“CLOSING THE LOOP”
AND IMPROVING
STUDENT LEARNING VIA
ONGOING ASSESSMENT
201 3 Spring
Assessment
Colloquium
Beth Tipton
C BPA Assoc iate
Dean
KEEPING IT SIMPLE
WHILE
CLOSING THE LOOP
201 3 Spring
Assessment
Colloquium
Beth Tipton
C BPA Assoc iate
Dean
ENVIRONMENT
 AACSB BAB
 AACSB MBA
 Other specialized accreditations (PA, PLAN, HSAD)
 NWCCU Majors and Certificates
 Writing Initiative
 Math Initiative
CONTINUAL
IMPROVEMENT
Goal of
assessment
OLD PROCESS
A S S E S S M E N T B Y C O O R D I N AT O R S F O R M A J O R S O N LY
PLAN
SLOs for courses, programs and
GenEd are identified for
assessment
ACT
DO
Assessment shows SLOs as
either (1) being met (increase
benchmark) or (2) not being
met (improve course, program
or GenEd)
Courses, programs and GenEd
in which these SLOs are
embedded are taught
TEST
These SLOs are assessed and
the results are reported to the
relevant instructors, units and
accreditations
OLD PROCESS
A S S E S S M E N T B Y C O O R D I N AT O R S F O R M A J O R S O N LY
1
Learning Outcome
Goal
Students should
possess the
knowledge and
skills needed to
effectively
manage the
compensation
function.
2
Objective
This year’s focus is on
performance appraisal.
Students will be expected
to demonstrate their
knowledge of the
research literature
regarding performance
appraisal
formats/methods.
Students will also be
expected to demonstrate
their knowledge of the
research literature
regarding performance
appraisal rating errors
and biases.
7
Observations from Summary
Data
1) 82% of students achieved
an average of 3.0 or higher
with regard to “Performance
Characteristic” #
1.
2) 85% of students achieved
an average rating of 3.0 or
higher with regard to
“Performance Characteristic”
# 2.
3
Strategy/Method of
Measurement
Multiple choice
questions regarding
performance
appraisal
formats/methods and
performance
appraisal rating errors
and Biases will be
developed by HR
faculty. These
questions will be
embedded in Exam
#2 of HUMR 427
(Compensation).
4
Performance
Characteristics
1.
Knowledge of
the research
literature
regarding
performance
appraisal
formats/meth
ods.
2.
Knowledge of
the research
literature
regarding
performance
appraisal
rating errors
and biases.
8
Conclusions about Student
Learning
Students exceeded the
expectation standards for
both “Performance
Characteristics.”
9
Actions Recommended
Based on Observations
Based on the assessment
data that was gathered,
no major changes or
actions are required.
The students have
demonstrated that they
have adequate knowledge
of the research literature
regarding both
performance appraisal
methods, and performance
appraisal rating errors and
biases.
However, HUMR
instructors should
continue to ‘stay on top’
of recent research in the
area of performance
appraisal.
5
Scoring Levels
5 = Excellent (90-100)
4 = Above Average
(80-89)
3 = Competent (7079)
2 = Below Average
(60-69)
1 = Poor (0-59)
10
Plan and Timetable for
Taking Action
HUMR instructors
should continue to keep
abreast of new research
in the area of
performance appraisal
by reading the most
recent issues of
Personnel Psychology
and the Journal of
Applied Psychology.
6
Expectation Standard
80% of students will
achieve an average
rating of 3.0 or
higher.
11
Overall Reflection
on Assessment
The objectives are
important for the
HRM program, and
assessment of
these objectives
should continue.
CONFLICTING DEFINITIONS
BAB
AACSB
“program”
Core
Majors
Faculty
Courses
Courses
NWCCU
“program”
REDESIGN GOALS
Intervention for improvement at the lowest
level necessary
 Gathers actionable data
 Closes the loop automatically
 Empowers the faculty to make some changes
immediately
Simple and efficient
 Minimizes the impact on faculty
 Can be cycled quickly if necessary
 Scales to any level
 Flexes with differing pedagogical approaches
NEW PROCESS
COURSE-EMBEDDED ASSESSMENT
DO
Course is
taught
ADJUST
Changes to
course or
program are
made
TEST
Assigned Goal
is evaluated
NEW PROCESS
COURSE-EMBEDDED ASSESSMENT
Ethics
Multiculturalism
and Global
Awareness
Teamwork and
Collaboration
Understanding
Financial
Statements
Data Analysis
Skills
MGMT
326
MGMT
423
MGMT
326
ACCT
251
DSCI
346
MGMT
423
MKTG
310
MGMT
490
FINC
335
OPSM
330
POTENTIAL GOALS
Economics, Communication Skills,
UNASSESSED COURSES
Information Systems, Business Law… ACCT 261, ACCT 252, DSCI 245,
ECON 201, and MISC 311,
“EACH INSTRUCTOR BECOMES
HIS/HER OWN BENCHMARK”
Strategy
of the new
process
NEW PROCESS
COURSE EMBEDDED ASSESSMENT
 Initial planning phase – at the beginning of the first quarter
 Goals being assessed
 AACSB program-level goal (as assigned)
 NWCCU major-level goal (when appropriate)
 Course learning objective (from syllabus if appropriate)
 Course details for tracking purposes




Instructor
Course
Section
Quarter
 Assessment plan
Faculty are encouraged,
but not required to
coordinate with colleagues
when establishing
measures
 Description of the measures being used
 Actual instrument and rubrics
 How will the measure be converted to a percentile score
MEASUREMENT
Student B
Student C
•1
•2
•3
•1
•2
•3
•1
•2
•3
GRADES
ASSESSMENT
Student A
NEW PROCESS
COURSE EMBEDDED ASSESSMENT
 Reporting phase – at the end of the first quarter
 Assessment




How many students completed the measure
How many students earned > 75% on the measure
What percentage of students earned > 75%
If appropriate, submit three examples (excellent, typical, worst)
 Improvement plan for the next cycle
 Given what you have learned and observed, please identify specific
changes you will make in this course in order to improve student
performance on this goal. For each change that will be implemented,
please briefly explain why you believe it will address the problem
effectively.”
 “Is there anything our core program can do differently to better prepare
students for success on this learning goal?”
NEW PROCESS
COURSE EMBEDDED ASSESSMENT
 Reporting phase – at the end of the following quarters
 Assessment






How many students completed the measure
How many students earned > 75% on the measure
What percentage of students earned > 75%
If appropriate, submit three examples (excellent, typical, worst)
What happened between cycles (improve, stay the same, decline)
“Did the changes you implemented based upon the last assessment lead
to improvement? Explain.”
 Improvement plan for the next cycle
 “Given what you have learned and observed, please identify specific
changes you will make in this course in order to improve student
performance on this goal. For each change that will be implemented,
please briefly explain why you believe it will address the problem
effectively.”
 “Is there anything our core program can do differently to better prepare
students for success on this learning goal?”
POSSIBLE FINDINGS
 INSTRUCTOR-LEVEL
 One section is underperforming relative to the others
 Identify specific issues that challenged that section
 Monitor future assessments for those challenges
 COURSE-LEVEL
 One course underperforming relative to the other
 Identify course-specific design/implementation issues
 Develop possible solutions by faculty in discipline to be implemented in all
sections of the course
 Reassess for efficacy next time the course is taught
 PROGRAM-LEVEL
 Both courses underperforming on assigned goal
 Develop possible solutions in Undergraduate Business Program Committee
with relevant faculty
 Reevaluate assessment measures for efficacy in evaluating changes to be
made
 Reassess as soon as possible once changes are implemented
WHERE WE ARE NOW
First quarter “benchmarking”
DO
TEST
ADJUST
Second quarter “loop closing”
DO
TEST
ADJUST
WHAT NEXT?
 AACSB BAB
 AACSB MBA
 Other specialized accreditations
 NWCCU Majors and Certificates
 Writing Initiative
 Math Initiative
Scale
this
process