than 130

1 0 0

Of the 59 students who took the exam, 32 (54.2%) scored over 150 and 20 (33.9%) scored between 140 and 149on the Field Test for a total of 88% scoring over 140. This percent is up from 83.3% in the 2006-2007 school year.

Case studies will be collected into portfolios during the capstone course and evaluated by a portfolio committee consisting of business faculty members.

Seventy percent of the students completing their course work will score a “3” (satisfactory) or higher on the case study portfolio assessment completed by the faculty.

59 Objective 1b – Fifty nine students maintained portfolios of case studies during the capstone course Policies and Strategies. The portfolios of case studies were maintained and distributed to three business faculty members and one outside faculty member for evaluation. Each faculty member used four criteria to


The grading scale for the portfolios will be on Likert-like Scale with 1 = unsatisfactory to 5 = outstanding.

evaluate the portfolio: 1) All relevant information was covered in the case studies, 2) Proper grammar, punctuation and format were used for each case study, 3) Case studies showed continuous improvement as the term progressed, and 4) Case studies adequately demonstrated the course to be a capstone experience by incorporating concepts from all program courses. Faculty members were given a Likert-like scale from 1) failing, 2) poor, 3) satisfactory, 4) excellent and 5) outstanding to rate the cases. Average ratings for the cases were:

Question 1: 4.0

Question 2: 3.75

Question 3: 4.0

Question 4: 5.0

Averages for all questions were above 3.0.

2. The student will demonstrate key business communication skills.

Student grades will be evaluated in BADM 3113 Business Communications.

Seventy percent of students will make a C or better in BADM 3113 Business Communications.

105

There were 105 students evaluated for the BADM 3113 Business Communications course. Of the 105, 62% made a C or better.

Pretest and posttest scores will be evaluated in BADM 3113 Business Communications.

Students will improve average posttest scores over average pretest scores by at least twenty percent.

105 There were 105 students evaluated for the BADM 3113 Business Communications course. The mean score for the pretest was 39.56%. The mean score for the posttest was 63.52%. Students increased their scores by 23.96% from the pretest to the posttest.

3. The student will demonstrate team building and business concepts learned while doing case study problem-solving scenarios.

Case study grades will be calculated separately from the final grade in the capstone course.

All students completing the capstone course will apply business concepts in case study and problem-solving scenarios at 70 % proficiency.

59 Fifty eight of the 59 graduating seniors completed the capstone case studies with a 70% or above for a 98.3% completion rate.

Case studies will be collected into portfolios during the capstone course and evaluated by a portfolio committee consisting of business faculty members. The grading scale for the portfolios will be on Likert-like Scale with 1 = unsatisfactory to 5 = outstanding.


59 Fifty nine students maintained portfolios of case studies during the Capstone course Policies and Strategies. The portfolios of case studies were maintained and distributed to four of the business faculty for evaluation. Each faculty member used four criteria to evaluate the portfolio: 1) All relevant information was covered in the case studies, 2) Proper grammar, punctuation and format were used for each case study, 3) Case studies showed continuous improvement as the term progressed, and 4) Case studies adequately demonstrated the course to be a capstone experience by incorporating concepts from all program courses. Faculty members were given a Likert-like scale from 1) failing, 2) poor, 3) satisfactory, 4) excellent and 5) outstanding to rate the cases. Average ratings for the cases were:

Question 1: 3.75

Question 2: 3.75


Question 3: 4.0

Question 4: 5.0

Averages for all categories were above 3.0.

4. The student will demonstrate tolerance of diverse views for members of the university, as well as local and world communities.

An exit survey will be administered to graduating students during the capstone experience.

Ninety percent of the students completing the business administration degree program will “agree” or “strongly agree” that their university experience have positively influenced their understanding of diversity issues.

59 Fifty nine students were administered a satisfaction survey in the Strategies and Policies capstone course. The survey consisted of five questions: 1) How well do you feel the business program has prepared you for the business field?, 2) Do you feel the business program has increased your awareness of the advantages of multi-cultural diversity?, 3) What courses in the business curriculum do you feel best prepared you for the business field?, 4) What courses do you feel least prepared you for the business field?, and 5) Would you be willing to serve on a focus group this summer? 100% of the surveyed students felt that the business program provided them insight on the advantages of multi-cultural diversity within institutions and organizations.

5. The student will demonstrate increased competence in written, oral, and technology-based communications, scientific reasoning, and critical thinking that emphasizes qualitative as well as quantitative skills.

Students will be administered the Educational Testing Service Field Test in Business.


59 Educational Testing Service Field Test in Business was administered to 59 students graduating in the fall 07, spring 08 and summer 08. The exam consists of 120 questions and tests students in nine areas of business: 1) Accounting, 2) Economics, 3) Management, 4) Quantitative Business Analysis, 5) Finance, 6) Marketing, 7) Legal and Social Environment, and 8) International Issues, and 9) Management Information Systems. The test was restructured and revalidated in the fall 06 with the addition of the Management Information Systems category added; therefore, the comparisons with previous years exams will be helpful, but the comparisons will not be definitive. The objective was for students to score in the 50th percentile on all areas. Students showed an improvement in 8 of the 9 areas and scores lowered in one area from academic years 2006-2007 to 2007-2008:

Area 2005 –

2006

2006 - 2007

2007-2008

Change

Acct 45.0 48 47.1 -0.9

Econ 37.6 40.4 44 +3.6

Mgmt 54.41 46.5 51.2 +4.7

QuantAnaly

51.54 45.0 46.5 +1.5

Fin 27.64 44.1 56.1 +12.0


Mktg 41.9 43.8 50.1 +6.3

Legal /Soc Env

46.34 46.4 50.3 +3.9

Intl Issues

39.74 35.2 47 +11.8

Info Sys

NA 55 64.1 +9.1

The test was restructured and revalidated in the fall 06 and one additional area was added in Information Systems. Comparisons to previous year’s scores cannot be statistically significant; however, certain trends can be noted and verified with future scores. Areas that were previously strong for students decreased and previously low scores tended to increase which reduced the variation between areas. The students showed strength in the area of Information Systems which is new and can’t be compared to any previous tests. Students were above 50% in 5 of the nine areas which met assessment goals: Information Systems (64.1%, Finance (56.1%), Management (51.2%), Legal and Social Environment (50.3%), and Marketing (50.1%). All scores in SY 2006 – 2007 were below the 50% target. Students were below 50% in the areas of Economics (44.0%), Quantitative Analysis (46.5%), International Issues (47.0%), and Accounting (47.1%). Analysis in these areas include: - Students took the Economics and basic Accounting courses during their Freshman and Sophomore years. That means the students take the field test two to three years after taking economic and basic accounting courses. The economics scores did improve by 3.6% from the previous year. - In the International Business area, an International Economic Issues and Policies was added as a general education requirement for all students in the Bachelor of Science in Business Administration which began in the fall 07 term. Results of this change can be seen with an 11.8% improvement in scores from the previous year. - Quantitative analysis was the second highest score


in the SY 2005 – 2006 at 51.54%. This area dropped significantly upon the test restructure to 45% in SY 2006 -2007. Scores improved by 1.5% in SY 2007 – 2008 to 46.5%. This improvement is positive, but not as significant as seven of the other areas. Scores in this area are expected to continue to improve to the previous scores of over 50%.

6. The students completing the degree will express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-baccalaureate plans.

An exit survey will be administered to graduating students during the capstone experience.

On the exit survey, 90% of students completing the business administration degree program will “agree” or “strongly agree” that the business experience was beneficial for their professional development.

59 100% (59 of the 59) of the graduating seniors who took the satisfaction survey felt that the Business Programs prepared them well for the business field.

7. The students completing the degree will demonstrate an understanding of key international concepts.

A grade of C or better in ECON 3003International Economic Issues and Policies.

Seventy percent of students will make a C or better in ECON 3003International Economic Issues and Policies.

25 There were 25 students evaluated for the ECON 3003International Economic Issues and Policies course. Of the 35, 94.3% made a C or better.

Pre- and post-test scores in ECON 3003International Economic Issues and Policies.

Students will improve posttest scores over pretest scores by at least 20% in ECON 3003International Economic Issues and Policies.

25 There were 25 students evaluated for the ECON 3003International Economic Issues and Policies course. The mean score for the pretest was 7.44. The mean score for the posttest was 11.68. Students increased their scores by 4.24 points or a 56.9% increase from the pretest to the posttest.

8. Alumni who have completed the business administration degree program will show satisfaction that the business experience was beneficial for their professional development.

Alumni satisfaction survey Alumni who have completed the business administration degree program will show satisfaction for the business program with at least a mean of 3 and a mode of 4 on a Likert-like scale of 5 that the business experience was beneficial for their professional development.

40 Forty (50%) of all graduates in the BSBA program were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Question 1 had a mean of 4.35and a mode of 5. Question 2 had a mean of 4.73 and a mode of 5. Question 3 had a mean of 4.45 and a mode of 5. Alumni from the Bachelor of Science in Business Administration showed a high degree of satisfaction with the business program.

Name of Degree Program (Major): Associate of Arts, Accounting


Assessment Measure


1. Students who A grade of C or better in Seventy percent of students will make a C or better in BADM 3113 Business 14 There were 14 students evaluated for the BADM 3113


satisfactorily complete this program will understand the fundamentals of the communication process within the business environment.

BADM 3113 Business Communications

Communications Business Communications course. Of the 14, 71.4% made a C of better.

Pre- and post-test scores in BADM 3113 Business Communications.

Students will improve posttest scores over pretest scores by at least 20% in BADM 3113 Business Communications.

14 There were 14 students evaluated for the BADM 3113 Business Communications course. The mean score for the pretest was 34.3%. The mean score for the posttest was 60.43%. Students improved their scores by 26.12% from the pretest to the posttest.

2. Students should demonstrate knowledge in the field of economics.

A grade of C or better in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

Seventy percent of students will make a C or better in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

ECON

2113 –

9

ECON

2123 -

11

There were 9 students evaluated in ECON 2113 and 11 students evaluated in ECON 2123. Of the 9 in ECON 2113, 100% scored C or better and of the 11 in ECON 2123 81.8% scored C or better.

Pre- and post-test scores in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

Students will improve posttest scores over pretest scores by at least 20% in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

ECON

2113 –

9

ECON

2123 -

11

There were 9 students evaluated in ECON 2113 and 11 students evaluated in ECON 2123. The average pretest score for ECON 2113 was 8.57. The average pretests score for ECON 2123 was 8.32. The average posttest score for ECON 2113 was 11.9 and the average posttest score for ECON 2123 was 11.0. The average improvement for ECON 2113 was 38.9% and for ECON 2123 the average improvement was 32.2%.

3. Students should demonstrate knowledge of the accounting core courses that provide a foundation for the discipline.

A grade of C or better in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

Seventy percent of students will make a C or better in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

MGM

T

3013 –

29

MKT

G

3113 -

30

There were 29 students evaluated in MGMT 3013 and 30 students evaluated in MKTG 3113. Of the 29 in MGMT 3013, 83% scored C or better and of the 30 in MKTG 3113, 96.6% scored C or better.

Pre- and post-test scores in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

Students will improve posttest scores over pretest scores by at least 20% in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

MGM

T

3013 –

29

MKT

G

3113 -

30

There were 29 students evaluated in MGMT 3013 and 30 students evaluated in MKTG 3113. The average increase between pretest and posttest score for MGMT 3013 was 85%. The average increase from pretest score to posttest score for MKTG 3113 was 65.3%.

4. The student should demonstrate tolerance of

Alumni satisfaction survey. Ninety percent of students completing the accounting degree program will “agree” or “strongly agree” that the business experience provided them with a view that appreciates diversity in organizations.

6 Six students were administered a satisfaction survey. The survey consisted of five questions: 1) How well do you feel the business program has prepared you for the business field?, 2) Do you feel the business


diverse views for members of the university, as well as local and world communities.

program has increased your awareness of the advantages of multi-cultural diversity?, 3) What courses in the business curriculum do you feel best prepared you for the business field?, 4) What courses do you feel least prepared you for the business field?, and 5) Would you be willing to serve on a focus group this summer? One hundred percent (6of 6) of the surveyed students felt that the business program provided them insight on the advantages of multi-cultural diversity within institutions and organizations.

5. The student completing the degree should express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-graduation plans.

Alumni satisfaction survey. Ninety percent of students completing the accounting degree program will “agree” or “strongly agree” that the business experience were beneficial for their professional development on the exit survey.

6 One hundred percent (6 of 6) of the graduating seniors felt that the business program prepared them well for the business field.

6. Alumni who have completed the accounting program will show satisfaction that the program experience was beneficial for their professional development.

Alumni satisfaction survey. Alumni who have completed the accounting program will show satisfaction for the business program with at least a mean of 3 on a Likert-like-like scale of 5 and a mode of 4 that the business experience was beneficial for their professional development.

51 Fifty one (50%) of all graduates in the business program for the last five years were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Question 1 had a mean of 4.12and a mode of 5. Question 2 had a mean of 4.29 and a mode of 4. Question 3 had a mean of 3.86 and a mode of 4. Alumni from the business program showed a high degree of satisfaction with the business program.

Name of Degree Program (Major): Associate of Arts, Business Administration


Assessment Measure


1. Students who satisfactorily complete this program will understand the fundamentals of the

Grade of C or better in BADM 3113 Business Communications.

Seventy percent of students will make a C or better in BADM 3113 Business Communications.

13 There were 13 students evaluated for the BADM 3113 Business Communications course. Of the 16, 84.6% made a C of better.


communication process within the business environment.

Pre- and post-test scores in BADM 3113 Business Communications.

Students will improve posttest scores over pretest scores by at least 20% in BADM 3113 Business Communications.

113 There were 13 students evaluated for the BADM 3113 Business Communications course. The mean score for the pretest was 41.46%. The mean score for the posttest was 64.95%. Students increased their scores by 23.5% from the pretest to the posttest.

2. Students should demonstrate knowledge in the field of economics.

Grade of C or better in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

Seventy percent of students will make a C or better in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

ECON 2113

Macro - 8

ECON 2123

Micro -8

There were 8 students evaluated in ECON 2113 and 8 students evaluated in ECON 2123. Of the 8 in ECON 2113, 75.0% scored C or better and of the 8 in ECON 2123, 87.5% scored C or better.

Pre- and post-test scores in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

Students will improve posttest scores over pretest scores by at least 20% in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics.

ECON 2113

Macro - 8

ECON 2123

Micro -8

There were 8 students evaluated in ECON 2113 and 8 students evaluated in ECON 2123. The average pretest score for ECON 2113 was 7.62. The average pretest score for ECON 2123 was 6.61. The average posttest score for ECON 2113 was 13.79 and the average posttest score for ECON 2123 was 9.96. The average improvement for ECON 2113 was 80.1% and for ECON 2123 the average improvement was 50.7%.

3. Students should demonstrate knowledge of the accounting core courses that provide a foundation for the discipline.

Grade of C or better in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

Seventy percent of students will make a C or better in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

ACCT 2103 –

44 ACCT 2203 -

35

There were 44 students evaluated in ACCT 2103 and 35 students evaluated in ACCT 2203.Of the 44 in ACCT 2103, 80% scored C or better and of the 35 in ACCT 2203, 66.0% scored C or better.

Pre and post-test scores in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

Students will improve posttest scores over pretest scores by at least 20% in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial.

ACCT 2103 –

44 ACCT 2203 -

35

There were 20 students evaluated in ACCT 2103 and 10 students evaluated in ACCT 2203. The average increase between pretest and posttest score for ACCT 2103 was 45%. The average increase from pretest score to posttest score for ACCT 2203 was 38%.

4. The student should demonstrate tolerance of diverse views for members of the university, as well as local and world communities.

Alumni satisfaction survey. Ninety percent of students completing the accounting degree program will “agree” or “strongly agree” that the business experience provided them with a view that appreciates diversity in organizations.

4 Four students were administered a satisfaction survey. The survey consisted of five questions: 1) How well do you feel the business program has prepared you for the business field?, 2) Do you feel the business program has increased your awareness of the advantages of multi-cultural diversity?, 3) What courses in the business curriculum do you feel best prepared you for the business field?, 4) What courses do you feel least prepared you for the business field?, and 5) Would you be willing to serve on a focus group this summer? One hundred percent (4 of 4) of the


surveyed students felt that the business program provided them insight on the advantages of multi-cultural diversity within institutions and organizations.

5. The student completing the degree should express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-graduation plans.

Alumni satisfaction survey. Ninety percent of students completing the accounting degree program will “agree” or “strongly agree” that the business experience was beneficial for their professional development on the exit survey.

4 100% (4 of 4) of the graduating Accounting students felt that the accounting program prepared them well for the accounting field.

6. Alumni who have completed the accounting program will show satisfaction that the program experience was beneficial for their professional development.

Alumni satisfaction survey. Alumni who have completed the accounting program will show satisfaction for the business program with at least a mean of 3 on a Likert-like-like scale of 5 and a mode of 4 that the business experience was beneficial for their professional development.

20 Twenty (50%) of all graduates for the last five years in the accounting program were administered a six question survey during the spring 08 term. The respondents rated each question on a Likert-like scale from one (highly dissatisfied) to five (highly satisfied). Three of the questions pertained to program satisfaction: 1) My educational experience in the business degree program adequately prepared me for work or for further education in a related field. 2) Overall, I was satisfied with my experiences in the degree program and 3) Overall, I was satisfied with the instruction I received in the degree program. Question 1 had a mean of 4.25and a mode of 4. Question 2 had a mean of 4.1 and a mode of 4. Question 3 had a mean of 4.2 and a mode of 4. Alumni from the accounting program showed a high degree of satisfaction with the business program.

Use the above table for each objective. Use a separate table for each educational objective. Add as many rows as necessary to each table to list all the measures for the objective, and add as many tables as necessary to list all the objectives for the program.

EXAMPLE

Name of Degree Program (Major): Bachelor of Science in Biology

State Objective and number

Assessment Measure


1. Demonstrate an understanding of the fundamental processes of life.

External Standardized Test Seventy (70) percent of students will score at or above 50th percentile on ETS biology test in areas appropriate to our curriculum and discipline

7 The mean score was 173 out of a possible 200 (seventy fifth percentile). Objective met.

5. Faculty, consider what your evidence is telling you about student learning? What instructional changes occurred or are planned for NEXT year for each program based on the faculty’s

assessment of the evidence? How is the evidence of the achievement of student learning outcomes incorporated into the departmental academic plan and/or departmental budget?


Add as many rows as necessary for each degree program or major. (This information will be used to develop next year’s Assessment Plan.)

Name of Degree Program (Major) Instructional Changes that Occurred or Planned for Next Year’s Assessment of Student Learning Plan

Inclusion of Evidence into Academic Plan

Bachelor of Science, Business Administration (BSBA) Due to the low scores on the ETS Field Test in Business in the international business area, an International Economic Issues and Policies was added as a general education requirement for all students in the Bachelor of Science in Business Administration.

The assessment measures for objectives 4 and 6 are vague and possibly biased and a pre-test/post-test measurement will be added in the business ethics course to supplement the survey. The business ethics course is approved to be a part of the business core as of the fall 07 term and the first course offering is for the fall 08 term.

A business advisory board consisting of 4 to 12 (currently 5) local business leaders and alumni was formed in the spring 08 term which will assist in the evaluation of objectives 4 and 6.


The program objectives and measures of those objectives need to be reevaluated for next year’s plan.

Associate of Arts, Accounting All curriculum objectives were met which indicates the instructional portion of the curriculum needs no major changes.

Surveys and minutes of the business advisory panel will be studied and the results will be included in the academic plan.

No changes in courses or instructors are being planned for the program at this time.

The faculty and the assessment committee feel the survey instrument presently used for objective four, tolerance of multicultural diversity and objective five, program satisfaction is inadequate to gain unbiased feedback. A business advisory board of 4 to 12 members consisting of alumni and local business members to discuss all program issues.

Associate of Arts, Business Administration All curriculum objectives were met which indicates the instructional portion of the curriculum needs no major changes.

No changes to program courses or instructors are planned at this time.

The faculty and the assessment committee feel the survey instrument presently used for objective four, tolerance of multicultural diversity and objective five, program satisfaction is inadequate to gain unbiased feedback. A business advisory board of 4 to 12 members consisting of alumni and local business members to discuss all program issues.

EXAMPLE

Name of Degree Program (Major) Instructional Changes that Occurred or Planned for Next Year’s Assessment of Student Learning Plan

Inclusion of Evidence into Curricular Changes and/or Academic Plan

Bachelor of Science in Biology The external standardized test was offered for students enrolled in BIOL 4801 Research Methods II, however only 7of 15 students completed the test. Next year the test will be offered during BIOL 4602 Research Methods I to increase the opportunity for more students to complete the test.

Revise the syllabus to include the standardized test as part of the course requirements for BIOL 4602 Research Methods I. Remove the standardized test from the BIOL 4801 Research Methods II syllabus.


6. Provide the names of all faculty members involved in the data collection and analysis of this Report and their role in that process.

Faculty Member Role Date

Dr. Bert Tollison Data contribution, evaluation, and approval

Mr. Chuck Atkins Data contribution, evaluation, and approval

Ms. Martha Jagel Data contribution, evaluation, and approval

Dr. MaryRose Lamb Hart Author, Data contribution, evaluation, and approval

Dr. Dana Moore Gray Author, Data contribution, evaluation, and approval

Dr. Cathy Kennemer Data contribution, evaluation, and approval

Dr. Gary Marche Data contribution, evaluation, and approval

Dr. Massood Saffarian Data contribution, evaluation, and approval

Dr. Terry Sutton Editor, Data contribution, evaluation, and approval

Mr. Bob Willis Data contribution, evaluation, and approval

Dr. John Uzzo Data contribution, evaluation, and approval

Reviewed by: ________________________________________ __________________________________________ ___________________________________________ Department Head Name of Department Date Reviewed by: ________________________________________ __________________________________________ ___________________________________________ Dean Name of School Date


ROGERS STATE UNIVERSITY Department of Business

Assessment of Student Learning Plan For Academic Year 2008-2009

1. Based upon the faculty’s most recent Assessment of Student Learning Report, what instructional changes occurred or are planned for each program? Add as many rows as

necessary for each degree program or major. Do not use course grades as a performance measure for the 2008-2009 Departmental Academic Outcomes Assessment Plan.

Name of Degree Program (Major) Instructional Changes that Occurred or Planned for Next Year’s Assessment Plan

Inclusion of Evidence into Academic Plan or Next Year’s Budget

Bachelor of Science, Business Administration Due to the low scores on the ETS Field Test in Business in the international business area, an International Economic Issues and Policies was added as a general education requirement for all students in the Bachelor of Science in Business Administration.


The assessment measures for objectives 4 and 6 are vague and possibly biased and a pre-test/post-test measurement will be added in the business ethics course to supplement the survey. The business ethics course is approved to be a part of the business core as of the fall 07 term and the first course offering is for the fall 08 term.

The faculty will identify a validated diversity instrument to meet objective 4. Regarding objective 6, employers, graduates, and alumni will be surveyed to triangulate the data. Fifty percent of all graduates for the past five years in all three degree programs have been surveyed (an additional 25% of the remaining will be surveyed).

A business advisory board consisting of 4 to 12 local business leaders and alumni was formed in the spring 08 term which will assist in the evaluation of objectives 4 and 6.


The program objectives and measures of those objectives need to be reevaluated for next year’s plan.

The program objectives and measures of those objectives will be reevaluated for next year’s plan.

Associate of Arts, Accounting No changes planned. New assessment instruments (objective outside assessments) have been included in this year’s plan for economics, diversity, and accounting.

Associate of Arts, Business Administration No changes planned. New assessment instruments (objective outside assessments) have been included in this year’s plan for economics, diversity, and accounting.

EXAMPLE

Name of Degree Program (Major) Instructional Changes that Occurred or Planned for Next Year’s Assessment Plan

Inclusion of Evidence into Academic Plan or Next Year’s Budget

Bachelor of Science in Biology The external standardized test was offered for students enrolled in BIOL 4801 Research Methods II, however only 7of 15 students completed the test. Next year the test will be offered during BIOL 4602 Research Methods I to increase the opportunity for more students to complete the test.

Revise the syllabus to include the standardized test as part of the course requirements for BIOL 4602 Research Methods I. Remove the standardized test from the BIOL 4801 Research Methods II syllabus.

2. Consider the faculty’s analysis of the evidence about student learning (question 5 of the Report) and input from peer faculty reviewer (University Assessment Committee). What actions are being taken based on the analysis? These actions should be included in the next table relative to changes in the objectives, measures, and performance standards, and sampling and data collection methods. Remember, course grades may no longer be used.

Name of Degree Program (Major): Bachelor of Science, Business Administration

State Objective and number Assessment Measure Assessment Performance Standard Sampling and Data Collection Methods


1. The students completing a baccalaureate degree in Business Administration will demonstrate by portfolio and by performance on the ETS Field Test in Business an awareness of practical applications of business knowledge.

Standards-based assessment, benchmarking, and longitudinal measures will be used. Students will be administered the Educational Testing Service Field Test in Business. The results will be used by the faculty to make changes, if necessary, to improve student learning.


ETS will provide the data and results.

All students retain CDs of their Business Plan from the Capstone Course in Strategies and Policies for future reference in employment. The CDs are distributed to the Evaluation Committee with assignments for each functional section.


The assigned Business Faculty members will assemble and analyze the assigned Business Plan sections using a rubric that will be developed and provided which include the following. Four criteria are used by faculty members to evaluate each section in the plan. 1) All relevant information was covered in the Business Plan, 2) Proper grammar, analysis, punctuation, and format were used for each section, 3) the plan is prepared by developing three outlines with progressive content, graphs, tables, charts and projections, 4) Each section’s content plus the power-point presentation demonstrates the content of a capstone course by incorporating elements/concepts from all program courses. Faculty members are given a Likert-like scale from 1) failing, 2) poor, 3) satisfactory, 4) excellent and 5) outstanding to rate the sections to determine if the content demonstrates the course to be a capstone experience and effectively used skills/concepts from the undergraduate curriculum.

2. The student will demonstrate key business communications skills.

Standards-based assessment measure (final examination) will be used. Student grades will be evaluated in BADM 3113 Business Communications. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of students will make a score of at least 70% in the final comprehensive examination in BADM 3113 Business Communications. The score reflect behaviorally-specific measures of students’ abilities to identify and use effective business communications skills. The final examination is justified and appropriate as a measurement tool because the final exam is based only on student mastery of the material.

The business communications professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis.

Standards-based assessment measure will be used. Pretest and posttest scores will be evaluated in BADM 3113 Business Communications. The results will be used by the faculty to make changes, if necessary, to improve student learning.


The business communications professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis.

The capstone course instructor maintains a rubric for evaluating verbal presentations given in the Team Case and Business Plan exercises plus team initiative/cooperation.

Seventy percent of the students completing the capstone course will average a total score of 70% on both written/verbal team presentations plus interaction.

The capstone professor will collect the presentation skills scores plus team initiative/cooperation scores and provide them to the Business Department Head for analysis.


3. The student will demonstrate team building and business concepts learned while doing case study problem-solving scenarios.

Standards-based assessment measure will be used. Business plan and case study grades will be calculated separately from the final grade in the capstone course. The results will be used by the faculty to make changes, if necessary, to improve student learning.

All students completing the capstone course will apply business concepts in case study and problem-solving scenarios at 70% proficiency. The score reflect behaviorally-specific measures of students’ abilities to identify and use effective business communications skills.

The rubric will include the following: 1) All relevant information was included in the business plan and case studies, 2) Proper grammar, punctuation and format were used for each case study and the business plan, 3) Business plan outlines and case studies showed continuous improvement as the term progressed, and 4) business plan and case studies adequately demonstrated the course to be a capstone experience by incorporating concepts from all program courses. Faculty members were given a Likert-like scale from 1) failing, 2) poor, 3) satisfactory, 4) excellent and 5) outstanding to rate the cases. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Standards-based assessment measure will be used. Case studies will be collected into portfolios during the capstone course and evaluated by a portfolio committee consisting of business faculty members. A rubric will be used to assess the portfolios.

All students completing the capstone course will apply global business concepts in case, Business Plan preparation and preparation at 70% proficiency. Their combined scores behaviorally, analytically and verbally measures of students’ abilities to identify and use effective presentation and communication skills.

The results will be used by the faculty to make changes, if necessary, to improve student learning.

4. The student will demonstrate tolerance of diverse views for members of the university, as well as local and world communities.

Statistical quantitative assessment using a diversity survey instrument. Business faculty will find a diversity survey. They will then administer the survey to a convenience sample of students in three required courses in the BSBA core (one 2000-level course, one 3000-level course, and one 4000-level course). In academic year 08-09 the faculty will focus on identifying a valid evaluation instrument. The results will be used by the faculty to make changes, if necessary, to improve student learning.

The results of each class of students will be tracked over time to document an improvement.

In academic year 08-09 the faculty will focus on identifying a valid evaluation instrument. Results will be collected and analyzed by the Business Department. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Standards-based assessment. A diversity component will be included among the case studies.

At least 70% will score at least a 70% percent on the case study containing a diversity component. The students will recognize that diversity is a value-added component.

The results will be used by the faculty to make changes, if necessary, to improve student learning.

5. The student will demonstrate increased competence in written, oral, and technology-based communications, scientific reasoning, and critical thinking that emphasizes qualitative as well as quantitative skills.

Benchmarking assessment. Students will be administered the Educational Testing Service Field Test in Business. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of the students completing their major course work will demonstrate their practical applications of business knowledge by scoring at or above the 50th percentile on the Educational Testing Service Field Test Major Field Test in Business.

Educational Testing Service Field Test will provide the data and results. The results will be used by the faculty to make changes, if necessary, to improve student learning.

During the capstone course, student teams are created with diverse characteristics including major, GPA, and gender. Initially, the teams


The rotating team of 3 business faculty members will assemble and analyze the portfolios using a rubric that will be developed and provided. The rubric will include the following: 1) All relevant information was covered in the


perform as a Strategic Consulting Firm and prepare a written plus verbal assessment on a global company. Later, they create e Business Plan for a publicly held athletic shoe company with operations in the U.S., Western Europe and Pacific Rim. Functional roles assumed by team members are CEO and Vice President for these areas: Marketing, Sales, Operations, Human Resources, and Finance. Members are graded by the instructor’s rubric on the written, verbal and team initiative plus cooperation. Each section is later evaluated by a Portfolio Committee. All students retain CDs of their Business Plan from the Capstone Course in Strategies and Policies for future reference in their employment or business activities.

case studies, 2) Proper grammar, punctuation and format were used for each case study, 3) Case studies showed continuous improvement as the term progressed, and 4) Case studies adequately demonstrated the course to be a capstone experience by incorporating concepts from all program courses. Faculty members were given a Likert-like scale from 1) failing, 2) poor, 3) satisfactory, 4) excellent and 5) outstanding to rate the cases.

6. Students, alumni, and employers will express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-baccalaureate plans.

Three surveys will be conducted to triangulate data concerning BSBA student preparation to enter the business world. Data will be collected from students, graduates who are alumni members, and employers of internships. The results will be used by the faculty to make changes, if necessary, to improve student learning.

See below for details. See below for details.

An exit survey will be administered to graduating students during the capstone experience. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Ninety percent of the students completing the business administration degree program will “agree” or “strongly agree” that their university experience have positively influenced their understanding of diversity issues.

An exit survey will be distributed to and collected by the Business Department. The results will be used by the faculty to make changes, if necessary, to improve student learning.

The RSU alumni association will be asked to survey BSBA graduates to assess their preparation at graduation for the business world. The results will be used by the faculty to make changes, if necessary, to improve student learning.

At least 70% of those completing the survey will report at least 70% satisfaction with preparation at graduation for the business world.

The survey will be made available to the RSU alumni association who will distribute the survey to alumni association members who are BSBA graduates. The alumni will then send their anonymous responses to the Business Department. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Employers for BSBA students with internships will be surveyed to assess their interns’ preparedness for the business world. The results

At least 70% of those completing the survey will report at least 70% satisfaction with their interns’ preparation at graduation for the business world.

The Business department survey will be made available to employers for BSBA students with internships. The results will be distributed and collected by the Business Department. The results will be used by the faculty to make


will be used by the faculty to make changes, if necessary, to improve student learning.

changes, if necessary, to improve student learning.

Name of Degree Program (Major): Associate of Arts, Accounting

State Objective and number Assessment Measure

Assessment Performance Standard Sampling and Data Collection Methods

Students who satisfactorily complete this program will understand the fundamentals of the communication process within the business environment.

Standards-based assessment measure (final examination) will be used. Student grades will be evaluated in BADM 3113 Business Communications. The results will be used by the faculty to make changes, if necessary, to improve student learning.


The business communications professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis. Changes in core material or faculty will be made as needed.



The business communications professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Standards-based assessment measure (presentation assignment) will be used. Presentation skills will be assessed during the capstone course. The results will be used by the faculty to make changes, if necessary, to improve student learning. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of the students completing the capstone course will be score at least a70% on presentation skills.

The capstone professor will collect the presentation skills scores and give them to the Business Department head for analysis. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Students should demonstrate knowledge in the field of economics.

Seventy percent of students will make a C or better in the final comprehensive exam in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of students will make a score of at least 70% in the final comprehensive examination in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics. The score reflect behaviorally-specific measures of students’ abilities to identify and use effective business communications skills.

The economics professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Students will improve posttest scores over pretest scores by at least 20% in ECON 2113 Principles of Macro Economics and ECON 2123 Principles of Micro Economics. The results will be used by the faculty to make changes, if necessary, to improve student learning.




A convenience sample of AA-Accounting students will score at least 70% on an economics instrument - Test of Understanding of College Economics (TUCE-4). The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of students will make a score of at least 70% in the economics assessment instrument - Test of Understanding of College Economics (TUCE-4).

The business department head will receive and analyze the results. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Students should demonstrate knowledge of the accounting core courses that provide a foundation for the discipline.

Students will improve posttest scores over pretest scores by at least 20% in ACCT 2103 Accounting I – Financial and ACCT 2203 Accounting II - Managerial. The results will be used by the faculty to make changes, if necessary, to improve student learning.


The accounting professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis. The results will be used by the faculty to make changes, if necessary, to improve student learning.

A convenience sample of AA-Accounting students will score at least 70% on an accounting assessment instrument. The assessment instrument is yet to be identified. For 2008-09 the faculty will identify a tool. The results will be used by the faculty to make changes, if necessary, to improve student learning.

During the year the accounting faculty will identify an accounting assessment instrument that can be used to survey a sample of AA-Accounting students. After the tool has been identified, the goal will be for 70% of students to score at least 70% in the accounting assessment instrument. The data will be collected and analyzed by the business department head.


The student should demonstrate tolerance of diverse views for members of the university, as well as local and world communities.

Statistical quantitative assessment using a diversity survey instrument. Business faculty will find a diversity survey. They will then administer the survey to a convenience sample of students in three required courses in the BSBA core (one 2000-level course, one 3000-level course, and one 4000-level course). In academic year 08-09 the faculty will focus on identifying a valid evaluation instrument. The results will be used by the faculty to make changes, if necessary, to improve student learning.



The student completing the AA-Accounting degree should express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-graduation plans.

Ninety percent of students completing the accounting degree program will “agree” or “strongly agree” that the business experience was beneficial for their professional development on the exit survey. The results will be used by the faculty to make changes, if necessary, to

Ninety percent of the students completing the AA-BA degree program will “agree” or “strongly agree” that their university business experience was beneficial for their professional development.



improve student learning.

Alumni who have completed the accounting program will show satisfaction that the program experience was beneficial for their professional development.

Alumni who have completed the accounting program will show satisfaction for the business program with at least a mean of 3 on a Likert-like scale of 5 and a mode of 4 that the business experience was beneficial for their professional development. The results will be used by the faculty to make changes, if necessary, to improve student learning.

A convenience sample of business alumni will be surveyed regarding their satisfaction with the business program.

The business department head will distribute the survey and assess the results. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Name of Degree Program (Major): Associate of Arts, Business Administration

State Objective and number Assessment Measure

Assessment Performance Standard Sampling and Data Collection Methods

Students should demonstrate knowledge in the field of economics.

A convenience sample of AA-Accounting students will score at least 70% on an accounting assessment instrument - Test of Understanding of College Economics (TUCE-4). The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of students will make a score of at least 70% in the accounting assessment instrument - Test of Understanding of College Economics (TUCE-4).


The student should demonstrate key business communications skills.

Standards-based assessment measure (final examination) will be used. Student scores on the final examination in BADM 3113 Business Communications will be evaluated. The results will be used by the faculty to make changes, if necessary, to improve student learning.






The student should demonstrate tolerance of diverse views for members of the university, as well as local and world communities.

Statistical quantitative assessment using a diversity survey instrument. Business faculty will find a diversity survey, norm it against the BSBA population. They will then administer the survey to a convenience sample of students in three required courses in the BSBA core (one 2000-level course, one 3000-level course, and




one 4000-level course). In academic year 08-09 the faculty will focus on identifying a valid evaluation instrument. The results will be used by the faculty to make changes, if necessary, to improve student learning.

The student should demonstrate increased competence in written, oral and technology-based communications, scientific reasoning, and critical thinking that emphasizes qualitative as well as quantitative skills.

During the 08-09 year faculty will identify a methodology to assess critical thinking skills in the business AA programs. The results will be used by the faculty to make changes, if necessary, to improve student learning.

During the 08-09 year faculty will identify a methodology to assess critical thinking skills in the business AA programs.

During the 08-09 year faculty will identify a methodology to assess critical thinking skills in the business AA programs. The results will be used by the faculty to make changes, if necessary, to improve student learning.

The students completing the degree will express satisfaction with the learning opportunities afforded them by the department and be prepared for their post-graduate plans.

On the exit survey, 90% of students completing the business administration degree program will “agree” or “strongly agree” that the business experience was beneficial for their professional development. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Ninety percent of the students completing the AA-BA degree program will “agree” or “strongly agree” that their university business experience was beneficial for their professional development.


The students completing the degree will demonstrate an understanding of key international concepts.

Seventy percent of students will score 70% or better on the comprehensive final examination in ECON 3003International Economic Issues and Policies. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Seventy percent of students will make a score of at least 70% in the final comprehensive examination in ECON 3003International Economic Issues and Policies. The final examination is justified and appropriate as a measurement tool because the final exam is based only on student mastery of the material. The score reflect behaviorally-specific measures of students’ abilities to identify and use effective business communications skills.

The ECON3003 professors will collect the final comprehensive examination scores by major and give them to the Business Department head for analysis. The results will be used by the faculty to make changes, if necessary, to improve student learning.

Students will improve posttest scores over pretest scores by at least 20% in ECON 3003International Economic Issues and Policies. The results will be used by the faculty to make changes, if necessary, to improve student learning.



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