Methodist University - RSB - Undergraduate & Graduate Student Achievement Scores for 2013-2014
Performance
Indicator
Program
Definition
1. Student
Learning Results
A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that
might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to
the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to
external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data.
Performance
Measure
What is your
measurement
instrument or
process?
Measurable goal
Do not use grades.
Analysis of Results
Current Results Analysis of Results Action Taken or
Improvement made
What are your What did you learn
current results? from the results?
What did you improve or
what is your next step?
What is your goal? (Indicate type of
instrument) direct,
formative, internal,
comparative
Undergraduate and graduate academic programs are presented
in column A. The respective performance measure and
measurement instrument/process are presented. As expressed,
some assessments are new and may not have 3 cycles of data.
Students will
achieve a 5%
increase year over
year for student
participation in
service learning
activities and civic
engagement
activities.
*Assessment new
as of 2012-2013
academic year.
External, formative,
student involvement
totals
All graphs depicted below contain the goal (red line) versus
The analysis of results described below is for the self-study 2013-2014 the actual results (blue line) for each assessment
performance measure.
academic year. However, trend data is provided.
A goal of a 5% or
higher increase for
student
participation of 26
students in the
baseline year was
established.
Therefore, the
2013-2014 goal
was 27. Student
participation
during the 20132014 year was 43 Student participation
students or an
is increasing from
increase of 65%. year to year.
The results will be
reported to the department
in order to facilitate
continued increased
participation.
Accounting Major
A goal of 73% was
set as a
benchmark with
an average score
of 96% for the fall
of 2013.
Generally, this is a
fall only course.
The goal was met.
The method of
instruction is clearly
working.
The professor will continue
as is.
Students in ACC
Internal, formative,
3860 or ACC 4900 rubric
will average a score
of 73% or higher on
a rubric for a
presentation.
*Assessment began
in the Fall of 2012.
Generally, ACC
4900 courses are
offered in the fall
and ACC 3860
courses are offered
Accounting Major in the spring.
A goal of 73% was
set as a
benchmark with
an average score
of 94% for ACC
4900 in the fall of
2013 and 93% for
ACC 3860 in the
spring of 2013.
The goal was met.
The method of
instruction is clearly
working.
The professor will continue
as is.
Benchmark goal
of a class average
score of 75% on a
student essay.
Results show that
the goal was met
for the fall of 2013
at 81% and spring
of 2014 at 81%.
Data reviewed by
department for action.
The department supports
and encourages the
Student benchmark instructors to review the
score was met for the results and provide
fall of 2013 and
recommendations for
spring of 2014.
improvements.
Accounting Major
Students in ACC
Internal, formative,
4900 will average a rubric
score of 73% or
higher on a rubric
for an essay.
*Assessment began
in the Fall of 2012.
Business
Administration
Major
Insert Graphs or Tables of Resulting Trends (3-5 data
points preferred)
Students in the
Internal, formative,
Business 3430
rubric
course will have a
class average score
of at least 75% on a
student essay as
evaluated with a
rubric.
Students in the
Internal, formative,
Business 3430
rubric
course will have a
class average score
of at least 75% on a
student presentation
as evaluated with a
rubric.
Business
Administration
Major
Students in the
Internal, formative,
Business 3520
rubric
course will have a
class average score
of at least 75% on a
student essay as
evaluated with a
rubric.
Business
Administration
Major
Financial
Economics Major
Students will
achieve a 5%
increase year over
year for student
participation in
service learning
activities and civic
engagement
activities. The
baseline
participation rate is
3 students. *This
assessment began
in the Fall of 2012.
External, formative,
number of students
Students in the
Internal, summative,
Business Ethics
case analysis
(BUS 3150) class
will average a score
of at least 75% on a
textbook case.
Management
Major
Students in the
Business 4700
course will average
a score of at least
3.0 out of 4.0 on a
student team
presentation as
evaluated with a
rubric.
Internal, formative,
rubric
Management
Major
Students will have a Internal, formative,
class average score research study
of 75% or higher on
a research study
completed during
MKT 3900.
*Assessment
implemented for the
2013-2014
academic year.
Marketing Major
Students will have a Internal, formative,
class average score rubric
of 75% or higher on
a student essay as
evaluated with a
rubric during MKT
3900. *Assessment
implemented for the
2013-2014
academic year.
Marketing Major
Benchmark goal
of a class average
score of 75% on a
student
presentation.
Results show that
the goal was met
for the fall of 2013
at 80% and spring
of 2014 at 85%.
Data reviewed by
department for action.
The department supports
and encourages the
Student benchmark instructors to review the
score was met for the results and provide
fall of 2013 and
recommendations for
spring of 2014.
improvements.
Benchmark goal
of a class average
score of 75% on a
student essay.
Results show that
the goal was met
for the fall of 2013
at 79% and not
met for spring of
2014 at 73%.
Student benchmark
score was met for the
fall of 2013, but not
the spring of 2014.
Inclement weather
was an issue during
the spring and may
have effected the
scores.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
A goal of a 5% or
higher increase for
student
participation of 3
students in the
baseline year was
established.
Therefore, the
2013-2014 goal
was 3. Student
participation
during the 20132014 year was 6
Student participation
students or an
is increasing from
increase of 100% year to year.
The results will be
reported to the department
in order to facilitate
continued increased
participation.
Benchmark goal
of a class average
score of 75% or
higher. Results
show that the
class average
score for the fall of
2013 was 81%
and spring of 2014
was 51%.
Student benchmark
score met for the fall
of 2013, but not the
spring of 2014.
Inclement weather
was an issue during
the spring and may
have effected the
scores.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
Benchmark goal
of a class average
score of 3.0 out of
4.0 on a student
team presentation.
Results show that
the goal was met
for the fall of 2013
at 3.9 and for the Goal was met for the
spring of 2014 at fall of 2013 and
3.8.
spring of 2014.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
Benchmark goal
of a class average
score of 75% or
higher on a
research study.
Results show that
during the fall of
2013, the class
average score
The goal was met at
was 89%
89%.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
Benchmark goal
of a class average
score of 75% or
higher on an
essay. Results
show that during
the fall of 2013,
the class average The goal was met at
score was 86%
86%.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
Students will have a Internal, formative,
class average score rubric
of 75% or higher on
a student
presentation as
evaluated with a
rubric during MKT
3900. *Assessment
implemented for the
2013-2014
academic year.
Marketing Major
Sport
Management
Major
Sport
Management
Major
Sport
Management
Major
The Professional
MBA At Methodist
University (Focus
on Organizational
Management and
Leadership or a
focus on Health
Care
Administration)
During the SMA
Internal, formative,
3220 course,
rubric
students will score
90% or higher on a
student team project
consisting of papers
and presentations
dealing with the
creation of an event
management and
marketing plan.
During the SMA
Internal, formative,
3220 course,
rubric
students will score
90% or higher on a
student project
consisting of papers
and presentations
dealing with the
creation of a mass
participation event
timeline.
During the SMA
Internal, formative,
4210 course,
rubric
students will score
90% or higher on a
student team project
dealing with the
creation and
presentation of a
marketing plan.
Students will have a Internal, summative,
class average score Capstone paper grade
of 85% or higher on
their MBA 5990
Capstone paper
score. Assessment
results of 0 indicate
there were no
student scores
available for that
period.
Benchmark goal
of a class average
score of 75% or
higher on a
presentation.
Results show that
during the fall of
2013, the class
average score
The goal was met at
was 80%
80%.
Data reviewed by
department for action.
The department supports
and encourages the
instructors to review the
results and provide
recommendations for
improvements.
Benchmark goal
of students will
score 90% or
higher. Sixteen of
16 students or 100
scored 90% or
Results exceeded the
higher.
benchmark.
Professor techniques of
including additional writing
assignments resulted in
the goal being met. No
changes planned.
Benchmark goal
of students will
score 90% or
higher. Fourteen
of 16 students or
87.5 scored 90%
or higher.
Results were just
under the
benchmark.
Professor techniques of
including additional writing
assignments and use of
the writing center resulted
in the goal almost being
met. No changes
planned.
Benchmark goal
of students will
score 90% or
higher. Results
show that 76% of
students scored
90% or higher.
Results show that the
majority of students
scored 90% or
higher. However, the
goal was not met.
For future marketing
classes, the instructor will
program more lab
sessions within the
classroom to allow time for
research and
collaboration.
A goal of 85% or
higher was set as
a benchmark. MU
student scores
exceeded the
benchmark.
Students are
generally
demonstrating the
skills required, but
there is room for
improvement.
This assessment measure
will be further refined. The
assessment will be divided
into the presentation
component and the written
component and each will
be graded using a rubric.