College of Business
Annual Learning Outcomes
Assessment Report
2014-15
Assessment Report
Page 1
Introduction
During the 2013-14 academic year we followed our assessment plan quite closely, but
we did make one minor alteration. Though we still assessed the same outcomes
(leadership and communication) as were planned, we changed one of the assessment
points for the teamwork outcome because faculty did not feel the originally selected
assessment was the best fit for the learning outcome. Following a presentation by the
Natural Science and Public Health department, we decided to use a triangulated method
to assess teamwork which utilized the employer evaluation, a student self- evaluation,
and a faculty-designed rubric for use during the students’ internship presentation. This
meant that we did not need to use the Assurance of Learning exam. With the other
outcome, communication, we stayed with our plan and utilized 4 of the BUS 475 sections
as the place to embed the IELTS exam. Because we have incorporated the IELTS scores
into the syllabi of these sections, we had full participation. What we have done is to give
students a grade worth 10% based on their IELTS score.
MALO Assessed
Leadership- Graduates of the business program will be able to effectively lead small
teams in familiar business contexts and participate meaningfully as a team member in
novel business environments.
Assessment Method & Point
To assess leadership we utilized the internship experience (BUS 495), specifically the
internship employer evaluation questions that are aligned with leadership, the student
leadership self-evaluation, and the leadership rubric designed for use during student
internship presentations. We used all 495 sections from both semesters, so we had a
total of 260 students participate in this round of assessment.
Target
Given that we triangulated our methods, we had three distinct targets:



internship employer survey questions- 80% of students to score 3.0 or higher
on each question
student leadership self-evaluation- 80% of students to score 4.0 or higher on
all questions
leadership rubric- 80% of students to score 2.0 or higher on all criteria
We have developed all the measurements, so that we feel they align with the
Accomplished level on the ZULO matrix.
*Please include in the Appendices any scoring instruments, e.g., rubrics,
rating scales, and /or survey items used. (see example in Appendices) .
Assessment Report
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Findings & Analysis
Employer Survey
100
80
60
40
20
0
Professional
conduct
Motivation
Following
instructions
Working with
others
Self-Evaluation
100
80
60
40
20
0
Professional
conduct
Motivation
Following Working with
instructions
others
Leadership Rubric
100
90
80
70
60
50
40
30
20
10
0
The performance of the students was quite strong on the leadership outcome.
However, two of the measures, the employer survey and leadership rubric, indicated
that the one area which fell short of the target had to do with autonomy and following
instructions. In each case students did not achieve the target. These criteria are
actually quite similar, so it showed us that this is an area where our students need to
improve. Perhaps this is because it is the first work experience for most students, but
Assessment Report
Page 3
it seems they may lack confidence when assigned work tasks or not be able to follow
instructions after they have been given.
Communication & Dissemination of Results
Assessment findings were first shared and discussed amongst the college assessment
committee at a meeting attended by the associate dean. This was done prior to the
beginning of classes, so we were then able to present the findings at the college
meeting on August 24. The assessment plan, findings, and suggested actions were
presented. The PowerPoint from the presentation was then distributed to all faculty.
Actions & Follow up
Though the results were overall quite positive, we decided on two actions. The first
was done by reviewing the curriculum map and identifying 3 courses, one in the 2nd,
3rd, and 4th years, where we felt leadership was heavily emphasized. We then changed
the course, so each course now has one major individual project that must be
completed. We worked with the CEI and OEE to review the task and accompanying
instructions. The second alteration was that we have edited the weekly student
reflections to better emphasize autonomy and the ability to follow instructions. From
the start of each internship experience we want students to recognize the importance
of these skills and to practice and reflect on them during their experience.
ZULO/MALO Assessed
Communication- Graduates of the business program will be able to effectively
communicate, both orally and in writing, in a professional business environment.
Assessment Method & Point
To assess communication we utilized 6 of the BUS 475 strategy sections- 4 females and
2 males split across both campuses. We utilized the IELTS exam and plan to use it every
2nd year for the foreseeable future. The IELTS was integrated into the 6 syllabi, so
participation was complete.
Target
Our targets were for students to score 80%≥ 6.0 on the overall IELTS score, but also
80%≥ 6.0 on each of the 4 sub-scores. Because we have historically learnt that reading
and writing are the weakest sub-skill, we felt it was important to include sub-scores as a
target. We believe an IELTS 6.0 is equivalent to the Accomplished level on the ZULO
matrix.
Findings & Analysis
Mean
Median
≥6.0
Overall
6.3
6.0
72%
Reading
5.6
5.5
42%
Writing
5.9
6.0
45%
Speaking
6.8
7.0
84%
Listening
6.8
6.5
80%
As has been the case in previous IELTS assessments, speaking and listening have met
the target, but reading and writing have not which has brought down the overall score to
Assessment Report
Page 4
below the target as well. We remain the top college, but our goal is to eventually have
an overall of 6.5 with no sub-scores of 6.0. This would allow graduates to attend many
English-medium MBA programs abroad.
Communication & Dissemination of Results
Assessment findings were first shared and discussed amongst the college assessment
committee at a meeting attended by the associate dean and faculty language experts
from each campus. This meeting was held prior to the beginning of classes, so we were
then able to present the findings at the college meeting on August 24. The assessment
plan, findings, were presented. The task to develop concrete program-level actions was
assigned to a language development task force. The PowerPoint from the presentation
was distributed to all faculty.
Actions & Follow up
After 3 months of discussions and research, the task force identified 2 actions which are
in the process of implementation.
1. A syllabi review led to an alteration of 8 courses which were deemed as prime
locations to increase the level of reading required. Working with the CEI, a series
of graded reading quizzes are being developed for each of the regularly assigned
readings. So far, this task has been completed for 3 of the 8 courses, one in the
2nd, 3rd, and 4th years. It is believed that the increased stress put on the role of
effective reading will improve student skills.
2. To increase writing proficiency, the entire college has agreed to include at least
one written assignment of at least 3 pages into every course. These assignments
must have at least 2 drafts and the overall assignment grade must include at
least 25% for grammatical accuracy. All syllabi will be adjusted by fall, but
currently 6 courses are piloting this change.
Previous Follow up
A poll of faculty has found that less than half of the faculty are currently using the
faculty teaching reflection to enhance critical thinking. Because of this, time will be given
to the reflection at each of the next two faculty meetings in order to increase
participation in what was a successful initiative.
Dean’s Signature
Assessment Report
Date
Page 5
Appendices
NSPH Internship: Leadership Presentation Rubric
Levels / Criteria Beginning= 0
Developing=1
Accomplished=2
Exemplary=3
Described
listening to
others but little
understanding
of the
importance of
respecting
differences of
opinion,
Described ability
to complete
tasks but
required
prompting,
guidance and
checking of
routine tasks by
supervisor
Described
limited ability to
lead or
empower group
members.
Required
assistance from
others.
Described listening
closely to others
and being open
and receptive to
different opinions.
Described
listening closely
to others and
being receptive
to different
ideas even when
there was major
differences of
opinion.
Described
needing little to
no supervision
to complete
tasks. Does not
need to have
tasks checked by
supervisor.
Professionalism
& Demeanor
Did not
describe
listening to
others or
respecting
differences of
opinion.
Autonomy
Did not
describe
ability to
complete
tasks with or
without
supervision.
Facilitating
Group
Processes
Did not
describe
ability of
leading or
empowering
group
members.
Fostering
Constructive
Team Climate
Did not
describe
ability to
support a
constructive
team climate.
Described one
way in which
the student
supported a
constructive
team climate
Described 2 ways
in which the
student supported
a constructive
team climate
Self-reflection
Did not
reflect on
workplace
experiences,
only provided
a description
of events.
Limited
reflection on
workplace
experiences, but
at times
remained purely
descriptive.
Demonstrated
ability to reflect,
understand and
make connections
between
experiences.
Assessment Report
Described ability
to complete tasks
with little
supervision. Did
not need
supervisor to
check routine
tasks after
completion.
Described a
hesitancy, but able
to lead and
empower group
members towards
consensual
solutions.
Score
/
Level
Described
leading and
empowering
group members
towards
consensual
solutions which
maximize
members’
commitment .
Described 3 or
more ways in
which the
student
supported a
constructive
team climate
Demonstrated
significant
learning and
growth from
self-reflection
experiences.
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