-
Appendix A
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this
year.
Academic Year of Report: ___2011-2012______ College: __Business__________________
Department _Finance and Supply Chain Management_ Program: ______________________
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons
for assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
The learning objectives for the Departments of Finance and Supply Chain Management and the Department of
Management are to provide Accounting and Business Administration students with knowledge and skills in the
different areas of specialization in business administration. The learning objectives include the following skills:
oral communication, written communication, ethics, teamwork, and critical thinking. Students are assessed on
knowledge and skills at the end of the program in the capstone policy course MGT 489.
The Department of Finance and Supply Chain Management is responsible for providing knowledge in the fields of
finance, supply chain management and management information systems.
The Management Department is responsible for written communication and ethics. Finance and Supply Chain
Management is responsible for critical thinking, oral communication, and teamwork in the core classes: FIN 370,
MIS 386, and SCM 310, respectively.
These learning outcomes and their outcomes are linked to University and College of Business goals as part of our
mission to provide a quality education for students and to prepare them for careers. The learning objectives for
Business Administration and the Department of Finance and Supply Chain Management are stated in the
University catalog.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery
(criterion) against which you will compare your assessment results. If appropriate, please list survey or
questionnaire response rate from total population.
A) What methods were used?
\
The College of Business uses the Business Major Field Test (MFT, provided by ETS) which is administered in the
capstone class (MGT 489) to test knowledge in finance, quantitative business analysis, and information systems,
as well as marketing and management.
The Department of Finance and Supply Chain Management uses case assignments in the core courses to evaluate
student skills in critical thinking, oral communication, and teamwork. The assignment is 10% of the course grade.
In MGT 489, the capstone course, these skills are again tested and rubrics are use to evaluate student performance.
The rubric for each learning objective includes a number of criteria on which students are assessed.
B) Who was assessed?
All Accounting and Business Administration majors are assessed with the MFT/ETS test.
All Accounting and Business Administration majors are assessed with the rubrics for written communication, oral
communication, teamwork, critical thinking and ethics. Graduating seniors are assessed on these skills with a case
study in MGT 489.
C) When was it assessed?
Graduating seniors are tested with MFT in MGT 489 which is offered every quarter.
The Department of Finance and Supply Chain Management and the Department of Management assess students
every quarter in the core courses. Students are assessed in MGT 489 which is offered every quarter.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked
to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also
include a concise interpretation or analysis of the results.
The results of the ETS tests for 11-12 are shown below by program location (Des Moines, Ellensburg, and
Lynnwood. and by major. There are some differences in outcomes across the different locations and there are
differences in outcomes among the majors. There is no significant difference in scores from the previous year for
Accounting and Business Administration majors, there is a marked improvement in Economics.
'11-'12 ETS (Bus.)
Overall Scores and
Subscores, %
Correct
\
All sites overall mean: 157 Range is 120190/194
-
DM*
Eburg
Lyn.
ALL
ALL
F'10Spr
11
Subscores X Location for F'11-Spr'12
Accounting
Economics
Management
Quant. Bus. Analys.
Finance
Marketing
Legal & Social Env.
Info. Sys.
Intern'l Issues
By major
Accounting Majors
Business Majors
Econ
46
46
60
37
45
51
53
52
53
Avg.
'11-'12
161
155
176
53
54
68
45
53
61
60
54
63
54
50
63
42
46
56
57
56
54
52
52
65
42
49
58
58
54
58
53
50
64
43
48
59
59
54
57
Avg. '10-'11
162
154
162
Range for '10-'11: 120-193
Assessment of critical thinking, teamwork and oral communication. These skills are tested by rubric
in MGT 489 and scores are shown in the tables below.
\
Critical Thinking Rubric:
Apply quantitative and qualitative critical thinking skills to develop, access, and use information to analyze business
problems and propose feasible solutions.
Cumulative Averages
F08
n=26
pop=98
fr* =
17
W09
n=32
pop=128
fr* = 17
Sp09
n=48
pop=189
fr* = 14
F09
n=30
pop=121
fr* =17
W10
n=29
pop=113
fr* =14
SP10
n=44
pop=175
fr*=10
F10
n=23
pop=90
fr*=15
W11
n=29
pop=116
fr*=12
SP11
n=100
pop=197
fr*=16
2.66
2.63
2.58
2.79
1.05
2.43
2.21
2.33
2.31
Quantitative
Analysis
1.90
1.78
1.78
1.87
1.26
1.45
1.60
1.62
1.73
DecisionMaking
Skills
2.49
2.44
2.32
2.56
2.54
2.34
2.03
2.17
2.15
1.33
1.38
1.37
1.33
1.20
1.36
1.43
1.50
2.04
2.01
2.15
2.07
1.86
1.80
1.89
1.92
Criteria
Problem
Solving
Skills
Use of
Computer
Technology
Overall
Average
2.19
The latest metrics on critical thinking are from Spring 2011. Problem solving and decision-making scores are
slightly lower than the previous year; quantitative analysis and use of computer technology scores are up
considerably. The overall average is higher than the previous year. Scores on all critical thinking criteria,
except computer technology, are significantly below the highs from Fall 2009. The trend since Fall 2008 has been
down..
Peer Assessment Teamwork/Leadership Skills Assessment:
Function effectively when in teams both as a leader and as a member
Culmulative Averages
Criteria
W09
n=93
pop=128
Sp09
n=97
pop=189
F09
n=94
pop=121
W10
n=112
pop=114
SP10
n=173
pop=175
F10
n=90
pop=90
W11
n=103
pop= 120
Leadership
3.24
3.08
2.95
3.11
3.01
3.12
3.11
Sp11
n = 153
pop =
198
3.29
Listening to
others
Sharing one’s
own ideas
3.44
3.51
3.43
3.52
3.45
3.49
3.56
3.63
3.36
3.34
3.23
3.38
3.32
3.36
3.41
3.52
\
Ability to take
a useful
group role
3.40
3.46
3.37
3.50
3.42
3.38
3.50
3.56
Accepts
responsibility
for activities
3.45
3.43
3.41
3.50
3.42
3.41
3.52
3.60
Timely
submission of
work
assignments
3.40
3.42
3.42
3.54
3.50
3.55
3.54
3.56
Overall
Average
3.38
3.37
3.30
3.42
3.35
3.39
3.44
3.53
Student scores have increased on all six assessment criterion for teamwork. The scores have trended up since
Winter 2009 and are higher than they have ever been.
Oral Communication Skills Assessment:
Demonstrate effective oral communication skills.
Cumulative Averages
Criteria
W09
n=55
pop=128
fr* = 16
Sp09
n=47
pop=189
fr* = 14
F09
n=31
pop=121
fr* =18
W10
n=29
pop=113
fr* = 10
Sp10
n=95
pop=175
fr*=14
F10
n=23
pop=90
fr*=6
W11
n= 32
pop=116
fr*=7
SP11
n= 53
pop=197
fr*=14
Organization
2.84
2.98
2.82
2.66
2.91
2.70
2.81
3.14
Understanding of
topic
2.80
2.83
2.79
2.66
2.97
2.83
2.75
3.00
Use of
Communication
Aids
2.73
2.88
2.89
2.57
2.81
2.76
2.88
2.92
Style and Delivery
2.46
2.48
2.40
2.49
2.51
2.24
2.57
2.77
Personal
Appearance
2.72
2.74
3.00
2.76
2.77
2.76
2.97
3.16
Student scores on all criterion in oral communication have been trending upward since Winter 2009 are higher than
they have ever been.
\
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as
they are related to results from the assessment process. If no changes are planned, please describe why no
changes are needed. In addition, how will the department report the results and changes to internal and external
constituents (e.g., advisory groups, newsletters, forums, etc.).
The assessment of oral communication and teamwork skills indicates we are making progress in these areas and
affirms that what we are doing is working. The assessment of critical thinking tells us we have to improve student
skills particularly in the areas of problem-solving and decision-making. There has been a down trend in these
scores since Fall 2008. The Finance faculty will work to address these issues.
Writing skills is another area of concern for the College of Business. The College of Business is in the process of
determining standards of acceptable performance for writing skills. The Department of Finance and Supply Chain
Management will require more written assignments in our courses.
The Department of Finance and Supply Chain Management will continue to improve our delivery of knowledge
and skills in all areas we are responsible for with the objective of improving student knowledge and skills and
raising student scores on ETS exams and rubrics
.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based
on previous assessment results. Please also discuss any changes you have made to your assessment plan or
assessment methods.
Most of our assessment tools have been in place for a few years, so we have not made major changes recently. We
have Within the Department of Finance and Supply Chain Management we continue to improve the instruments
that we use for assessment.
At the College level we made improvements in the assessment of ethics. And we are still in the process of
implementing a more effective program for written communication skills. This will involve more written
assignments in department courses.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
None
\
-
\