West Texas A&M University
College of Business Assessment Plan
2008-2009 Academic Year
TABLE OF CONTENTS
1.0 COLLEGE OF BUSINESS ASSESSMENT PROCESS
1.1 Mission
1.2 Assessment Management Structure
1.3 Curriculum Management Structure
1.4 Explicit Curriculum Assessment Methods
1.5 Program Review Process
1.6 Assurance of Learning Task by Role
1.7 Assessment Plan Enhancement
2.0 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR THE BBA
2.1 Learning Goals for the BBA Program
2.2 Learning Objectives for the BBA Program
2.3 Core Courses Aligned with Learning Goals for the BBA Program
2.4 Methods and Instruments of Measurement for the BBA Program
2.5 Traits, Standards, and/or Rubrics for the BBA Program
2.6 Dissemination and Review Process
2.7 Closing the Loop for the BBA Program
2.8 Assessment Action Report for the BBA Program
3.0 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR THE MBA
3.1 Learning Goals for the MBA Program
3.2 Learning Objectives for the MBA Program
3.3 Core Courses Aligned with Learning Goals for the MBA Program
3.4 Methods and Instruments of Measurement for the MBA Program
3.5 Traits, Standards, and/or Rubrics for the MBA Program
3.6 Dissemination and Review Process
3.7 Closing the Loop for the MBA Program
3.8 Assessment Action Report for the MBA Program
4.0 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR THE MPA
4.1 Learning Goals for the MPA
4.2 Learning Objectives for the MPA Program
4.3 Core Courses Aligned with Learning Goals for the MPA Program
4.4 Methods and Instruments of Measurement for the MPA Program
4.5 Traits, Standards, and/or Rubrics for the MPA Program
4.6 Dissemination and Review Process
4.7 Closing the Loop for the MPA Program
1
4.8 Assessment Action Report for the MPA Program
5.0 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR THE MSFE
5.1 Learning Goals for the MSFE Program
5.2 Learning Objectives for the MSFE Program
5.3 Core Courses Aligned with Learning Goals for the MSFE Program
5.4 Methods and Instruments of Measurement for the MSFE Program
5.5 Traits, Standards, and/or Rubrics for the MSFE Program
5.6 Dissemination and Review Process
5.7 Closing the Loop for the MSFE Program
5.8 Assessment Action Report for the MSFE Program
2
1 COLLEGE OF BUSINESS ASSESSMENT PROCESS
1.1
Mission Statement
The mission of the College of Business is to provide high quality undergraduate and graduate
business education with a global perspective and ethical awareness.
Measurement of specific program-level learning goals and objectives occurs in multiple collegelevel undergraduate and graduate courses through both direct and indirect assessment methods.
The linkage between the mission and assessment is represented by Figure 1.
Figure 1: Linkage between Mission and Assessment
3
1.2
Assessment Management Structure
The College of Business at West Texas A&M University is dedicated to delivering quality
business programs and the fulfillment of our mission. To this end, a number of processes to
assess its mission and programs have been implemented. The assurance of learning process is
faculty driven, systematic, and continuous with a variety of feedback loops. This document
describes the College’s major processes and its program assessment measures.
To provide a framework for continuous improvement, the College has adopted a simple model
that considers basic resources and a set of critical processes that lead to improvement and a set of
assessments to monitor and evaluate these processes. The College of Business at West Texas
A&M University consists of five unique academic programs. They are the BBA, MBA, MPA,
MSFE, and the BA/BS in Economics.
A faculty responsibility is assurance of learning outcomes to insure that students learn critical
skills and acquire knowledge deemed important and appropriate by college faculty members.
Representing the collective college faculty, the College Curriculum Committee has the
responsibility for reviewing and revising specific program-level learning goals and periodically
reviewing these goals to insure currency and relevance to disciplines within the business field
and organizations that recruit and hire College of Business graduates. Committee membership
includes a committee chairperson, director of continuous improvement, one faculty member
from the Accounting, Economics, and Finance Department, one faculty member from the
Management, Marketing, and General Business Department, one faculty member from the
Information & Decision Management Department, and a maximum of four (minimum of two)
additional members.
Administrators are accountable for program effectiveness and need to know whether the program
is delivering promised learning outcomes. Representing both administration and faculty, the
College Strategic Planning & Assessment Committee reviews and provides oversight of
assurance of learning information for all degree programs in the College. Committee
membership includes a committee chairperson, dean, associate dean, director of continuous
improvement, one member representing department heads, one faculty member from the
Accounting, Economics, and Finance Department, one faculty member from the Management,
Marketing, and General Business Department, one faculty member from the Information &
Decision Management Department, and a maximum of two (minimum of zero) additional
members.
4
1.3
Curriculum Management Structure
The curriculum exists within the framework defined by the mission, goals, and values of West
Texas A&M University and the College of Business (COB). The curriculum is informed by the
external opportunities and threats faced by the COB and its internal resources and needs.
Accordingly, in the design of the curriculum the COB strives to create degrees, concentrations,
and courses that respond to its mission. In addition, the COB receives and uses feedback from
the assurance of learning process to make recommendations to revise, improve, or terminate
existing courses, programs, or concentrations.
The stewardship of the curriculum lies with the faculty. Accordingly, the primary vehicle of
curriculum changes is faculty members. When a faculty member or group has an idea or
proposal, a document or description for departmental discussion and College Curriculum
Committee review is prepared. The process encourages the initiator of the proposed change to
provide a justification of how the course or program changes fit within the mission and strategy
of the COB, is financially viable based on an analysis of the market, and meets the needs of the
targeted student group. The Strategic Planning & Assessment Committee facilitates this process
through the periodic assignment of task forces related to specific issues or opportunities.
Alumni, students, employers, and other stakeholders engage in surveys and discussions that
provide external feedback and influence program development and changes.
The legislative and juridical body within the curriculum management process is the College
Curriculum Committee. The Curriculum Committee receives proposals from the various
possible sources (e.g., faculty, task forces, Strategic Planning & Assessment Committee, or other
stakeholder groups). The Curriculum Committee also reviews assessment outcomes and
generates original curriculum change proposals. The College Curriculum Committee
periodically reviews the content of the business courses for compliance with learning goals,
mission and accreditation standards. For minor and non-substantive curriculum changes, it
provides an immediate determination through vote of committee members.
The process for changing the curriculum of a degree program, major, minor, or concentration
begins with the faculty of the relevant department or program who gather input from a variety of
sources such as students, faculty, alumni, other business programs, employers, alumni, and
advisory groups. If the faculty members of the program propose changes, the proposal will be
submitted to the College of Business Curriculum Committee for review. Proposals approved by
the College Curriculum Committee must be approved internally by the department head, faculty
of the College of Business by vote, and dean before submission to the University’s governance
system (including University Curriculum Committee, Provost/Vice President for Academic
Affairs, University President, and the Texas Higher Education Coordinating Board).
Implementation of a curriculum proposal is assigned to the department head charged with
leadership of the program in which the curricular element is housed. All curriculum changes are
documented in the University catalog and in appropriate supporting fliers, booklets, degree plan
checklist, brochures, web pages, and other materials.
There are three primary modes of monitoring and evaluation used by the College of Business.
5
First, the faculty, Curriculum Committee, and Strategic Planning & Assessment Committee
manage the process of measuring learning goal attainment. Each degree program area has
specified goals and a process to monitor and measure goal attainment on a scheduled basis.
Likewise, there is a schedule for evaluating, summarizing, and feeding back this information to
the College Curriculum Committee. Second, the department heads administer course evaluations
in all sections of courses during all semesters. They review the quantitative and qualitative
responses, and make staffing changes and curricular recommendations when necessary. Third,
the College of Business administration and staff regularly review enrollment in sections of
courses for indications of student demand or problems. In addition to these primary sources of
information, the College of Business engages in stakeholder surveys, advisory boards,
assignments/projects, course embedded assessment, comprehensive examinations, and other
activities to gather specific and general information and reactions to the curricula.
1.4
Explicit Curriculum Assessment Methods
The College of Business Curriculum Committee, in coordination with the College of Business
faculty and administration, are responsible for the curriculum review of all business degree
programs. All business degree programs are monitored for effectiveness and outcomes
assessment. The College of Business conducts ongoing assessment processes for benchmarking
and facilitating continuous improvement. The College uses various methods of assessment to
provide feedback on the extent to which the elements covered in the curriculum are being met.
Explicit methods include, but are not limited to, the following:
Direct Methods:
 Assignment/Projects with Rubric Application
 Capstone Business Simulation
 Comprehensive Examination
 Course Embedded Assessment
 Educational Testing Services (ETS) Major Field Achievement Test in Business
 Learning Portfolio
Indirect Methods:
 Advisory Board Survey
 Alumni Survey
 Employer Survey
 Faculty Survey
 Graduating Student Survey
Stand Alone Methods:
 CPA Examination Results
 Student-Managed Investment Fund Performance
 Students in Free Enterprise Team Production
 Program Enrollment Trends
6
1.5
Curriculum and Program Review Process
The College of Business internal assessment process of all business programs follows a circular
flow illustrated below by figure 2.
Figure 2: Internal Assessment Process
Although all business programs are reviewed on an annual basis and subject to curriculum
revision, each program area is extensively reviewed at least once within a three-year period. The
focus of the fall semester is a review of assessment results from the previous year, identifying
areas of weakness and proposals for improvement, a review of learning goals, a review of rubrics
and other instruments, and the identification of courses for spring testing implementation. The
focus of the spring semester is primarily on testing for assurance of learning in courses that have
been identified by the faculty members. The focus of the summer session is analyzing and
7
reporting assessment results. The summer results are forwarded to the next fall semester and a
new assessment cycle begins. Tentative Schedule for an extensive curriculum and assessment
review by program and major (three-year rotation) is as follows:
 BBA Program: Summer 2009 and 2012
 MBA Program: Summer 2010 and 2013
 MPA and MSFE Programs: Summer 2011 and 2014
1.6
Assurance of Learning Task by Role
College of Business Faculty at Large (both undergraduate and graduate faculty)
 Undertake assessment efforts as an integral portion of teaching activity
 Participate in meetings to discuss assessment data and offer recommendations for
program improvement
 Develop and implement program improvements
Department Heads
 Meet with the appropriate program faculty to collect and review the assessment data
 With faculty input, determine what the data mean in light of program/option
improvement
 With faculty input, develop an action plan proposal based on the meaning of the data to
the business degree program under review
 With faculty input, determine appropriate re-assessment follow-up for goals and plans
 Document the process and decisions made on current goals and send report to dean and
director of continuous improvement
 Review course syllabi for inclusion of appropriate learning goals/objectives on ongoing
basis, looking at each syllabi at least once a year
 Update assessment course alignment matrix as needed
The College of Business Strategic Planning & Assessment Committee
 Review program level assessment data
 Determine what the data mean in light of the program goals and objectives
 Recommend program interventions or changes to the Curriculum Committee, dean, and
other stakeholders
 Document recommendations for action plans
The College of Business Curriculum Committee
 Review program level assessment data
 Evaluate recommendations put forth by the Strategic Planning & Assessment Committee
 Determine what the data mean in light of the program goals and objectives
 Recommend curriculum interventions or changes
 Document recommendations for action plans
8
Director of Continuous Improvement
 Meet with appropriate stakeholders as needed
 Record decisions made by Strategic Planning & Assessment Committee, Curriculum
Committee, and other stakeholders via meeting minutes and assessment action reports
 Oversee development of assessment plans and activities in total as well as for each
learning goal
 Collect, analyze, and report data for business degree programs
 Attend appropriate assessment related conferences and seminars
 Maintain the knowledge base for all assessment related data, analyses, and resulting
reports
Dean and Associate Dean:
 Provide assessment leadership and accountability for all assessment-related activity in the
College of Business
 Schedule and host a minimum of two all faculty meetings (October and February) to
discuss assessment data analysis and recommendations for changes to programs offered
by the College of Business
 Provide sufficient financial support for development and implementation of assessment
plan
 Ensure faculty assessment efforts are appropriately reflected in annual teaching and
workload agreements
 Evaluate director of continuous improvement and department heads regarding assessment
activity and results
 Report assessment results to campus and accreditation entities
1.7
Assessment Plan Enhancement
The faculty, after reviewing the collected data and the processes used to collect it, may decide to
alter the assessment plan. Modifications can be applied to any component of the plan, including
the goals, objectives, methods, assessment instruments, or any other aspect of the plan.
Substantive changes are to be approved by the faculty of the applicable business degree program.
9
2 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR
THE BBA
2.1
Learning Goals for the BBA Program
The College of Business at West Texas A&M University seeks to prepare students in the
Bachelor of Business Administration (BBA) degree program for careers in business and to foster
their professional growth and advancement. The learning goals for the program are:

Goal 1: Communication: Graduates of the BBA program will be effective
communicators.

Goal 2: Critical Thinking: Graduates of the BBA program will be critical thinkers.

Goal 3: Business Environment: Graduates of the BBA program will be knowledgeable
of ethical, global, and social environmental factors and how they relate to business
decisions.

Goal 4: Functional Business Analyses and Applications: Graduates of the BBA program
will be knowledgeable in the functional areas of business and their integration.
10
2.2
Learning Objectives for the BBA Program
Goal 1: Communication:
Objectives:
1.1 Written Communication: Demonstrate effective writing for business.
1.2 Oral Communication: Demonstrate effective oral communications in business situations.
1.3 Electronic Communication: Demonstrate effective use of technology and multimedia to
support effective presentations.
Goal 2: Critical Thinking:
Objectives:
2.1 Critical Thinking: Demonstrate critical thinking skills by analyzing complex problems and
recommending feasible solutions.
Goal 3: Business Environment:
Objectives:
3.1 Ethical Decisions: Analyze ethical issues when making decisions to achieve individual and
organizational responsibilities in business context.
3.2 Global and Domestic Economy: Analyze the implications of global and domestic
economic circumstances for effective problem solving and making business decisions.
3.3 Diversity: Analyze the implications and value of ethnic and cultural diversity for effective
problem solving and making business decisions.
Goal 4: Functional Business Analyses and Applications:
Objectives:
4.1 Students will demonstrate a basic understanding of the common body of knowledge in the
following business disciplines:
a. Accounting
b. Economics
c. Finance
d. Quantitative Business Analysis
e. Computer Information Systems
f. Business Law
g. Management
h. Marketing
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2.3
Core Courses Aligned with Learning Goals for the BBA Program
GOAL
POSSIBLE CORE
COURSES
PRIMARY DIRECT
ASSESSMENT INSTRUMENT(S)
FREQUENCY/START
DATE
Goal 1: Communication:
BUSI 3312
IDM 2342, 3330
MGT 4315
Writing component course
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Review of at least one
objective in a rotation
every year beginning
2008-2009.
FIN 3320
MGT 3330, 4315
Upper-level Econ Course
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Every year beginning
2008-2009. BBA is focus
review program for
summer of 2009 and
2012.
BUSI 3312
CIS 3330
ECON 2301, 2302
FIN 3320
MGT 3330, 4315
MKT 3340
Upper-level Econ Course
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Review of at least one
objective in a rotation
every year beginning
2008-2009.
ACCT 2301, 2302
BUSI 3312
ECON 2301, 2302
FIN 3320
IDM 2342, 3330
MGT 3330, 4315
MKT 3340
(1) Business application in capstone (1) Every year beginning
course.
2006-2007.
Objectives:
1.1 Written Communication
1.2 Oral Communication
1.3 Electronic Communication
Goal 2: Critical Thinking:
Objective:
2.1 Critical Thinking
Goal 3: Business Environment:
Objectives:
3.1 Ethical Decisions
3.2 Global and Domestic
Economy
3.3 Diversity
Goal 4: Functional Business
Analyses and Applications:
Objective:
4.1 Common Body of
Knowledge
(2) Course embedded final exam.
(2) Every other year
starting 2008-2009. First
cycle in 2007-2008 with
second cycle 2008-2009.
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2.4
Methods and Instruments of Measurement for the BBA Program
Direct Methods
 Assignments/Projects—Rubrics created by College of Business faculty are employed in
courses as means of assessing learning objectives from course assignments and projects.
Frequency—Every year beginning 2008-2009.
Actions—First cycle in 2008-2009.
 Business Application in Capstone Course—Business simulation Capsim, business case
competition, and/or Educational Testing Services (ETS) Major Field Achievement Test.
Frequency—One or more of the business application tools are administered every
semester in the undergraduate business capstone course (MGT 4315).
Actions—Initiated in the 2006-2007 Academic Year with a focus on the ETS exam for
2006-2008. The college is experimenting with Capsim and a case competition in 2009.
 Course Embedded Assessment—The College of Business employs a formal course
embedded assessment process for the BBA degree core business knowledge. The
assessment instrument and implementation is conducted by the faculty members in each
discipline.
Frequency—Every other year.
Actions—First cycle completed in the 2007-2008 Academic Year with a second cycle
initiated for the 2008-2009 Academic Year. The third iteration is scheduled for 20102011.
Indirect Methods
 Graduating Student Survey— Graduating students are surveyed to determine student
opinions concerning the appropriateness of the curricula, perceptions of the amount of
coverage of important topics, and overall satisfaction with educational experience.
Frequency—Annual with EBI surveys employed for odd years (e.g., 2007-2008
Academic Year) and University surveys employed in even years (e.g., 2008-2009).
Actions—Rotation of student surveys established in 2006-2007 and remains active.
 Employer Survey—Employers of College of Business graduates are surveyed to ask their
opinions concerning the preparedness of our graduates with respect to important
characteristics such as communication skills and other key aspects of the business
program. EBI and internally created surveys are used.
Frequency—Every three years.
Actions—First cycle of EBI employer survey administered April of 2009.
 Faculty Survey—College of Business faculty are surveyed to determine their perceptions
of the business curricula and other key aspects of the business program.
Frequency—Every three years as an EBI survey for benchmarking.
Actions—2008-2009 EBI survey has been administered with a second survey to be
administered in 2011-2012.
 Ad Hoc Tools—The College of Business employs numerous ad hoc assessment tools,
including but not limited to, Student-Managed Investment Fund performance, Students in
Free Enterprise annual report, program enrollment trends, and many other tools.
Frequency—Every year.
Actions—Ad hoc tools are actively employed as part of the assessment program.
13
2.5
Traits, Standards, and/or Rubric for the BBA Program
Goal and Objective 1.1: Written Communication Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Content
Poor
Acceptable
Excellent
Topic is poorly
developed.
Supporting details
are absent or
vague. Trite ideas
and/or unclear
wording reflect
lack of
understanding of
topic and
audience.
Topic is evident
with some
supporting details;
generally meets
requirements of
assignment.
Topic is well
developed,
effectively
supported and
appropriate for the
assignment.
Effective thinking
is clearly and
creatively
expressed.
1
2
3
Poor
Acceptable
Excellent
Writing is
rambling and
unfocused, with
main theme and
supporting details
presented in a
disorganized,
unrelated way.
Writing
demonstrates some
grasp of
organization, with
a discernible
theme and
supporting details.
Writing is clearly
organized around a
central theme.
Each paragraph is
clear and relates to
the others in a
well-planned
framework.
1
2
3
Poor
Acceptable
Excellent
Writing lacks
sentence variety.
Significant
deficiencies in
wording, spelling,
grammar,
punctuation, or
presentation.
Sources, if
consulted, poorly
cited.
Some sentence
variety; adequate
usage of wording,
grammar, and
punctuation. Some
cited sources used.
Wide variety of
sentence
structures.
Excellent word
usage, spelling,
grammar and
punctuation.
Multiple sources
correctly cited.
Effective
integration of
information.
1
2
3
Comments:
Organization
Comments:
Language
Comments:
Total =
14
Goal and Objective 1.2: Oral Communication Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Content
Poor
Acceptable
Excellent
Topic is poorly
developed.
Supporting details
are absent or
vague. Trite ideas
and/or unclear
wording reflect
lack of
understanding of
topic and
audience.
Topic is evident
with some
supporting details;
generally meets
requirements of
assignment.
Topic is well
developed,
effectively
supported and
appropriate for the
assignment.
Effective thinking
is clearly and
creatively
expressed.
1
2
3
Poor
Acceptable
Excellent
Speech is rambling
and unfocused,
with main theme
and supporting
details presented
in a disorganized,
unrelated way.
Speech
demonstrates some
grasp of
organization, with
a discernible
theme and
supporting details.
Speech is clearly
organized with
effective
introduction and
conclusion. Each
segment relates to
the others
according to a
carefully planned
framework.
1
2
3
Poor
Acceptable
Excellent
Speakers appear
unpracticed. Use
of unnecessary
pauses or filler
words. Problems
with voice control,
eye contact, or
posture. Incorrect
or inappropriate
language.
Speaker appears
proficient with
language, vocal,
and physical
expression. Notes
and visuals used as
needed.
Speaker uses
grammatically
correct and
appropriate
language.
Delivery is smooth
and effective.
Good voice
control, eye
contact, and
physical
demeanor. Notes
and visuals used to
enhance the
presentation.
1
2
3
Comments:
Organization
Comments:
Delivery
Comments:
Total =
15
Goal and Objective 1.3: Electronic Communication Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Information
Processing
Poor
Acceptable
Excellent
Fails to
demonstrate
competency in
basic word
processing,
spreadsheet, and
presentation
applications.
Demonstrates
clear evidence of
competency in
basic word
processing,
spreadsheet, and
presentation
applications.
Demonstrates
thorough
competency in use
of word
processing,
spreadsheet, and
presentation
applications.
1
2
3
Poor
Acceptable
Excellent
Does not know or
understand the
different
components of a
database.
Knows and
understands the
different
components of a
database as well as
the logical
structures.
Knows and
understands
components of a
database, terms
associated with
data warehouses,
and data mining
tools.
1
2
3
Poor
Acceptable
Excellent
The student
exhibits limited
Web search engine
skills and requires
remediation to
perform basic
tasks.
The student
performs basic
Web search engine
tasks overall and
demonstrates
adequate
application skills.
The student
demonstrates
ability to explore
Internet resources,
conduct a detailed
search for
information on the
assigned topic, and
download
necessary files.
1
2
3
Comments:
Database
Comments:
Internet Use
Comments:
Total =
16
Goal and Objective 2.1: Critical Thinking Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Identification
Poor
Acceptable
Excellent
Fails to identify
and summarize the
problem
accurately.
Summary of issues
is mostly accurate
but nuances and
critical details are
glossed over.
Clearly identifies
and summarizes
main problem or
issue. Identifies
secondary or
implicit issues.
1
2
3
Poor
Acceptable
Excellent
Does not
distinguish among
fact, opinion, and
value judgements.
Discerns fact from
opinion and may
recognize bias in
evidence. Routine
exploration of the
issue.
Thoroughly
examines the
evidence and
questions its
accuracy and
completeness.
Clear evidence of
search, selection,
and source
evaluation skills.
1
2
3
Poor
Acceptable
Excellent
Quantitative or
qualitative
analysis conducted
is inappropriate,
inaccurate, or
superficial.
Quantitative or
qualitative
analysis conducted
is appropriate and
accurate but rather
superficial.
Quantitative or
qualitative
analysis conducted
is appropriate,
accurate, and
thorough.
1
2
3
Poor
Acceptable
Excellent
Fails to identify
conclusions and
implications of the
issue or the key
relationships
between the other
elements, such as
other perspectives,
assumptions, or
data and evidence.
Conclusions begin
to reflect influence
of other
perspectives,
assumptions, and
evidence that leads
to consequences
that extend beyond
the borders of a
discipline or single
issue.
Identifies
conclusions,
implications, and
consequences
considering
assumptions, data,
and evidence.
Recognizes
limitations of
correlations and
qualifies
implications of
assertions
accordingly.
1
2
3
Comments:
Evaluation
Comments:
Analysis
Comments:
Decision
Comments:
Total =
17
Goal and Objective 3.1: Ethical Decision Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Identification
Poor
Acceptable
Excellent
Fails to identify all
major ethical,
factual, and
conceptual
issues/options.
Identifies most of
the relevant
practical
issues/options but
overlooks some
related conceptual
problems and
issues.
Identifies all major
issues and
stakeholders.
Correctly
identifies all of the
relevant practical
options and the
related conceptual
issues.
1
2
3
Poor
Acceptable
Excellent
Fails to apply
moral standards
and ethical
principles
correctly.
Applied some
moral standards
and principles
correctly but
overlooks or
misapplies some
ethical principles.
Correctly applies
the moral
standards and
ethical principles
that are relevant to
the case.
1
2
3
Poor
Acceptable
Excellent
Fails to provide
weightings of
various ethical
arguments and
reasons.
Provides some
evaluation of
reasons and
arguments but
overlooks
important facts or
puts forth minor
errors with respect
to logical
reasoning.
Provides
appropriate and
defensible
evaluation for all
relevant
arguments, notes
facts and avoids
errors in logical
reasoning.
1
2
3
Poor
Acceptable
Excellent
Decision is not
justified by the
arguments and
reasons put forth.
Decision put forth
is justified by
ethical arguments,
but failed to
identify and
respond to
reasonable
counterarguments.
Decision put forth
is justified by
ethical arguments.
Care is taken in
responding to
reasonable
counterarguments.
1
2
3
Comments:
Construction
Comments:
Evaluation
Comments:
Decision
Comments:
Total =
18
Goal and Objective 3.2: Global and Domestic Economy Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Connectivity
Poor
Acceptable
Excellent
Fails to understand
that economies of
nations impact one
another.
Understands that
economic
conditions of one
nation can impact
those of other
nations but is not
aware of
political/social
environmental
issues raised by
economic
interdependence.
Understands that
economic
conditions of one
nation impacts
those of other
nations and is
aware of
political/social
environmental
issues raised by
economic
interdependence.
1
2
3
Poor
Acceptable
Excellent
Fails to understand
the impacts of
decisions made by
national and
international
organizations.
Understands how
some specific
decisions made by
national and
international
organizations
impact the
individual, society,
and the future.
Thoroughly
understands how
specific decisions
made by national
and international
organizations
impact the
individual, society,
and the future.
1
2
3
Poor
Acceptable
Excellent
Fails to understand
the role, impact,
and opportunities
of the individual in
a global society.
Understands the
role, impact, and
opportunities of an
individual in a
global society.
Understands the
role, impact, and
opportunities of an
individual in a
global society and
is prepared to take
personal action.
1
2
3
Poor
Acceptable
Excellent
Unaware of
differences in
societies’ access to
technology and
information.
Understands some
of the ideological
and economic
issues that
influence access to
technology and
information.
Well-developed
knowledge of the
ideological and
economic issues
that influence
access to
technology and
information.
1
2
3
Comments:
Organizations
Comments:
Individual
Comments:
Technology
Comments:
Total =
19
Goal and Objective 3.3: Diversity Assessment Form (BBA)
Course:______________________
Semester:______________ Year: ____________
Student:______________________
Major:_________________
Awareness
Poor
Acceptable
Excellent
Student is largely
unaware of
specific value
systems and
stereotyped beliefs
that contribute to
the way he/she and
others behave.
Student possesses
some knowledge
of the specific
beliefs, values, and
sensibilities that
contribute to the
way he/she and
others behave.
Student is highly
knowledgeable
about specific
cultural beliefs,
values, and
sensibilities that
might affect the
way that he/she
and others behave.
1
2
3
Poor
Acceptable
Excellent
Student fails to
recognize
similarities
between his/her
own culture and
other cultures;
student judges
cultural
differences
negatively.
Student is
cognizant of
similarities
between his/her
own culture and
other cultures;
student appreciates
and accepts
cultural
differences.
Student recognizes
that individuals
from diverse
cultures share
some beliefs;
student accepts
cultural
differences and
seeks
opportunities to
learn about
different cultures.
1
2
3
Poor
Acceptable
Excellent
Student interacts,
communicates, or
works poorly with
others.
Student usually
interacts,
communicates, or
works positively
with others.
Student interacts,
communicates, or
works positively
with others;
student actively
seeks
opportunities to
learn from diverse
perspectives.
1
2
3
Poor
Acceptable
Excellent
Student avoids
using technology
to gain access to
individuals or
resources from
other cultures.
Student often uses
technology to gain
access to
individuals or
resources from
other cultures.
Student regularly
uses technology to
gain access to
individuals or
resources from
other cultures.
1
2
3
Comments:
Tolerance
Comments:
Interaction
Comments:
Technology
Comments:
Total =
20
Goal 4: Functional Business Analyses and Applications (BBA):
Objectives:
Students will demonstrate a basic understanding of the body of knowledge common to the
following business disciplines:
a. Accounting
b. Economics
c. Finance
d. Quantitative Business Analysis
e. Computer Information Systems
f. Business Law
g. Management
h. Marketing
Accounting: Students will demonstrate an understanding of the following accounting skills:
 Financial statements.
 Basic concepts underlying generally accepted accounting principles.
 Principles and processes necessary for the implementation of product/service
costing systems.
 Principles and processes necessary for effective planning and control.
 Analytical tools to facilitate decision-making.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
21
Economics: Students will demonstrate an understanding of the following economic skills:
 Concepts of scarcity and opportunity cost as they relate to economics and
business;
 Causes of economic growth, business cycles, and inflation.
 Impact and potential limitations of monetary and fiscal policy.
 Determinants of supply and demand and apply the supply and demand model to
illustrate changes in prices and output.
 Price elasticity of demand and supply.
 Behavior of the firm as it relates to production, price, cost, and profit with respect
to alternative market structures.
 Welfare effects of alternative market structures.
 Concepts of comparative advantage and specialization leading to gains from
trade.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
Corporate Finance: Students will demonstrate an understanding of the following finance skills:
 Role of the finance function of the firm.
 Financial markets and efficiency.
 Time value of money.
 Capital budgeting and the cost of capital.
 Risk, return, and diversification.
 Financial statement analysis.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
22
Quantitative Business: Students will demonstrate an understanding of the following
quantitative business skills:
 Descriptive statistics, statistical measures, binomial and normal probabilities,
spreadsheet construction of graphs, and frequency distributions.
 Interval estimates and hypothesis testing for one or more population means and
proportions.
 Appropriate hypotheses, perform the test, and interpret the results for analyzing
analysis of variance, regression, or time series applications.
 Spreadsheets in constructing graphs and tables for applications in descriptive
statistics.
 Spreadsheets to derive statistical models that are used in analysis of variance,
regression, and time series applications.
Measure:
Performance will be assessed by grading a common course embedded assignment and/or final
exam component.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
Computer Information Systems: Students will demonstrate an understanding of the following
computer information skills:
 Challenges facing MIS managers.
 Organizational information systems architectures, information management, and
knowledge management frameworks.
 Business analysis skills using personal productivity and business software tools.
 Emerging trends and standards as they apply to information systems and
technologies.
Measure:
Performance will be assessed by grading a common course embedded assignment and/or final
exam component.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
23
Business Law: Students will demonstrate an understanding of the following business law skills:
 Ethical and legal issues relating to business.
 Principles and concepts of various laws that affect the many aspects of business.
 Consequences of unethical and illegal business behavior.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
Management: Students will demonstrate an understanding of the following management skills:
 Concepts and principles of management including the basic roles, skills, and
functions of management.
 Historical developments, theoretical aspects, and practice applications of the
managerial process.
 Human issues in the workplace and the impact on organizational effectiveness.
 Major dimensions used to classify national cultures and how the U.S. compares
to selected other cultures.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
24
Marketing: Students will demonstrate an understanding of the following marketing skills:
 Product, prices, place, and promotion within domestic and global marketing
activities.
 The stages of the new product development process.
 How emerging technologies have changed marketing practices.
 Marketing communications and their role in marketing strategy.
 Ethical responsibilities of marketing professionals.
Measure:
Performance will be assessed by grading a common course embedded multiple-choice and/or
essay component on the final exam.
Performance Goal:
Seventy percent of the students in the course demonstrate characteristics of an acceptable
competence level. Acceptable competence is defined as correctly answering seventy percent of
the embedded questions on the discipline core component of the course final.
25
2.6
Dissemination and Review Process
College of Business faculty members are responsible for implementing and organizing direct
assessment efforts. Faculty members are required to report information to the department head
by using the standard Course Learning Report Form or equivalent. Direct methods of
assessment, including course embedded assessment final examinations and rubric applications,
should include multiple faculty members with expertise in the business discipline. The director
of continuous improvement, associate dean, and dean are responsible for implementing and
organizing indirect methods of assessment. The direct and indirect assessment data is used to
ensure compliance with University and College of Business mission statements and goals and to
revise courses and curriculum as needed.
The following is a timetable for assessment activities during an assessment cycle:
 Program faculty and/or course instructors collect raw data throughout the academic year
(September through June of year one).
 The department heads and director of continuous improvement will organize and report
summary assessment results to the dean and various stakeholders, as appropriate, on each
academic program (June of year one).
 The director of continuous improvement and dean organize the aggregated assessment
results into an annual assessment report with supporting data (July of year one).
 A hard copy of the assessment report is distributed to each department, the Curriculum
Committee, the Strategic Planning & Assessment Committee, director of continuous
improvement, dean, and provost. In addition, the information is published in an
electronic format available to all College of Business stakeholders (August of year one).
 Strategic Planning & Assessment Committee reviews previous year assessment results
and recommends actions consistent with College mission and continuous improvement
commitment (September and January of year two).
 Curriculum Committee reviews previous year assessment results and formulates potential
curriculum changes for business degree programs consistent with College mission and
continuous improvement commitment (September, October, November, January,
February, and April of year two).
 Undergraduate faculty at large review assessment results and vote with respect to
proposed program and curriculum changes (October and February of year two).
 Graduate faculty at large review assessment results and vote with respect to proposed
program and curriculum changes (October and February of year two).
 Program faculty and/or course instructors collect data in an effort to see if implemented
changes actually made a difference (September through June of years two and/or three)
 Department heads and director of continuous improvement review effectiveness of
previous program and curriculum changes by analyzing updated assessment continuation
results (June of years two and/or three).
 Curriculum Committee reviews effectiveness of previous program and curriculum
changes by analyzing updated assessment continuation results (June of years two and/or
three).
26
Course Learning Report (Sample Form)
Department:
Course Name and Number:
Submission Date:
Faculty participants:
Course Learning Goal and
Objective Evaluated
Assessment Instrument
Analysis of Findings (include
number of students and
percent that exceed, meet,
and do not meet
expectations)
Suggestions for Improvement
_______________________________________________________
Department Head Signature
27
COLLEGE OF BUSINESS
West Texas A&M University
ANNUAL REPORT ON THE ASSESSMENT OF STUDENT LEARNING
FOR ACADEMIC YEAR (PLACE ACADEMIC YEAR HERE)
Academic Program: PLACE ACADEMIC PROGRAM HERE
Department: PLACE DEPARTMENT DOING REPORT HERE
Submitted by/Date: _______________________________________________________
Please submit this report to the Director of Continuous Improvement PLACE DATE REPORT
IS DUE HERE
PART I. LEARNING GOALS, OBJECTIVES, STANDARDS, MEASUREMENTS:
LEARNING GOALS: LIST LEARNING GOALS HERE
LEARNING OBJECTIVES:
LIST LEARNING OBJECTIVES FOR EACH LEARNING GOAL HERE
STANDARDS: (Example, course embedded questions should have an average pass rate of 70%
or higher).
LIST MEASUREMENTS:
List measurements (embedded questions, metrics, case studies, etc.) for each Learning goal
and objective by course used and academic semester administered. Attach this information
in an appendix to this report.
PART II. DATA COLLECTION:
Present the data resulting from the assessment activities using the following formats as an
appendix to this report for each learning goal and objective (if assessment was done in
more than one course aggregate the results.) (Examples of the tables are attached). Please
do not include any faculty or student identification in results to protect confidentiality.
Table 1
Learning Objective # ___
Q#1
Q#2
Continue for each
Question
Avg. #
Correct
Avg. %
Correct
Avg. # Correct Answers
Avg. % Correct by Question
28
Table 2
Learning Objective # ___
Total #
Students
# students
% correct
with correct
answers
answers
Above 25%
Above 50%
Above 75%
Average
PART III. ANALYSIS:
Please list observations/conclusions for each Learning Goal based on data, e.g., where did
the student perform well, poorly, etc. For each observation/conclusion, list your supporting
reasons.
PART IV. RECOMMENDATION FOR IMPROVEMENT:
List changes you plan to make to improve student learning for each Learning Goal, e.g.
changes in curriculum, instruction, individual course content, etc.
PART V. DOCUMENTATION:
The process used to assess, analyze, and implement change must be documented. Attach to
this report the pertinent part of minutes of department or curriculum committee meetings
detailing the activities in this process and the steps taken for continuous improvement for
each Learning Goal.
EXAMPLE OF REPORTING TABLES
Total Number of Students = 8
Above 25%
Above 50%
Above 75%
Average
Table 1
Learning Objective # -# Students with Correct Answers
8
7
3
% Correct Answers
100%
87%
37%
71%
29
SUMMARY REPORT OF ASSURANCE OF LEARNING RESULTS
BACHELOR OF BUSINESS ADMINISTRATION
A summary of the assessment process for each learning goal is provided based upon reports, which have been prepared as noted. The
full report and supporting documents are available in separate volumes entitled College of Business Assessment Report.
Learning Goal #1: Graduates of the BBA program will be effective communicators.
Learning Objective 1.1: Demonstrate effective writing for business.
When
Where
Assessment
By Whom
Results
Method
Dr. Syed
83% of students
Spring
Anwar’s
Standard
Dr. Pulliam
scored
2009
MKT
Grading
Dr. Ramos
“acceptable or
4348
Rubric
Dr. Xiao
better”
Class
Spring
2009
Spring
2009
Dr. Syed
Anwar’s
MKT
4348
Class
Standard
Grading
Rubric
Dr. Furner
Dr. Jarmon
Dr. Kilic
62% of students
scored
“acceptable or
better”
Ms. Jean
Walker’s
FIN 3350
Class
Standard
Grading
Rubric
Dr. Macy
Dr. Pjesky
Dr. Terry
79% of students
scored
“acceptable or
better”
Changes Implemented
By whom
Reviewed and revised the
explicit courses offered in the
College of Business writing
component for the BBA
Curriculum
Committee
Identified weakness in the
overall writing skills of
undergraduate business
students. Reviewed and
revised the explicit courses
offered in the College of
Business writing component
for the BBA.
Reviewed and revised the
explicit courses offered in the
College of Business writing
component for the BBA
Curriculum
Committee
Curriculum
Committee
30
Learning Goal #1: Graduates of the BBA program will be effective communicators.
Learning Objective 1.2: Demonstrate effective oral communication in business situations.
When
Where
Assessment
By Whom
Results
Changes Implemented
Method
Dr. Syed
Given variation in scores in
100% of students
Anwar’s
Standard
Dr. Jafar
MKT 4340 versus BUSI
scored
Spring
MKT
Grading
Dr. Pjesky
3312, the decision was made
“acceptable or
2009
4340
Rubric
Ms. Upshaw
to gain additional data in
better”
Class
spring 2010 assessment cycle.
Dr. Gary
Given variation in scores in
55% of students
Spring
Rider’s
Standard
Dr. Jafar
MKT 4340 versus BUSI
scored
2009
BUSI
Grading
Dr. Pjesky
3312, the decision was made
“acceptable or
3312
Rubric
Ms. Upshaw
to gain additional data in
better”
Class
spring 2010 assessment cycle.
By whom
Director of
Continuous
Improvment
Director of
Continuous
Improvment
31
Learning Goal #1: Graduates of the BBA program will be effective communicators.
Learning Objective 1.3: Demonstrate effective use of technology and multimedia to support effective presentations.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Rex
Initial results positive but
AEF faculty area
82% of students
Spring
Pjesky’s
Standard
Ms. Cooley
need additional data and
of responsibility
scored
2009
ECON
Grading
Dr. Macy
closer alignment of
for AY 2009-2010.
“acceptable or
4342
Rubric
Dr. Murphy
assignments with rubric.
better”
Class
Initial results positive but
AEF faculty area
100% of students
need additional data and
of responsibility
All faculty
Faculty
All faculty
scored acceptable
Spring
closer alignment of
for AY 2009-2010
Teaching
Graded
Teaching IDM
or better
2009
assignments with rubric.
IDM 2342 Homework
2342
Spring
2009
Spring
2009
Spring
2009
All faculty
Teaching
IDM 2342
All faculty
Teaching
IDM 2342
All faculty
Teaching
IDM 2342
Faculty
Graded
Homework
Faculty
Graded
Homework
Faculty
Graded
Homework
All faculty
Teaching IDM
2342
All faculty
Teaching IDM
2342
All faculty
Teaching IDM
2342
82% of students
scored acceptable
or better
Initial results positive but
need additional data and
closer alignment of
assignments with rubric.
AEF faculty area
of responsibility
for AY 2009-2010
86% of students
scored acceptable
or better
Initial results positive but
need additional data and
closer alignment of
assignments with rubric.
AEF faculty area
of responsibility
for AY 2009-2010
69% of students
scored acceptable
or better
Initial results positive but
need additional data and
closer alignment of
assignments with rubric.
AEF faculty area
of responsibility
for AY 2009-2010
32
Learning Goal #2: Graduates of the BBA program will be critical thinkers.
Learning Objective 2.1: Demonstrate critical thinking skills by analyzing complex problems and recommending feasible solutions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Neil
Given variation in scores in
CIS faculty area if
56% of students
Spring
Terry’s
Standard
Dr. Anwar
ECON 4351 versus IDM
responsibility for
scored
2009
ECON
Grading
Dr. Li
2342, the decision was made
AY 2009-2010.
“acceptable or
4351
Rubric
Dr. Racherla
to gain additional data in
better”
Class
spring 2010 assessment cycle.
Given variation in scores in
CIS faculty area if
79% of students ECON 4351 versus IDM
responsibility for
All faculty
Faculty
All faculty
Spring
scored acceptable 2342, the decision was made
AY 2009-2010
Teaching
Graded
Teaching IDM
2009
or better
to gain additional data in
IDM 2342 Homework
2342
spring 2010 assessment cycle.
33
Learning Goal #3: Graduates of the BBA program will be knowledgeable of ethical, global, and social environmental factors and how
they relate to business decisions.
Learning Objective 3.1: Analyze ethical issues when making decisions to achieve individual and organizational responsibilities in
business context.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Identified a lack of explicit
Curriculum
coverage of ethical issues for Committee
Dr. Neil
76% of students all BBA majors. As a result,
Spring
Terry’s
Standard
Dr. Kreissl
scored
all upper-level economics
2009
ECON
Grading
Dr. Pulliam,
“acceptable or
courses will require an
4351
Rubric
Dr. Wang
better”
explicit ethics assignment
Class
application starting spring
2010.
Identified a lack of explicit
Curriculum
coverage of ethical issues for Committee
all BBA majors. As a result,
78% of students all upper-level economics
All faculty
Faculty
All faculty
Spring
scored acceptable courses will require an
Teaching
Graded
Teaching IDM
2009
or better
explicit ethics assignment
IDM 3330 Homework
3330
application starting spring
2010.
Spring
2009
All faculty
Teaching
MGT
3330
Faculty
Graded
Homework
All faculty
Teaching MGT
3330
67% of students
scored acceptable
or better
Identified a lack of explicit
coverage of ethical issues for
all BBA majors. As a result,
all upper-level economics
courses will require an
explicit ethics assignment
application starting spring
2010.
Curriculum
Committee
34
Spring
2009
Spring
2009
All faculty
Teaching
BUSI
3312
All faculty
Teaching
MKT
3340
Faculty
Graded
Homework
Faculty
Graded
Homework
All faculty
Teaching BUSI
3312
All faculty
Teaching MKT
3340
64% of students
scored acceptable
or better
78% of students
scored acceptable
or better
Identified a lack of explicit
coverage of ethical issues for
all BBA majors. As a result,
all upper-level economics
courses will require an
explicit ethics assignment
application starting spring
2010.
Identified a lack of explicit
coverage of ethical issues for
all BBA majors. As a result,
all upper-level economics
courses will require an
explicit ethics assignment
application starting spring
2010.
Curriculum
Committee
Curriculum
Committee
35
Learning Goal #3: Graduates of the BBA program will be knowledgeable of ethical, global, and social environmental factors and how
they relate to business decisions.
Learning Objective 3.2: Analyze the implications of global and domestic economic circumstances for effective problem solving and
making business decisions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Identified a lack of explicit
Curriculum
coverage of global issues for
Committee
Dr. Rex
all BBA majors. As a result,
64% of students
Spring
Pjesky’s
Standard
Dr. De’Armond
all IDM/CIS 3330 courses
scored
2009
ECON
Grading
Dr. Friske
will require an explicit global
“acceptable or
4342
Rubric
Dr. Shao
environment assignment
better”
Class
application starting spring
2010.
Spring
2009
Spring
2009
All faculty
Teaching
ECON
2301
All faculty
Teaching
ECON
2302
Faculty
Graded
Homework
Faculty
Graded
Homework
All faculty
Teaching
ECON 2301
All faculty
Teaching
ECON 2302
64% of students
scored acceptable
or better
85% of students
scored acceptable
or better
Identified a lack of explicit
coverage of global issues for
all BBA majors. As a result,
all IDM/CIS 3330 courses
will require an explicit global
environment assignment
application starting spring
2010.
Identified a lack of explicit
coverage of global issues for
all BBA majors. As a result,
all IDM/CIS 3330 courses
will require an explicit global
environment assignment
application starting spring
2010.
Curriculum
Committee
Curriculum
Committee
36
Spring
2009
Spring
2009
Sum.
2009
All faculty
Teaching
MGT
3330
All faculty
Teaching
FIN 3320
MGT
4315
Faculty
Graded
Homework
Faculty
Graded
Homework
ETS Exam in
International
All faculty
Teaching MGT
3330
All faculty
Teaching FIN
3320
ETS
Curriculum
Committee
85% of students
scored acceptable
or better
Identified a lack of explicit
coverage of global issues for
all BBA majors. As a result,
all IDM/CIS 3330 courses
will require an explicit global
environment assignment
application starting spring
2010.
Curriculum
Committee
66% of students
scored acceptable
or better
Identified a lack of explicit
coverage of global issues for
all BBA majors. As a result,
all IDM/CIS 3330 courses
will require an explicit global
environment assignment
application starting spring
2010.
Curriculum
Committee
65th Percentile
Identified a lack of explicit
coverage of global issues for
all BBA majors. As a result,
all IDM/CIS 3330 courses
will require an explicit global
environment assignment
application starting spring
2010.
37
Learning Goal #3: Graduates of the BBA program will be knowledgeable of ethical, global, and social environmental factors and how
they relate to business decisions.
Learning Objective 3.3: Analyze the implications and value of ethnic and cultural diversity for effective problem solving and making
business decisions.
When
Where
Assessment
Method
By Whom
Results
Changes Implemented
By whom
38
Learning Goal #4: Graduates of the BBA program will be knowledgeable in the functional areas of business and their integration.
Learning Objective 4.1: Students will demonstrate a basic understanding of the common body of knowledge in the following business
disciplines: Accounting, Economics, Finance, Quantitative Business Analysis, Computer Information Systems, Business Law,
Management, and Marketing.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Identified inconsistencies and Accounting faculty
Common
content problems with course
Component,
embedded testing instruments
multiple
for all BBA foundation
All
choice exam
81% of the
courses. Major revisions in
Spring
Sections
administered
Accounting
questions were
accounting.
2009
of ACCT
across
Faculty
answered
2301
sections,
correctly
embedded in
the final
Spring
2009
All
Sections
of ACCT
2302
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Accounting
Faculty
83% of the
questions were
answered
correctly
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Major revisions in
accounting.
Accounting faculty
39
Spring
2009
Spring
2009
Spring
2009
All
Sections
of ECON
2301
All
Sections
of ECON
2302
All
Sections
of FIN
3320
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Economics
Faculty
Economics
Faculty
Finance Faculty
68% of the
questions were
answered
correctly
67% of the
questions were
answered
correctly
68% of the
questions were
answered
correctly
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
economics.
Economics faculty
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
economics.
Economics faculty
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
finance.
Finance faculty
40
Spring
2009
Spring
2009
Spring
2009
All
Sections
of IDM
2342
All
Sections
of IDM
3330
All
Sections
of BUSI
3312
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Business
statistics faculty
members
IDM Faculty
Faculty
members
teaching
Business Law
83% of the
questions were
answered
correctly
85% of the
questions were
answered
correctly
59% of the
questions were
answered
correctly
Identified inconsistencies and CIS faculty
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
computer information systems
(statistics).
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
computer information
systems.
CIS faculty
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Major revisions in
business law.
Business law
faculty
41
Spring
2009
Spring
2009
Sum.
2009
All
Sections
of MGT
3330
All
Sections
of MKT
3340
MGT
4315
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
Common
Component,
multiple
choice exam
administered
across
sections,
embedded in
the final
ETS Exam in
Accounting
MGT Faculty
MKT Faculty
ETS
74% of the
questions were
answered
correctly
82% of the
questions were
answered
correctly
65th Percentile
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
management.
Management
faculty
Identified inconsistencies and
content problems with course
embedded testing instruments
for all BBA foundation
courses. Minor revisions in
marketing.
Marketing faculty
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
42
Sum.
2009
Sum.
2009
Sum.
2009
Sum.
2009
MGT
4315
MGT
4315
MGT
4315
MGT
4315
ETS Exam in
Economics
ETS Exam in
Finance
ETS Exam in
Business Stat
ETS Exam in
Information
Systems
ETS
ETS
ETS
ETS
85th Percentile
35th Percentile
75th Percentile
25th Percentile
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
43
Sum.
2009
Sum.
2009
Sum.
2009
Sum.
2009
MGT
4315
MGT
4315
MGT
4315
MGT
4315
ETS Exam in
Management
ETS Exam in
Marketing
ETS Exam
Overall
Mean
ETS Exam in
Overall
Median
ETS
ETS
ETS
ETS
45th Percentile
65th Percentile
55th Percentile
65th Percentile
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Organize and prepare an
internal version of the ETS
exam for summer 2010
deployment in MGT 4315 in
an effort to obtain applicable
results consistent with
program learning objectives.
Department Heads
and Director of
Continuous
Improvement.
Department Heads
and Director of
Continuous
Improvement.
Department Heads
and Director of
Continuous
Improvement.
Department Heads
and Director of
Continuous
Improvement.
44
2.7
Closing the Loop for the BBA Program
The Strategic Planning & Assessment Committee and Curriculum Committee are responsible for
reviewing the assessment results, discussing results with various stakeholders, and
recommending actions to faculty at large and college administrators. Actions can be anything
from concluding that student performance with respect to a learning goal meets expectations to
major curriculum change. Other actions may include increasing admission requirements,
remediation, adding prerequisites, improvements to the administration and preparation for the
ETS or Capsim examinations, increasing or changing specific assignments in existing courses,
and providing support structures such as tutoring or help sessions. Another action could be to
reevaluate whether the learning goal or expectations for performance on that goal are
appropriate.
The director of continuous improvement is responsible for completing and updating an
assessment action report for the College of Business. The assessment action report includes year
of assessment, description of assessment tools administered, areas for improvement identified
based on assessment data, action implemented to address weakness, and continuation actions to
see if the implemented change actually made a difference.
Section 2.8 presents a summary action report for assessment of the BBA program.
45
2.8
Year
Assessment Actions Report for BBA Program
Areas for Improvement
Identified Based on
Assessment Data
ETS examination in MGT Student scores on the ETS
4315 (capstone course)
averaged below the 50th
percentile in multiple
business fields
ETS examination and
Reviewed the inclusion of
graduating student surveys upper-level economics
course in the business core
Actions Implemented to
Address Weaknesses
Continuation Actions
(Year and Results)
Eliminated the option of BBA
degree completion with D’s in
the core classes
2008
Course embedded final
examinations in business
core courses
Weak performance by
students completing courses
with part-time instructors,
especially in marketing and
management
Reduction of part-time
instructors employed by the
College and proposal to
convert part-time instructor
funds into one full-time
instructor position.
2008
and
2009
EBI Surveys and course
embedded examinations
of core courses
Corporate finance course
tested poorly with low
student survey results.
2008: Finance faculty
modified curriculum to focus
key learning concepts across
all course sections.
2009: Student scores on the
ETS average moved above
the 55th percentile in
multiple business fields.
2009: ETS score in
economics at the 85th
percentile. Decision to keep
upper-level economics in
BBA core and use the
discipline as a vehicle for
applied assessment in the
area of ethics.
2009: Significant
improvement on course
embedded examinations
with reduction of part-time
instructors in management,
marketing, and computer
information systems
disciplines.
2009: Corporate finance
remains a poor performing
discipline on the ETS exam.
2007
2007
Assessment Tools
Administered
Economics was found to be an
area of strength with respect to
both student performance and
satisfaction
2009: Second review of course
materials by finance faculty.
46
2009
2009
2009
Identified inconsistencies
and content problems with
course embedded testing
instruments for all BBA
foundation courses.
Major revisions in
business law, business
statistics, and accounting.
Minor revisions in
economics, finance,
marketing, management,
and computer information
systems.
Identified weakness in the
overall writing skills of
undergraduate business
students. Reviewed and
revised the explicit
courses offered in the
College of Business
writing component for the
BBA.
Identified a lack of
explicit coverage of
ethical issues for all BBA
majors. As a result, all
upper-level economics
courses will require an
explicit ethics assignment
application starting spring
2010.
Discipline specific faculty
will create more efficient
courses embedded
assessment instruments in
order to improve quality,
efficiency, and usability of
assessment results.
Improvement of writing
objective of the
communication goal by
ensuring writing component
courses in COB core are
following explicit standards.
Improve student learning of
the ethics objectives of goal
three.
47
2009
Identified a lack of
Improve student learning of
explicit coverage of global the global issues objectives
issues for all BBA majors. of goal three.
As a result, all IDM/CIS
3330 courses will require
an explicit global
environment assignment
application starting spring
2010.
48
3 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR
THE MBA
3.1
Learning Goals for the MBA Program
The College of Business at West Texas A&M University seeks to prepare students in the Master
of Business Administration (MBA) degree program for careers in business and to foster their
professional growth and advancement via the key learning goals. The key learning goals for the
MBA are as follows:

Goal 1: Professional Communication: Graduates of the MBA program will communicate
effectively as managers.

Goal 2: Leadership: Graduates of the MBA program will be leaders.

Goal 3: Business Environment: Graduates of the MBA program will be knowledgeable
of ethical, global, and social trends affecting business decisions.

Goal 4: Business Integration: Graduates of the MBA program will be able to integrate
quantitative and qualitative techniques from business functional areas.
49
3.2
Learning Objectives for the MBA Program
Goal 1: Professional Communication:
Objectives:
1.1 Professional Writing: Demonstrate capacity to employ written presentation channels to
effectively communicate with different levels of personnel and meet organizational goals.
1.2 Oral Communication: Demonstrate capacity to employ oral presentation channels to
effectively communicate with different levels of personnel and meet organizational goals.
Goal 2: Leadership:
Objectives:
2.1 Capacity to Lead: Demonstrate understanding of the leadership skills necessary to foster
team effectiveness for making decisions.
2.2 Goal Setting: Demonstrate capacity to establish and evaluate organizational goals.
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics: Demonstrate capacity to recognize and evaluate ethical dimensions of
business decisions and the effects on stakeholders.
3.2 Global Business Environment: Demonstrate knowledge of the issues involved in
conducting business in a diverse, global environment.
Goal 4: Business Integration:
Objectives:
4.1 Decision Making: Demonstrate capacity to integrate quantitative and qualitative techniques
from functional business areas to analyze business alternatives.
4.2 Strategic Planning: Demonstrate capacity to formulate strategies that are feasible,
understandable, and foster long-term sustainability within the context of achieving
organizational goals and social responsibilities.
50
3.3
Core Courses Aligned with Learning Goals for the MBA Program
GOAL
CORE COURSES
PRIMARY DIRECT
ASSESSMENT INSTRUMENT(S)
FREQUENCY/START
DATE
Goal 1: Professional
Communication:
ACCT 6305
IDM 6310
MKT 6340
MGT 6334
MGT 6318
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
(1) Every other year
beginning 2009-2010.
IDM 6310
MKT 6340
MGT 6334
MGT 6318
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Objectives:
1.1 Professional Writing
1.2 Oral Communication
Goal 2: Leadership
Objectives:
2.1 Capacity to Lead
2.2 Goal Setting
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics
3.2 Global Business
Environment
Goal 4: Business Integration:
Objectives:
4.1 Decision Making
4.2 Strategic Planning
(2) MBA Learning Portfolio.
(2) MBA Learning Portfolio.
ACCT 6305
ECON 6305 or 6306
FIN 6320
IDM 6310
MKT 6340
MGT 6318, 6334
International Course
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
ACCT 6305
ECON 6305 or 6306
FIN 6320
IDM 6305, 6310
MKT 6340
MGT 6318, 6334
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
(2) MBA Learning Portfolio.
(2) MBA Learning Portfolio.
(2) Every year beginning
fall 2009.
(1) Every other year
beginning 2008-2009.
(2) Every year beginning
fall 2009.
(1) Every other year
beginning 2008-2009.
MBA is focus review
program for summer of
2010.
(2) Every year beginning
fall 2009.
(1) Every other year
beginning 2009-2010.
(2) Every year beginning
fall 2009.
51
3.4
Methods and Instruments of Measurement for the MBA Program
Direct Methods
 Assignments/Projects—Rubrics created by College of Business faculty are employed in
multiple MBA courses as means of assessing professional communication, leadership,
business environment, and business integration skills. Assignment and projects are used
in multiple courses throughout different stages of the program in order to assess student
development.
Frequency—Every year with a rotation of learning objectives. The director of
continuous improvement, department heads, and faculty members identify the specific
objectives and rotation for evaluation at the start of each academic-year.
Actions—First cycle of grading rubrics employed in 2009.
 Business Application in Capstone Course—Business simulation Capsim.
Frequency—Applied to one or more classes each academic year in the graduate capstone
course.
Actions—The College is experimenting with Capsim capstone simulation in 2009.
 Learning Portfolio—The College of Business employs a learning portfolio for the MBA
degree as a capstone event as a means of evaluating student applications of program
learning objectives.
Frequency—Every year.
Actions—Approved in 2008 curriculum-cycle and formally initiated in 2009.
Indirect Methods
 Graduating Student Survey— Graduating students are surveyed to determine student
opinions concerning the appropriateness of the curricula, perceptions of the amount of
coverage of important topics, and overall satisfaction with various aspects of their
educational experience.
Frequency—Annual with EBI surveys employed for odd years (e.g., 2007-2008
Academic Year) and University surveys employed in even years (e.g., 2008-2009).
Actions—Rotation of student surveys established in 2006-2007 and remains active.
 Employer Survey—Employers of College of Business graduates are surveyed to ask their
opinions concerning the preparedness of our graduates with respect to important
characteristics such as communication skills and other key aspects of the business
program. EBI and internally created surveys are used.
Frequency—Every three years.
Actions—2008-2009 EBI survey will be employed with a second survey administered in
2011-2012.
 Faculty Survey—College of Business faculty are surveyed to determine their perceptions
of the business curricula and other key aspects of the business program. EBI surveys are
used in order to provide benchmarking.
Frequency—Every three years.
Actions—2008-2009 EBI survey deployed with a second survey to be administered in
2011-2012.
52
3.5
Traits, Standards, and/or Rubric for the MBA Program
Goal and Objective 1.1: Professional Writing Assessment Form (MBA)
Course:____________________
TRAIT
Executive Summary
Introduction
Background
Analysis of Issue
Recommendations
Conclusion
References
Style
Semester:____________________
UNACCEPTABLE
Topic, organizational issues,
and recommendations not
presented in a clear, concise,
and informative manner.
Fails to engage and/or provide
the reader with a clear map of
the organizational structure of
the manuscript.
Provides limited overview and
background information of the
relevant literature.
Analysis is incomplete and/or
does not apply appropriate
theories/concepts/methods.
Recommendations encompass
less than four of the following
five characteristics: relevant,
feasible, high quality, considers
limitations, and based on solid
theoretical foundation.
Fails to summarize results and
clearly convince reader
recommendations are valid.
Incomplete with multiple errors.
Structure is not easy to follow
and significant errors with
respect to writing fundamentals.
Year:____________________
ACCEPTABLE
Topic, organizational issues, and
recommendations presented but
with minor deficiencies in
clarity, conciseness, or content.
Moderately engages the reader
and provides a clear map to the
organizational structure of the
manuscript.
Provides adequate overview and
background information of
relevant literature.
Provides analysis of chosen issue
using most of the appropriate
theories/concepts/methods.
Recommendations encompass
four of the following five
characteristics: relevant, feasible,
high quality, considers
limitations, and based on solid
theoretical foundation.
Summarizes results and
convinces reader
recommendations are valid.
Complete with minor errors.
Structure is easy to follow with
minor spelling, typographical,
and/or grammatical errors.
Student:____________________
EXEMPLARY
Topic, organizational issues,
and recommendations presented
clearly, concisely, and in an
informative manner.
Engages the reader and
provides a clear map to the
organizational structure of the
manuscript.
Provides extensive overview
and background information of
relevant literature.
Thorough analysis of chosen
issue using appropriate
theories/concepts/methods.
Recommendations are relevant,
feasible, high quality, considers
limitations, and based on solid
theoretical foundation.
Summarizes results and
reinforces validity of
recommendations.
Complete and accurate.
Structure is easy to follow with
no spelling, typographical,
and/or grammatical errors.
53
Goal and Objective 1.2: Oral Communication Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Organization
UNACCEPTABLE
Opening statement not relevant.
Poor organization and delivery
that is lacking focus.
ACCEPTABLE
Opening statement relevant to
topic and provides outline of
speech. Mostly organized and
loses focus only once or twice.
EXEMPLARY
Clear opening statement that
engages audience and provides
outline of speech. Maintains
focus and organization.
Content
Presentation is not current,
complete, and/or objective.
Appropriate sources are not
employed.
Presentation is current,
complete, objective, and
employs appropriate sources.
Presentation distinguished with
respect to being current,
complete, objective, and
employing appropriate sources.
Summary
The summary of key concepts
and issues are incomplete or not
directly related to the topic.
Most of the key concepts and
issues in the summary are useful
and related to the topic.
The summary of key concepts
and issues are useful and related
to the topic.
Delivery
Demonstrates one or more of
the following: mumbling,
improper English, or
inappropriate voice modulation.
Demonstrates distracting
mannerisms, eye contact, and/or
poor posture.
Most of the presentation is
interesting, confident, creative,
and clear. Correctly modulates
voice.
Displays appropriate posture and
eye contact without distracting
mannerisms.
Presentation is interesting,
confident, creative, and clear.
Correctly modulates voice.
Technology, slides, props,
and/or handouts do not clearly
enhance the presentation.
Technology, slides, props, and/or
handouts are appropriately
employed to enhance
presentation
Technology, slides, props,
and/or handouts are
appropriately employed and
clearly augment presentation
quality and viewer engagement.
Mannerisms
Use of Media
Uses body language effectively
to engage audience.
54
Goal and Objective 2.1: Capacity to Lead Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Relating to Group
UNACCEPTABLE
Works independently but
struggles to work with others.
ACCEPTABLE
Works well with others.
EXEMPLARY
Encourages, motivates, and
works well with others.
Ability to Listen
Asks for ideas or suggestions
but neglects to consider or
integrate.
Ability to Manage
Has an incomplete or
inappropriate agenda for the
group. Struggles to prevent the
group from rambling or straying
from agenda.
Unable to achieve balance
between completing
assignments versus the need to
focus on interpersonal relations.
Considers and respects
suggestions of team members
when preparing decision
resolution.
Has a clear agenda for the group.
Fosters discussion without
excessively losing agenda focus.
Respects opinions of team
members and makes an effort to
integrate multiple perspectives
in decision resolution.
Circulates a clear agenda to the
group in advance. Fosters
discussion but facilitates agenda
discussion in a timely and
efficient fashion.
Effectively and efficiently
assigns projects to team
members. Provides positive
reinforcement.
Balance
Balances the need for
assignment completion with the
needs for individuals in the
group.
Decision
Decision is not consistent with
theoretical foundation and/or
does not include multiple
perspectives.
Makes a decision based on
theoretical foundation and
multiple perspectives.
Decision consistent with best
practice, strong theoretical
foundation, and reflective of
multiple stakeholder input.
Understanding
Change
Has limited understanding and
difficulty analyzing change
within and outside
organizational system.
With some limitation, is able to
analyze and articulate impact of
change within and outside
organizational system.
Able to analyze and articulate
impact of change within and
outside organizational system.
55
Goal and Objective 2.2: Goal Setting Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Goal
Recommendations
UNACCEPTABLE
Goals and recommendations
lack relevance, clarity,
feasibility, or quality.
ACCEPTABLE
Provides relevant, clear, feasible,
and high quality goals and
recommendations.
EXEMPLARY
Provides relevant, clear,
feasible, and high quality goals
and recommendations.
Demonstrates consideration of
alternative goals and
recommendations as part of the
decision process.
Measuring Outcomes
The plans for measuring
outcomes are not detailed and
realistic.
With some limitation, the plans
for measuring outcomes are
detailed and realistic.
The plans for measuring
outcomes are detailed and
realistic.
Conclusion
Goals do not provide tangible
value added to the organization.
With some limitation, goals
provide tangible value added to
the organization.
Goals provide tangible value
added to the organization.
Presentation
Structure is difficult to follow
and there are numerous errors.
Structure is easy to follow and
errors are minimal.
Structure is easy to follow and
there are no errors.
56
Goal and Objective 3.1: Business Ethics Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Detection
UNACCEPTABLE
Little or no recognition of the
ethical issue and unable to
ascertain what must be decided.
ACCEPTABLE
Demonstrates ability to
recognize the ethical issue and
ascertains what must be decided.
EXEMPLARY
Demonstrates ability to describe
the ethical issue in detail and
ascertains exactly what must be
decided.
Considers
Stakeholders
Inability to describe the
legitimate rights and
responsibilities of multiple
stakeholders within business
activities.
Demonstrates ability to use one
or more ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Demonstrates ability to
compare and contrast multiple
ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Chooses an Action
Has difficulty identifying
appropriate course of action
among alternatives. No
integration of actions across
multiple stakeholders.
Formulates an appropriate plan
of action that partially integrates
multiple stakeholder
considerations in the analysis.
Formulates an appropriate plan
of action reflecting the benefits
and risks of action and fully
integrates multiple stakeholder
considerations in the analysis.
57
Goal and Objective 3.2: Global Business Environment Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Identification of
Global Factors
UNACCEPTABLE
No or incomplete identification
of some of the following
relevant global business factors:
cultural, economic,
environmental, historical, legal,
political, or social.
ACCEPTABLE
Identification of most of the
relevant global business factors.
EXEMPLARY
Clear and some detailed
identification of relevant global
business factors.
International Trade
Theories
Demonstrates rudimentary
understanding of international
trade theories and applications.
Demonstrates understanding of
international trade theories and
applications.
Demonstrates thorough
understanding of international
trade theories and applications.
Analysis of Global
Factors
Rudimentary analysis of impact
of global factors.
Some analysis of impact of
global business factors with
minor inaccuracies in the
analysis.
Clear, accurate, and detailed
analysis of global business
factors.
Application of
Analysis to
Management
Situation
Application of analysis to
specific management situations
incorrect, unclear, or
significantly incomplete.
With some limitation,
appropriate application of
analysis to specific management
situations with valid conclusions
and recommendations.
Clear application of analysis to
specific management situations
with valid conclusions and
recommendations.
58
Goal and Objective 4.1: Decision Making Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Identifies
Alternatives
UNACCEPTABLE
Identifies some relevant
alternatives but understanding
of the situation is limited.
ACCEPTABLE
Identifies relevant alternatives
consistent with a basic
understanding of the situation.
EXEMPLARY
Identifies relevant alternatives
consistent with an in-depth
understanding of the situation.
Appropriateness
Does not employ appropriate
models, techniques, theory, and
evaluation criteria.
Integrates appropriate models,
techniques, theories, and
evaluation criteria.
Integrates the most appropriate
models, techniques, theories,
and evaluation criteria.
Interpretation
Misinterprets multiple
managerial issues.
Demonstrates limited ability to
estimate outcomes from
alternative decision options.
Correctly interprets most
managerial issues. Demonstrates
ability to estimate outcomes
from alternative decision
options.
Correctly interprets all
managerial issues.
Demonstrates strong ability to
estimate outcomes from
alternative decision options.
59
Goal and Objective 4.2: Strategic Planning Assessment Form (MBA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Theoretical
Foundation
UNACCEPTABLE
Does not employ a suitable
theoretical framework.
ACCEPTABLE
Employs an appropriate
theoretical framework.
EXEMPLARY
Employs the most suitable
theoretical framework.
Critical Elements
and Feasibility
Incorporates some critical
elements for strategy
formulation. Considers little or
no aspects of feasibility.
Incorporates most critical
elements for strategy
formulation. Considers most
major aspects of feasibility.
Incorporates all critical
elements for strategy
formulation. Considers all
major aspects of feasibility.
Evidence of Strategy
List actions or behaviors of
Discusses relevance of actions or Discusses nuances of the
strategy but does not discuss the behaviors associated with
strategic actions in detail.
relevance of these actions or
strategy.
behaviors.
Implementation
Demonstrates limited awareness
of the potential problems
associated with the
implementation process. Not
consistent with organizational
goals.
Aware of some issues in
implementation of change.
Consistent with organizational
goals.
Aware of issues in
implementation of change, such
as time, budget constraints,
delegation of responsibility,
rumor control, flexibility to
modify, and response from
competition. Consistent with
organizational goals.
Conclusions,
Implications, and
Consequences
Fails to identify conclusions,
implications, and consequences
of strategy.
Identifies and discusses
conclusions, implications, and
consequences of strategy.
Objectively reflects on longterm sustainability of strategy
within the context of achieving
organizational goals and social
responsibilities.
60
3.6
Dissemination and Review Process
College of Business faculty members are responsible for implementing and organizing direct
assessment efforts. Faculty members are required to report information to the department head
by using the standard Course Learning Report Form or equivalent. Direct methods of
assessment, including course embedded assessment final examinations and rubric applications,
should include multiple faculty members with expertise in the business discipline. The director
of continuous improvement, associate dean, and dean are responsible for implementing and
organizing indirect methods of assessment. The direct and indirect assessment data is used to
ensure compliance with University and College of Business mission statements and goals and to
revise courses and curriculum as needed.
The following is a timetable for assessment activities during an assessment cycle:
 Program faculty and/or course instructors collect raw data throughout the academic year
(September through June of year one).
 The department heads and director of continuous improvement will organize and report
summary assessment results to the dean and various stakeholders, as appropriate, on each
academic program (June of year one).
 The director of continuous improvement and dean organize the aggregated assessment
results into an annual assessment report with supporting data (July of year one).
 A hard copy of the assessment report is distributed to each department, the Curriculum
Committee, the Strategic Planning & Assessment Committee, director of continuous
improvement, dean, and provost. In addition, the information is published in an
electronic format available to all College of Business stakeholders (August of year one).
 Strategic Planning & Assessment Committee reviews previous year assessment results
and recommends actions consistent with College mission and continuous improvement
commitment (September and January of year two).
 Curriculum Committee reviews previous year assessment results and formulates potential
curriculum changes for business degree programs consistent with College mission and
continuous improvement commitment (September, October, November, January,
February, and April of year two).
 Undergraduate faculty at large review assessment results and vote with respect to
proposed program and curriculum changes (October and February of year two).
 Graduate faculty at large review assessment results and vote with respect to proposed
program and curriculum changes (October and February of year two).
 Program faculty and/or course instructors collect data in an effort to see if implemented
changes actually made a difference (September through June of years two and/or three)
 Department heads and director of continuous improvement review effectiveness of
previous program and curriculum changes by analyzing updated assessment continuation
results (June of years two and/or three).
 Curriculum Committee reviews effectiveness of previous program and curriculum
changes by analyzing updated assessment continuation results (June of years two and/or
three).
61
Course Learning Report (Sample Form)
Department:
Course Name and Number:
Submission Date:
Faculty participants:
Course Learning Goal and
Objective Evaluated
Assessment Instrument
Analysis of Findings (include
number of students and
percent that exceed, meet,
and do not meet
expectations)
Suggestions for Improvement
_______________________________________________________
Department Head Signature
62
COLLEGE OF BUSINESS
West Texas A&M University
ANNUAL REPORT ON THE ASSESSMENT OF STUDENT LEARNING
FOR ACADEMIC YEAR (PLACE ACADEMIC YEAR HERE)
Academic Program: PLACE ACADEMIC PROGRAM HERE
Department: PLACE DEPARTMENT DOING REPORT HERE
Submitted by/Date: _______________________________________________________
Please submit this report to the Director of Continuous Improvement PLACE DATE REPORT
IS DUE HERE
PART I. LEARNING GOALS, OBJECTIVES, STANDARDS, MEASUREMENTS:
LEARNING GOALS: LIST LEARNING GOALS HERE
LEARNING OBJECTIVES:
LIST LEARNING OBJECTIVES FOR EACH LEARNING GOAL HERE
STANDARDS: (Example, 80% of the students should have a minimum score of 80% correct
answers).
LIST MEASUREMENTS:
List measurements (embedded questions, metrics, case studies, etc.) for each Learning goal
and objective by course used and academic semester administered. Attach this information
in an appendix to this report.
PART II. DATA COLLECTION:
Present the data resulting from the assessment activities using the following formats as an
appendix to this report for each learning goal and objective (if assessment was done in
more than one course aggregate the results.) (Examples of the tables are attached). Please
do not include any faculty or student identification in results to protect confidentiality.
Table 1
Learning Objective # ___
Q#1
Q#2
Continue for each
Question
Avg. #
Correct
Avg. %
Correct
Avg. # Correct Answers
Avg. % Correct by Question
63
Table 2
Learning Objective # ___
Total #
Students
# students
% correct
with correct
answers
answers
Above 25%
Above 50%
Above 75%
Average
PART III. ANALYSIS:
Please list observations/conclusions for each Learning Goal based on data, e.g., where did
the student perform well, poorly, etc. For each observation/conclusion, list your supporting
reasons.
PART IV. RECOMMENDATION FOR IMPROVEMENT:
List changes you plan to make to improve student learning for each Learning Goal, e.g.
changes in curriculum, instruction, individual course content, etc.
PART V. DOCUMENTATION:
The process used to assess, analyze, and implement change must be documented. Attach to
this report the pertinent part of minutes of department or curriculum committee meetings
detailing the activities in this process and the steps taken for continuous improvement for
each Learning Goal.
EXAMPLE OF REPORTING TABLES
Total Number of Students = 8
Above 25%
Above 50%
Above 75%
Average
Table 1
Learning Objective # -# Students with Correct Answers
8
7
3
% Correct Answers
100%
87%
37%
71%
64
SUMMARY REPORT OF ASSURANCE OF LEARNING RESULTS
MASTER OF BUSINESS ADMINISTRATION
A summary of the assessment process for each learning goal is provided based upon reports, which have been prepared as noted. The
full report and supporting documents are available in separate volumes entitled College of Business Assessment Report.
Learning Goal #1: Graduates of the MBA program will communicate effectively as managers.
Learning Objective 1.1: Demonstrate capacity to employ written presentation channels to effectively communicate with different
levels of personnel and meet organizational goals.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Neil
Revised scoring scale,
Director of
62% of students
Sum.
Terry’s
Standard
Dr. Macy
continue assessment of MBA Continuous
scored
2009
ECON
Grading
Dr. Pjesky
in 2010, and deploy the MBA Improvement,
“acceptable or
6341
Rubric
Dr. Terry
portfolio course
faculty, and MBA
better”
Class
Coordinator
Learning Goal #1: Graduates of the MBA program will communicate effectively as managers.
Learning Objective 1.2: Demonstrate capacity to employ oral presentation channels to effectively communicate with different levels
of personnel and meet organizational goals.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
65
Learning Goal #2: Graduates of the MBA program will be leaders.
Learning Objective 2.1: Demonstrate understanding of the leadership skills necessary to foster team effectiveness for making
decisions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #2: Graduates of the MBA program will be leaders.
Learning Objective 2.2: Demonstrate capacity to establish and evaluate organizational goals.
When
Where
Assessment
By Whom
Results
Changes Implemented
Method
By whom
66
Learning Goal #3: Graduates of the MBA program will be knowledgeable of ethical, global, and social trends affecting business
decisions.
Learning Objective 3.1: Demonstrate capacity to recognize and evaluate ethical dimensions of business decisions and the effects on
stakeholders.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Rex
Revised scoring scale,
Director of
71% of students
Sum.
Pjesky’s
Standard
Dr. Macy
continue assessment of MBA Continuous
scored
2009
ECON
Grading
Dr. Pjesky
in 2010, and deploy the MBA Improvement,
“acceptable or
6341
Rubric
Dr. Terry
portfolio course
faculty, and MBA
better”
Class
Coordinator
Learning Goal #3: Graduates of the MBA program will be knowledgeable of ethical, global, and social trends affecting business
decisions.
Learning Objective 3.2: Demonstrate knowledge of the issue involved in conducting business in a diverse, global environment.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Neil
Revised scoring scale,
Director of
87% of students
Sum.
Terry’s
Standard
Dr. Macy
continue assessment of MBA Continuous
scored
2009
ECON
Grading
Dr. Pjesky
in 2010, and deploy the MBA Improvement,
“acceptable or
6341
Rubric
Dr. Terry
portfolio course
faculty, and MBA
better”
Class
Coordinator
67
Learning Goal #4: Graduates of the MBA program will be able to integrate quantitative and qualitative techniques from business
functional areas.
Learning Objective 4.1: Demonstrate capacity to integrate quantitative and qualitative techniques from functional business areas to
analyze business alternatives.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #4: Graduates of the MBA program will be able to integrate quantitative and qualitative techniques from business
functional areas.
Learning Objective 4.2: Demonstrate capacity to formulate strategies that are feasible, understandable, and foster long-term
sustainability within the context of achieving organizational goals and social responsibilities.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
68
3.7
Closing the Loop for the MBA Program
The Strategic Planning & Assessment Committee and Curriculum Committee are responsible for
reviewing the assessment results, discussing results with various stakeholders, and
recommending actions to faculty at large and college administrators. Actions can be anything
from concluding that student performance with respect to a learning goal meets expectations to
major curriculum change. Other actions may include increasing admission requirements,
remediation, adding prerequisites, revising the MBA learning portfolio, increasing or changing
specific assignments in existing courses, and providing support structures such as tutoring or
help sessions. Another action could be to reevaluate whether the learning goal or expectations
for performance on that goal are appropriate.
The director of continuous improvement is responsible for completing and updating an
assessment action report for the College of Business. The assessment action report includes year
of assessment, description of assessment tools administered, areas for improvement identified
based on assessment data, action implemented to address weakness, and continuation actions to
see if the implemented change actually made a difference.
Section 3.8 presents a summary action report for assessment of the MBA program.
69
3.8
Year
Assessment Actions Report for MBA Program
Areas for Improvement
Identified Based on
Assessment Data
Capsim business
Limited understanding of the
simulation results and EBI global business environment
survey of graduates
Actions Implemented to
Address Weaknesses
2008
Course embedded rubric
Unsatisfactory organization
of research paper
Raise program admission
standards. Creation of an
MBA portfolio course to
capture and assess core skills
of students, including multiple
writing samples.
2008
EBI survey of graduates
Survey results in key
categories (e.g., faculty
instruction) lower than
anticipated
Multiple actions: (1) Reduce
average class size; (2) Create
explicit learning rubrics for the
MBA program in an effort to
focus course content; (3)
Require learning portfolio to
reinforce learning objectives.
2008
Assessment Tools
Administered
Continuation Actions
(Year and Results)
Addition of an international
requirement to the MBA core
curriculum.
2009: First set of portfolios
collected fall of 2009.
70
2009
Basic application of
rubrics in a few classes for
a few objectives in order
to gain insight on the
assessment process and
potential problems for
MBA.
Identified negative bias with
the scoring scale employed
in applied assignments,
which utilized three faculty
evaluators. In addition, the
importance of the leaning
portfolio was realized. As a
response, the College created
a MBA Coordinator position
to help facilitate the portfolio
and assessment process.
71
4 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR
THE MPA
4.1
Learning Goals for the MPA Program
The College of Business at West Texas A&M University seeks to prepare students in the Master
of Professional Accounting (MPA) degree program for careers in business and to foster their
professional growth and advancement via the key learning goals. The key learning goals for the
MPA are as follows:

Goal 1: Professional Communication: Graduates of the MPA program will be effective
communicators.

Goal 2: Critical Thinking: Graduates of the MPA program will be analytical thinkers
and problem solvers.

Goal 3: Business Environment: Graduates of the MPA program will be aware of ethical,
global, and social ramifications of business and accounting decisions.

Goal 4: Accounting Integration: Graduates of the MPA program will be knowledgeable
in accounting and its functional support of organizations.
72
4.2
Learning Objectives for the MPA Program
Goal 1: Professional Communication:
Objectives:
1.1 Communication: Demonstrate capacity to convey accounting information in both technical
and non-technical terms.
1.2 Technology: Demonstrate proficiency in the use of accounting information software
packages to process information and computers and/or networks to effectively complete
tasks.
Goal 2: Critical Thinking:
Objectives:
2.1 Critical Thinking: Demonstrate capacity to use analytical tools to analyze complex
accounting problems and recommend feasible solutions.
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics: Demonstrate capacity to recognize and evaluate ethical dimensions of
accounting decisions and effects on stakeholders.
3.2 Global Business Environment: Demonstrate knowledge of the issues involved in
conducting business in a diverse, global environment.
Goal 4: Accounting Integration:
Objectives:
4.1 Core Knowledge: Demonstrate knowledge of accounting principles generally accepted in
the United States of America (GAAP) for business enterprises, not-for-profit organizations,
and governmental entities, and the skills needed to apply that knowledge.
4.2 Professional Standards: Demonstrate understanding of auditing procedures, standards, and
rules of professional conduct.
4.3 Application: Demonstrate understanding of tax laws applied to personal and business
decisions.
73
4.3
Core Courses Aligned with Learning Goals for the MPA Program
GOAL
CORE COURSES
PRIMARY DIRECT
ASSESSMENT INSTRUMENT(S)
FREQUENCY/START
DATE
Goal 1: Professional
Communication:
ACCT 6306
ACCT 6307
ACCT 6309
ACCT 6310
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Every other year
beginning 2009-2010.
MPA is focus review
program for summer of
2011 and 2014.
ACCT 6306
ACCT 6309
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Every other year
beginning 2008-2009.
MPA is focus review
program for summer of
2011 and 2014.
ACCT 6310
ACCT 6320
ACCT 6321
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
(1) Every other year
beginning 2008-2009.
Objectives:
1.1 Communication
1.2 Technology
Goal 2: Critical Thinking:
Objective:
2.1 Critical Thinking
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics
3.2 Global Business Environment
Goal 4: Accounting Integration:
Objectives:
4.1 Core Knowledge
4.2 Professional Standards
4.3 Application
(2) Comprehensive examination
focusing on ethics and global
business environment.
ACCT 6306
ACCT 6309
ACCT 6310
ACCT 6320
Comprehensive examination
focusing on the three accounting
integration learning objectives.
(2) Comprehensive exam
offered every year.
Comprehensive exam
offered every year. MPA
is focus review program
for summer of 2011 and
2014.
74
4.4
Methods and Instruments of Measurement for the MPA Program
Direct Methods
 Comprehensive Examinations—The College of Business employs comprehensive
examinations for the MPA degree program as the primary assessment tool.
Frequency—Every year.
Actions—Comprehensive examinations are employed every semester.
 Assignments/Projects—Rubrics created by College of Business faculty are employed in
multiple MPA courses as means of assessing professional communication, critical
thinking, business environment, and business integration skills. Assignment and projects
are used in multiple courses throughout different stages of the program in order to assess
student development.
Frequency—Every year with a rotation of learning objectives. The director of
continuous improvement, director of the MPA program, department heads, and faculty
members identify the specific objectives and rotation for evaluation at the start of each
academic-year.
Actions—First cycle of grading rubrics employed in 2009.
 CPA Examination—The College of Business tracks and evaluates CPA pass rates
provided by the Texas State Board of Public Accountancy.
Frequency—Every year.
Actions—The College actively obtains information relevant to exam content and reviews
curriculum to determine adequacy of course coverage.
Indirect Methods
 Employer Survey—Employers of College of Business graduates are surveyed to ask their
opinions concerning the preparedness of our graduates with respect to important
characteristics such as communication skills and other key aspects of the business
program. EBI and internally created surveys are used.
Frequency—Every three years.
Actions—2008-2009 EBI survey will be employed with a second survey administered in
2011-2012.
 Faculty Survey—College of Business faculty are surveyed to determine their perceptions
of the business curricula and other key aspects of the business program. EBI surveys are
used in order to provide benchmarking.
Frequency—Every three years.
Actions—2008-2009 EBI survey deployed with a second survey to be administered in
2011-2012.
75
4.5
Traits, Standards, and/or Rubric for the MPA Program
Goal and Objective 1.1: Communication Form (MPA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Deliver an organized
and persuasive oral
presentation that
demonstrates focus,
effective visuals, and
time management
UNACCEPTABLE
Message is without clear
purpose. Fails to use coherent
organizational structure, follow
logical progression within
ideas, or use appropriate
visuals.
ACCEPTABLE
Message has a clear and
appropriate purpose. Uses a
clear and coherent organizational
structure, follows logical
progression within ideas, and
employs appropriate visuals.
EXEMPLARY
Message has an exceptionally
clear and appropriate purpose.
Uses an exceptionally clear and
coherent organizational
structure, follows logical
progression within ideas, and
employs appropriate visuals.
Create a clear and
organized research
paper that employs
appropriate tools
Composition flawed in the
clarity of the report, its
organization, or its
development. Writing style
detracts from clarity.
Accomplishes the goals of the
assignment. Demonstrates good
composition skills, although
writing style may suffer minor
flaws.
Clearly accomplishes the goals
of the assignment.
Demonstrates excellent
composition skills, effective
organization, appropriate
supporting materials, and
effective writing style.
Collaborate
effectively in a team
environment on a
course project
Collaborates in a one-sided
manner. Does not effectively or
productively contribute to task
completion of the team.
Collaborates effectively, making
valuable contributions to a group
effort and group analysis, but
with imbalanced contributions
among team members.
Collaborates exceptionally well,
improving the ability of the
group to effectively and
efficiently meet goals with in an
environment of clear
communication and direction.
76
Goal and Objective 1.2: Technology Assessment Form (MPA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Proficient in the use
of business and
accounting
application software
packages
UNACCEPTABLE
May enter data and get output,
but only weakly understands the
logic of the program and its
capabilities.
ACCEPTABLE
Understands the data needs and
basic programming abilities of
applications and can use it to
generate useful output.
EXEMPLARY
Thoroughly understands the
capabilities and limitations of
computer applications and can
use it to generate useful output.
Ability to select
appropriate
technology and
information
processing
techniques to solve
problems relating to
accounting
applications
Requires significant assistance
with the selection of appropriate
technology resources to solve
problems. Often does not
understand appropriate
technology techniques to solve
problems.
With minimal assistance, selects
appropriate technology resources
to solve problems. Understands
appropriate technology
techniques to solve problems.
Independently and effectively
develops strategies to complete
task while using appropriate
technology resources. Clearly
understands appropriate
technology techniques to solve
problems.
Ability to utilize
computers and/or
networks to
effectively analyze
and solve problem
Analysis is inappropriate with
too many errors and/or
inconsistencies.
Analysis is appropriate with
minor errors and/or
inconsistencies.
Analysis is appropriate with no
significant errors and/or
inconsistencies.
77
Goal and Objective 2.1: Critical Thinking Assessment Form (MPA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Ability to formulate
an effective strategy
for solving problems
UNACCEPTABLE
Develops a strategy, but
includes misconceptions about
an important tool or framework
need to solve the problem.
ACCEPTABLE
Develops a satisfactory strategy,
but one or more key strategy
elements related to the problem
are missing.
EXEMPLARY
Develops a complete strategy.
Strategy includes all needed key
elements to solve the problem.
Ability to implement
an effective strategy
for solving problems
Prepares problem analysis that
includes fundamental
misunderstanding of a tool or
framework needed to solve the
satisfactorily solve the problem.
Prepares analysis needed to
solve the problem, but
conclusions and/or
recommendations lack depth.
Synthesizes an effective
strategy to determine desired
results and devise a coherent
plan for solving the problem.
Ability to defend and
support an
appropriate decision
Data selection, analysis, and/or
conclusions are not objective or
logical.
Decision is appropriate and
defensible. Data selection is
appropriate and the analysis is
sound but not creative.
Decision is appropriate and
defensible. Data selection is
thorough and thoughtful.
Analysis extends beyond
replication of textbook
examples.
78
Goal and Objective 3.1: Business Ethics Assessment Form (MPA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Detection
UNACCEPTABLE
Little or no recognition of the
ethical issue and unable to
ascertain what must be decided.
ACCEPTABLE
Demonstrates ability to
recognize the ethical issue and
ascertains what must be decided.
EXEMPLARY
Demonstrates ability to describe
the ethical issue in detail and
ascertains exactly what must be
decided.
Considers
Stakeholders
Inability to describe the
legitimate rights and
responsibilities of multiple
stakeholders within business
activities.
Demonstrates ability to use one
or more ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Chooses an Action
Has difficulty identifying
appropriate course of action
among alternatives. No
integration of actions across
multiple stakeholders.
Formulates an appropriate plan
of action that partially integrates
multiple stakeholder
considerations in the analysis.
Demonstrates ability to
compare and contrast multiple
ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Formulates an appropriate plan
of action reflecting the benefits
and risks of action and fully
integrates multiple stakeholder
considerations in the analysis.
79
Goal and Objective 3.2: Global Business Environment Assessment Form (MPA)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Identification of
Global Factors
UNACCEPTABLE
No or incomplete identification
of some of the following
relevant global business factors:
cultural, economic,
environmental, historical, legal,
political, or social.
ACCEPTABLE
Identification of most of the
relevant global business factors.
EXEMPLARY
Clear and some detailed
identification of relevant global
business factors.
International Trade
Theories
Demonstrates rudimentary
understanding of international
trade theories and applications.
Demonstrates understanding of
international trade theories and
applications.
Demonstrates thorough
understanding of international
trade theories and applications.
Analysis of Global
Factors
Rudimentary analysis of impact
of global factors.
Some analysis of impact of
global business factors with
minor inaccuracies in the
analysis.
Clear, accurate, and detailed
analysis of global business
factors.
Application of
Analysis to
Accounting
Application of analysis to
specific accounting issues
incorrect, unclear, or
significantly incomplete.
With some limitation,
appropriate application of
analysis to specific accounting
issues with valid conclusions and
recommendations.
Clear application of analysis to
specific accounting issues with
valid conclusions and
recommendations.
80
MPA Comprehensive Examination Standards for Goals 3 and 4:
Measure:
The program employs a comprehensive examination covering business ethics, global business
environment, core knowledge, professional standards, and application.
Performance Goal:
Exam sections are evaluated on a scale of unacceptable (no pass), acceptable (pass), and
exemplary (high pass). Students must earn an overall score of acceptable or exemplary to
complete degree requirements.
81
4.6
Dissemination and Review Process
College of Business faculty members are responsible for implementing and organizing direct
assessment efforts. Faculty members are required to report information to the department head
by using the standard Course Learning Report Form or equivalent. Direct methods of
assessment, including course embedded assessment final examinations and rubric applications,
should include multiple faculty members with expertise in the business discipline. The director
of continuous improvement, associate dean, and dean are responsible for implementing and
organizing indirect methods of assessment. The direct and indirect assessment data is used to
ensure compliance with University and College of Business mission statements and goals and to
revise courses and curriculum as needed.
The following is a timetable for assessment activities during an assessment cycle:
 Program faculty and/or course instructors collect raw data throughout the academic year
(September through June of year one).
 The department heads and director of continuous improvement will organize and report
summary assessment results to the dean and various stakeholders, as appropriate, on each
academic program (June of year one).
 The director of continuous improvement and dean organize the aggregated assessment
results into an annual assessment report with supporting data (July of year one).
 A hard copy of the assessment report is distributed to each department, the Curriculum
Committee, the Strategic Planning & Assessment Committee, director of continuous
improvement, dean, and provost. In addition, the information is published in an
electronic format available to all College of Business stakeholders (August of year one).
 Strategic Planning & Assessment Committee reviews previous year assessment results
and recommends actions consistent with College mission and continuous improvement
commitment (September and January of year two).
 Curriculum Committee reviews previous year assessment results and formulates potential
curriculum changes for business degree programs consistent with College mission and
continuous improvement commitment (September, October, November, January,
February, and April of year two).
 Undergraduate faculty at large review assessment results and vote with respect to
proposed program and curriculum changes (October and February of year two).
 Graduate faculty at large review assessment results and vote with respect to proposed
program and curriculum changes (October and February of year two).
 Program faculty and/or course instructors collect data in an effort to see if implemented
changes actually made a difference (September through June of years two and/or three)
 Department heads and director of continuous improvement review effectiveness of
previous program and curriculum changes by analyzing updated assessment continuation
results (June of years two and/or three).
 Curriculum Committee reviews effectiveness of previous program and curriculum
changes by analyzing updated assessment continuation results (June of years two and/or
three).
82
Course Learning Report (Sample Form)
Department:
Course Name and Number:
Submission Date:
Faculty participants:
Course Learning Goal and
Objective Evaluated
Assessment Instrument
Analysis of Findings (include
number of students and
percent that exceed, meet,
and do not meet
expectations)
Suggestions for Improvement
_______________________________________________________
Department Head Signature
83
COLLEGE OF BUSINESS
West Texas A&M University
ANNUAL REPORT ON THE ASSESSMENT OF STUDENT LEARNING
FOR ACADEMIC YEAR (PLACE ACADEMIC YEAR HERE)
Academic Program: PLACE ACADEMIC PROGRAM HERE
Department: PLACE DEPARTMENT DOING REPORT HERE
Submitted by/Date: _______________________________________________________
Please submit this report to the Director of Continuous Improvement PLACE DATE REPORT
IS DUE HERE
PART I. LEARNING GOALS, OBJECTIVES, STANDARDS, MEASUREMENTS:
LEARNING GOALS: LIST LEARNING GOALS HERE
LEARNING OBJECTIVES:
LIST LEARNING OBJECTIVES FOR EACH LEARNING GOAL HERE
STANDARDS: (Example, 80% of the students should have a minimum score of 80% correct
answers).
LIST MEASUREMENTS:
List measurements (embedded questions, metrics, case studies, etc.) for each Learning goal
and objective by course used and academic semester administered. Attach this information
in an appendix to this report.
PART II. DATA COLLECTION:
Present the data resulting from the assessment activities using the following formats as an
appendix to this report for each learning goal and objective (if assessment was done in
more than one course aggregate the results.) (Examples of the tables are attached). Please
do not include any faculty or student identification in results to protect confidentiality.
Table 1
Learning Objective # ___
Q#1
Q#2
Continue for each
Question
Avg. #
Correct
Avg. %
Correct
Avg. # Correct Answers
Avg. % Correct by Question
84
Table 2
Learning Objective # ___
Total #
Students
# students
% correct
with correct
answers
answers
Above 25%
Above 50%
Above 75%
Average
PART III. ANALYSIS:
Please list observations/conclusions for each Learning Goal based on data, e.g., where did
the student perform well, poorly, etc. For each observation/conclusion, list your supporting
reasons.
PART IV. RECOMMENDATION FOR IMPROVEMENT:
List changes you plan to make to improve student learning for each Learning Goal, e.g.
changes in curriculum, instruction, individual course content, etc.
PART V. DOCUMENTATION:
The process used to assess, analyze, and implement change must be documented. Attach to
this report the pertinent part of minutes of department or curriculum committee meetings
detailing the activities in this process and the steps taken for continuous improvement for
each Learning Goal.
EXAMPLE OF REPORTING TABLES
Total Number of Students = 8
Above 25%
Above 50%
Above 75%
Average
Table 1
Learning Objective # -# Students with Correct Answers
8
7
3
% Correct Answers
100%
87%
37%
71%
85
SUMMARY REPORT OF ASSURANCE OF LEARNING RESULTS
MASTER OF PROFESSIONAL ACCOUNTING
A summary of the assessment process for each learning goal is provided based upon reports, which have been prepared as noted. The
full report and supporting documents are available in separate volumes entitled College of Business Assessment Report.
Learning Goal #1: Graduates of the MPA program will be effective communicators.
Learning Objective 1.1: Demonstrate capacity to convey accounting information in both technical and non-technical terms.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #1: Graduates of the MPA program will be effective communicators.
Learning Objective 1.2: Demonstrate proficiency in the use of accounting information software packages to process information and
computers and/or networks to effectively complete tasks.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
86
Learning Goal #2: Graduates of the MPA program will be analytical thinkers and problem solvers.
Learning Objective 2.1: Demonstrate capacity to use analytical tools to analyze complex accounting problems and recommend
feasible solutions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #3: Graduates of the MPA program will be aware of ethical, global, and social ramifications of business and accounting
decisions.
Learning Objective 3.1: Demonstrate capacity to recognize and evaluate ethical dimensions of accounting decisions and effects on
stakeholders.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
100% of students
MPA
Sum.
Subjective
Accounting
scored
Accounting faculty
Comp.
No changes at this time.
2009
Evaluation
Faculty
“acceptable or
Exam
better”
87
Learning Goal #3: Graduates of the MPA program will be aware of ethical, global, and social ramifications of business and accounting
decisions.
Learning Objective 3.2: Demonstrate knowledge of the issues involved in conducting business in a diverse, global environment.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #4: Graduates of the MPA program will be knowledgeable in accounting and its functional support of organizations.
Learning Objective 4.1: Demonstrate knowledge of accounting principles generally accepted in the United States of America (GAAP)
for business enterprises, not-for-profit organizations, and governmental entities, and the skills needed to apply that knowledge.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Fall
100% of students
and
MPA
Accounting faculty
Subjective
Accounting
scored
Spring
Comp.
No changes at this time
Evaluation
Faculty
“acceptable or
2009
Exam
better”
88
Learning Goal #4: Graduates of the MPA program will be knowledgeable in accounting and its functional support of organizations.
Learning Objective 4.2: Demonstrate understanding of auditing procedures, standards, and rules of professional conduct.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Fall
100% of students
and
MPA
Accounting faculty
Subjective
Accounting
scored
Spring
Comp.
No changes at this time
Evaluation
Faculty
“acceptable or
2009
Exam
better”
Learning Goal #4: Graduates of the MPA program will be knowledgeable in accounting and its functional support of organizations.
Learning Objective 4.3: Demonstrate understanding of tax laws applied to personal and business decisions.
When
Where
Assessment
By Whom
Results
Changes Implemented
Method
Fall
100% of students
and
MPA
Subjective
Accounting
scored
Spring
Comp.
No changes at this time
Evaluation
Faculty
“acceptable or
2009
Exam
better”
By whom
Accounting faculty
89
4.7
Closing the Loop for the MPA Program
The Strategic Planning & Assessment Committee and Curriculum Committee are responsible for
reviewing the assessment results, discussing results with various stakeholders, and
recommending actions to faculty at large and college administrators. Actions can be anything
from concluding that student performance with respect to a learning goal meets expectations to
major curriculum change. Other actions may include increasing admission requirements,
remediation, adding prerequisites, modifying MPA comprehensive examination, increasing or
changing specific assignments in existing courses, and providing support structures such as
tutoring or help sessions. Another action could be to reevaluate whether the learning goal or
expectations for performance on that goal are appropriate.
The director of continuous improvement is responsible for completing and updating an
assessment action report for the College of Business. The assessment action report includes year
of assessment, description of assessment tools administered, areas for improvement identified
based on assessment data, action implemented to address weakness, and continuation actions to
see if the implemented change actually made a difference.
Section 4.8 presents a summary action report for assessment of the MPA program.
90
4.8
Assessment Actions Report for MPA Program
Year
Assessment Tools
Administered
Areas for Improvement
Identified Based on
Assessment Data
Pass rate in multiple
categories below state
average
Actions Implemented to
Address Weaknesses
Continuation Actions
(Year and Results)
2007
CPA Pass Rate
Review and revision of
accounting curriculum and
course content in 2007
2008-2009 CPA pass rates
moved above the state
average for first two
quarters but fell below state
average the last two
quarters.
2008
Program Review for CPA
Exam
Lack of depth in the
coverage of accounting
ethics issues
Created an ethics course
dedicated to accounting issues
instead of employing ethics
course derived from
management
A new Ethical Solutions in
Professional Accounting
(ACCT 6321) course added
in 2008 and offered Spring
of 2009.
2009
Consider revision of the
CPA review course
offered in the MPA
program
Pass rate on the CPA exam
91
5 COLLEGE OF BUSINESS INTERNAL ASSESSMENT FOR
THE MSFE
5.1
Learning Goals for the MSFE Program
The College of Business at West Texas A&M University seeks to prepare students in the Master
of Science in Finance and Economics (MSFE) degree program for careers in business and to
foster their professional growth and advancement via the key learning goals. The key learning
goals for the MSFE are as follows:

Goal 1: Professional Communication: Graduates of the MSFE program will be effective
communicators.

Goal 2: Critical Thinking: Graduates of the MSFE program will be analytical thinkers
and problem solvers.

Goal 3: Business Environment: Graduates of the MSFE program will be aware of
ethical, global, and social ramifications of business and economic decisions.

Goal 4: Finance and Economics Integration: Graduates of the MSFE program will be
knowledgeable of advanced theoretical and applied concepts in economics and finance.
92
5.2
Learning Objectives for the MSFE Program
Goal 1: Professional Communication:
Objectives:
1.1 Writing: Demonstrate capacity to employ written presentation channels to communicate
finance and economics research results.
1.2 Oral Communication: Demonstrate capacity to employ oral presentation channels to
communicate finance and economics research results.
Goal 2: Critical Thinking:
Objectives:
2.1 Critical Thinking: Demonstrate capacity to use finance and economic analytical tools to
analyze complex problems and recommend feasible solutions.
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics: Demonstrate capacity to recognize and evaluate ethical dimensions of
financial decisions and effects on stakeholders.
3.2 Global Business Environment: Demonstrate knowledge of the issues involved in
conducting business in a diverse, global environment.
Goal 4: Finance and Economics Integration:
Objectives:
4.1 Theoretical Integration: Demonstrate knowledge and understanding of advanced
theoretical concepts in microeconomics, macroeconomics, and financial management.
4.2 Quantitative Integration: Demonstrate knowledge and understanding of advanced
quantitative and statistical skills to solve finance and economic problems.
93
5.3
Core Courses Aligned with Learning Goals for the MSFE Program
GOAL
CORE COURSES
PRIMARY DIRECT
ASSESSMENT INSTRUMENT(S)
FREQUENCY/START
DATE
Goal 1: Professional
Communication:
FIN 5321
FIN 6322
FIN 6326
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Every other year
beginning 2009-2010.
MSFE is focus review
program for summer of
2011 and 2014.
ECON 6312
FIN 6330
FIN 6350
Assignments/Projects with
evaluation by faculty using
standardized rubrics.
Every other year
beginning 2008-2009.
MSFE is focus review
program for summer of
2011 and 2014.
ECON 6305
ECON 6306
ECON 6341
FIN 5311
FIN 5323
FIN 6370
(1) Assignments/Projects with
evaluation by faculty using
standardized rubrics.
(1) Every other year
beginning 2008-2009.
ECON 6305
ECON 6306
FIN 5321
FIN 6320
FIN 6322
FIN 6370
IDM 6320
Comprehensive examination
focusing on theoretical and
quantitative integration of finance
and economics.
Objectives:
1.1 Writing
1.2 Oral Communication
Goal 2: Critical Thinking:
Objective:
2.1 Critical Thinking
Goal 3: Business Environment:
Objectives:
3.1 Business Ethics
3.2 Global Business Environment
Goal 4: Finance and Economics
Integration:
Objectives:
4.1 Theoretical Integration
4.2 Quantitative Integration
(2) Comprehensive examination
focusing on ethics and global
business environment.
(2) Comprehensive exam
offered every year.
Comprehensive exam
offered every year. MSFE
is focus review program
for summer of 2011 and
2014.
94
5.4
Methods and Instruments of Measurement for the MSFE Program
Direct Methods
 Comprehensive Examinations—The College of Business employs comprehensive
examinations for the MSFE degree program as the primary assessment tool.
Frequency—Every year.
Actions—Comprehensive examinations have been employed since the creation of the
MSFE degree.
 Assignments/Projects—Rubrics created by College of Business faculty are employed in
multiple MSFE courses as means of assessing professional communication, critical
thinking, business environment, and business integration skills. Assignments and
projects are used in multiple courses throughout different stages of the program in order
to assess student development.
Frequency—Every year with a rotation of learning objectives. The director of
continuous improvement, department heads, and faculty members identify the specific
objectives and rotation for evaluation at the start of each academic-year.
Actions—First cycle of grading rubrics employed in 2009.
Indirect Methods
 Employer Survey—Employers of College of Business graduates are surveyed to ask their
opinions concerning the preparedness of our graduates with respect to important
characteristics such as communication skills and other key aspects of the business
program. EBI and internally created surveys are used.
Frequency—Every three years.
Actions—2008-2009 EBI survey will be employed with a second survey administered in
2011-2012.
 Faculty Survey—College of Business faculty are surveyed to determine their perceptions
of the business curricula and other key aspects of the business program. EBI surveys are
used in order to provide benchmarking.
Frequency—Every three years.
Actions—2008-2009 EBI survey deployed with a second survey to be administered in
2011-2012.
95
5.5
Traits, Standards, and/or Rubric for the MSFE Program
Goal and Objective 1.1: Writing Assessment Form (MSFE)
Course:____________________
TRAIT
Executive Summary
Introduction
Background
Analysis of Issue
Recommendations
Conclusion
References
Style
Semester:____________________
UNACCEPTABLE
Topic, organizational issues,
and recommendations not
presented in a clear, concise,
and informative manner.
Fails to engage and/or provide
the reader with a clear map of
the organizational structure of
the manuscript.
Provides limited overview and
background information of the
relevant literature.
Analysis is incomplete and/or
does not apply appropriate
theories/concepts/methods.
Recommendations encompass
less than four of the following
five characteristics: relevant,
feasible, high quality, considers
limitations, and based on solid
theoretical foundation.
Fails to summarize results and
clearly convince reader
recommendations are valid.
Incomplete with multiple errors.
Structure is not easy to follow
and significant errors with
respect to writing fundamentals.
Year:____________________
ACCEPTABLE
Topic, organizational issues, and
recommendations presented but
with minor deficiencies in
clarity, conciseness, or content.
Moderately engages the reader
and provides a clear map to the
organizational structure of the
manuscript.
Provides adequate overview and
background information of
relevant literature.
Provides analysis of chosen issue
using most of the appropriate
theories/concepts/methods.
Recommendations encompass
four of the following five
characteristics: relevant, feasible,
high quality, considers
limitations, and based on solid
theoretical foundation.
Summarizes results and
convinces reader
recommendations are valid.
Complete with minor errors.
Structure is easy to follow with
minor spelling, typographical,
and/or grammatical errors.
Student:____________________
EXEMPLARY
Topic, organizational issues,
and recommendations presented
clearly, concisely, and in an
informative manner.
Engages the reader and
provides a clear map to the
organizational structure of the
manuscript.
Provides extensive overview
and background information of
relevant literature.
Thorough analysis of chosen
issue using appropriate
theories/concepts/methods.
Recommendations are relevant,
feasible, high quality, considers
limitations, and based on solid
theoretical foundation.
Summarizes results and
reinforces validity of
recommendations.
Complete and accurate.
Structure is easy to follow with
no spelling, typographical,
and/or grammatical errors.
96
Goal and Objective 1.2: Oral Communication Assessment Form (MSFE)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Organization
UNACCEPTABLE
Opening statement not relevant.
Poor organization and delivery
that is lacking focus.
ACCEPTABLE
Opening statement relevant to
topic and provides outline of
speech. Mostly organized and
loses focus only once or twice.
EXEMPLARY
Clear opening statement that
engages audience and provides
outline of speech. Maintains
focus and organization.
Content
Presentation is not current,
complete, and/or objective.
Appropriate sources are not
employed.
Presentation is current,
complete, objective, and
employs appropriate sources.
Presentation distinguished with
respect to being current,
complete, objective, and
employing appropriate sources.
Summary
The summary of key concepts
and issues are incomplete or not
directly related to the topic.
Most of the key concepts and
issues in the summary are useful
and related to the topic.
The summary of key concepts
and issues are useful and related
to the topic.
Delivery
Demonstrates one or more of
the following: mumbling,
improper English, or
inappropriate voice modulation.
Demonstrates distracting
mannerisms, eye contact, and/or
poor posture.
Most of the presentation is
interesting, confident, creative,
and clear. Correctly modulates
voice.
Displays appropriate posture and
eye contact without distracting
mannerisms.
Presentation is interesting,
confident, creative, and clear.
Correctly modulates voice.
Technology, slides, props,
and/or handouts do not clearly
enhance the presentation.
Technology, slides, props, and/or
handouts are appropriately
employed to enhance
presentation
Technology, slides, props,
and/or handouts are
appropriately employed and
clearly augment presentation
quality and viewer engagement.
Mannerisms
Use of Media
Uses body language effectively
to engage audience.
97
Goal and Objective 2.1: Critical Thinking Assessment Form (MSFE)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Ability to formulate
an effective strategy
for solving problems
UNACCEPTABLE
Develops a strategy, but
includes misconceptions about
an important tool or framework
need to solve the problem.
ACCEPTABLE
Develops a satisfactory strategy,
but one or more key strategy
elements related to the problem
are missing.
EXEMPLARY
Develops a complete strategy.
Strategy includes all needed key
elements to solve the problem.
Ability to implement
an effective strategy
for solving problems
Prepares problem analysis that
includes fundamental
misunderstanding of a tool or
framework needed to solve the
satisfactorily solve the problem.
Prepares analysis needed to
solve the problem, but
conclusions and/or
recommendations lack depth.
Synthesizes an effective
strategy to determine desired
results and devise a coherent
plan for solving the problem.
Ability to defend and
support an
appropriate decision
Data selection, analysis, and/or
conclusions are not objective or
logical.
Decision is appropriate and
defensible. Data selection is
appropriate and the analysis is
sound but not creative.
Decision is appropriate and
defensible. Data selection is
thorough and thoughtful.
Analysis extends beyond
replication of textbook
examples.
98
Goal and Objective 3.1: Business Ethics Assessment Form (MSFE)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Detection
UNACCEPTABLE
Little or no recognition of the
ethical issue and unable to
ascertain what must be decided.
ACCEPTABLE
Demonstrates ability to
recognize the ethical issue and
ascertains what must be decided.
EXEMPLARY
Demonstrates ability to describe
the ethical issue in detail and
ascertains exactly what must be
decided.
Considers
Stakeholders
Inability to describe the
legitimate rights and
responsibilities of multiple
stakeholders within business
activities.
Demonstrates ability to use one
or more ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Chooses an Action
Has difficulty identifying
appropriate course of action
among alternatives. No
integration of actions across
multiple stakeholders.
Formulates an appropriate plan
of action that partially integrates
multiple stakeholder
considerations in the analysis.
Demonstrates ability to
compare and contrast multiple
ethical frameworks in
describing the legitimate rights
and responsibilities of multiple
stakeholders within business
activities.
Formulates an appropriate plan
of action reflecting the benefits
and risks of action and fully
integrates multiple stakeholder
considerations in the analysis.
99
Goal and Objective 3.2: Global Business Environment Assessment Form (MSFE)
Course:____________________
Semester:____________________
Year:____________________
Student:____________________
TRAIT
Identification of
Global Factors
UNACCEPTABLE
No or incomplete identification
of some of the following
relevant global business factors:
cultural, economic,
environmental, historical, legal,
political, or social.
ACCEPTABLE
Identification of most of the
relevant global business factors.
EXEMPLARY
Clear and some detailed
identification of relevant global
business factors.
International Trade
Theories
Demonstrates rudimentary
understanding of international
trade theories and applications.
Demonstrates understanding of
international trade theories and
applications.
Demonstrates thorough
understanding of international
trade theories and applications.
Analysis of Global
Factors
Rudimentary analysis of impact
of global factors.
Some analysis of impact of
global business factors with
minor inaccuracies in the
analysis.
Clear, accurate, and detailed
analysis of global business
factors.
Application of
Analysis to Finance
and Economics
Application of analysis to
specific finance and economic
issues incorrect, unclear, or
significantly incomplete.
With some limitation,
appropriate application of
analysis to specific finance and
economic issues with valid
conclusions and
recommendations.
Clear application of analysis to
specific finance and economic
issues with valid conclusions
and recommendations.
100
MSFE Comprehensive Examination Standards for Goals 3 and 4:
Measure:
The program employs a comprehensive examination covering business ethics, global business
environment, theoretical integration of core concepts, and quantitative integration of core
concepts.
Performance Goal:
Exam sections are evaluated on a scale of unacceptable (no pass), acceptable (pass), and
exemplary (high pass). Students must earn an overall score of acceptable or exemplary to
complete degree requirements.
101
5.6
Dissemination and Review Process
College of Business faculty members are responsible for implementing and organizing direct
assessment efforts. Faculty members are required to report information to the department head
by using the standard Course Learning Report Form or equivalent. Direct methods of
assessment, including course embedded assessment final examinations and rubric applications,
should include multiple faculty members with expertise in the business discipline. The director
of continuous improvement, associate dean, and dean are responsible for implementing and
organizing indirect methods of assessment. The direct and indirect assessment data is used to
ensure compliance with University and College of Business mission statements and goals and to
revise courses and curriculum as needed.
The following is a timetable for assessment activities during an assessment cycle:
 Program faculty and/or course instructors collect raw data throughout the academic year
(September through June of year one).
 The department heads and director of continuous improvement will organize and report
summary assessment results to the dean and various stakeholders, as appropriate, on each
academic program (June of year one).
 The director of continuous improvement and dean organize the aggregated assessment
results into an annual assessment report with supporting data (July of year one).
 A hard copy of the assessment report is distributed to each department, the Curriculum
Committee, the Strategic Planning & Assessment Committee, director of continuous
improvement, dean, and provost. In addition, the information is published in an
electronic format available to all College of Business stakeholders (August of year one).
 Strategic Planning & Assessment Committee reviews previous year assessment results
and recommends actions consistent with College mission and continuous improvement
commitment (September and January of year two).
 Curriculum Committee reviews previous year assessment results and formulates potential
curriculum changes for business degree programs consistent with College mission and
continuous improvement commitment (September, October, November, January,
February, and April of year two).
 Undergraduate faculty at large review assessment results and vote with respect to
proposed program and curriculum changes (October and February of year two).
 Graduate faculty at large review assessment results and vote with respect to proposed
program and curriculum changes (October and February of year two).
 Program faculty and/or course instructors collect data in an effort to see if implemented
changes actually made a difference (September through June of years two and/or three)
 Department heads and director of continuous improvement review effectiveness of
previous program and curriculum changes by analyzing updated assessment continuation
results (June of years two and/or three).
 Curriculum Committee reviews effectiveness of previous program and curriculum
changes by analyzing updated assessment continuation results (June of years two and/or
three).
102
Course Learning Report (Sample Form)
Department:
Course Name and Number:
Submission Date:
Faculty participants:
Course Learning Goal and
Objective Evaluated
Assessment Instrument
Analysis of Findings (include
number of students and
percent that exceed, meet,
and do not meet
expectations)
Suggestions for Improvement
_______________________________________________________
Department Head Signature
103
COLLEGE OF BUSINESS
West Texas A&M University
ANNUAL REPORT ON THE ASSESSMENT OF STUDENT LEARNING
FOR ACADEMIC YEAR (PLACE ACADEMIC YEAR HERE)
Academic Program: PLACE ACADEMIC PROGRAM HERE
Department: PLACE DEPARTMENT DOING REPORT HERE
Submitted by/Date: _______________________________________________________
Please submit this report to the Director of Continuous Improvement PLACE DATE REPORT
IS DUE HERE
PART I. LEARNING GOALS, OBJECTIVES, STANDARDS, MEASUREMENTS:
LEARNING GOALS: LIST LEARNING GOALS HERE
LEARNING OBJECTIVES:
LIST LEARNING OBJECTIVES FOR EACH LEARNING GOAL HERE
STANDARDS: (Example, 80% of the students should have a minimum score of 80% correct
answers).
LIST MEASUREMENTS:
List measurements (embedded questions, metrics, case studies, etc.) for each Learning goal
and objective by course used and academic semester administered. Attach this information
in an appendix to this report.
PART II. DATA COLLECTION:
Present the data resulting from the assessment activities using the following formats as an
appendix to this report for each learning goal and objective (if assessment was done in
more than one course aggregate the results.) (Examples of the tables are attached). Please
do not include any faculty or student identification in results to protect confidentiality.
Table 1
Learning Objective # ___
Q#1
Q#2
Continue for each
Question
Avg. #
Correct
Avg. %
Correct
Avg. # Correct Answers
Avg. % Correct by Question
104
Table 2
Learning Objective # ___
Total #
Students
# students
% correct
with correct
answers
answers
Above 25%
Above 50%
Above 75%
Average
PART III. ANALYSIS:
Please list observations/conclusions for each Learning Goal based on data, e.g., where did
the student perform well, poorly, etc. For each observation/conclusion, list your supporting
reasons.
PART IV. RECOMMENDATION FOR IMPROVEMENT:
List changes you plan to make to improve student learning for each Learning Goal, e.g.
changes in curriculum, instruction, individual course content, etc.
PART V. DOCUMENTATION:
The process used to assess, analyze, and implement change must be documented. Attach to
this report the pertinent part of minutes of department or curriculum committee meetings
detailing the activities in this process and the steps taken for continuous improvement for
each Learning Goal.
EXAMPLE OF REPORTING TABLES
Total Number of Students = 8
Above 25%
Above 50%
Above 75%
Average
Table 1
Learning Objective # -# Students with Correct Answers
8
7
3
% Correct Answers
100%
87%
37%
71%
105
SUMMARY REPORT OF ASSURANCE OF LEARNING RESULTS
MASTER OF SCIENCE IN FINANCE AND ECONOMICS
A summary of the assessment process for each learning goal is provided based upon reports, which have been prepared as noted. The
full report and supporting documents are available in separate volumes entitled College of Business Assessment Report.
Learning Goal #1: Graduates of the MSFE program will be effective communicators.
Learning Objective 1.1: Demonstrate capacity to employ written presentation channels to communicate finance and economics
research results.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Learning Goal #1: Graduates of the MSFE program will be effective communicators.
Learning Objective 1.2: Demonstrate capacity to use finance and economic analytical tools to analyze complex problems and
recommend feasible solutions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
106
Learning Goal #2: Graduates of the MSFE program will be analytical thinkers and problem solvers.
Learning Objective 2.1: Demonstrate capacity to use finance and economic analytical tools to analyze complex problems and
recommend feasible solutions.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Dr. Neil
100% of students
Sum.
Terry’s
Standard
Dr. Macy
Economics and
scored
2009
ECON
Grading
Dr. Pjesky
No changes at this time
finance graduate
“acceptable or
6341
Rubric
Dr. Terry
faculty
better”
Class
Learning Goal #3: Graduates of the MSFE program will be aware of ethical, global, and social ramifications of business and economic
decisions.
Learning Objective 3.1: Demonstrate capacity to recognize and evaluate ethical dimensions of financial decisions and effects on
stakeholders.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Fall
100% of students
and
MSFE
Economics and
Subjective
Economics and
scored
Spring
Comp.
No changes at this time
finance graduate
Evaluation
Finance Faculty
“acceptable or
2009
Exam
faculty
better”
107
Learning Goal #3: Graduates of the MSFE program will be aware of ethical, global, and social ramifications of business and economic
decisions.
Learning Objective 3.2: Demonstrate knowledge of the issues involved in conducting business in a diverse, global environment.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Reviewed and revised MSFE Economics and
examination process, which
finance graduate
Fall
91% of students included the creation of
faculty.
and
MSFE
Subjective
Economics and
scored
explicit examination dates
Spring
Comp.
Evaluation
Finance Faculty
“acceptable or
with questions that are
2009
Exam
better”
directly tied to program
learning goals.
108
Learning Goal #4: Graduates of the MSFE program will be knowledgeable of advanced theoretical and applied concepts in economics
and finance.
Learning Objective 4.1: Demonstrate knowledge and understanding of advanced theoretical concepts in microeconomics,
macroeconomics, and financial management.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Reviewed and revised MSFE Economics and
examination process, which
finance graduate
Fall
82% of students included the creation of
faculty.
and
MSFE
Subjective
Economics and
scored
explicit examination dates
Spring
Comp.
Evaluation
Finance Faculty
“acceptable or
with questions that are
2009
Exam
better”
directly tied to program
learning goals.
109
Learning Goal #4: Learning Goal #4: Graduates of the MSFE program will be knowledgeable of advanced theoretical and applied
concepts in economics and finance.
Learning Objective 4.2: Demonstrate knowledge and understanding of advanced quantitative and statistical skills to solve finance and
economic problems.
When
Where
Assessment
By Whom
Results
Changes Implemented
By whom
Method
Reviewed and revised MSFE Economics and
examination process, which
finance graduate
Fall
82% of students included the creation of
faculty.
and
MSFE
Subjective
Economics and
scored
explicit examination dates
Spring
Comp.
Evaluation
Finance Faculty
“acceptable or
with questions that are
2009
Exam
better”
directly tied to program
learning goals.
110
5.7
Closing the Loop for the MSFE Program
The Strategic Planning & Assessment Committee and Curriculum Committee are responsible for
reviewing the assessment results, discussing results with various stakeholders, and
recommending actions to faculty at large and college administrators. Actions can be anything
from concluding that student performance with respect to a learning goal meets expectations to
major curriculum change. Other actions may include increasing admission requirements,
remediation, adding prerequisites, modifying MSFE comprehensive examination, increasing or
changing specific assignments in existing courses, and providing support structures such as
tutoring or help sessions. Another action could be to reevaluate whether the learning goal or
expectations for performance on that goal are appropriate.
The director of continuous improvement is responsible for completing and updating an
assessment action report for the College of Business. The assessment action report includes year
of assessment, description of assessment tools administered, areas for improvement identified
based on assessment data, action implemented to address weakness, and continuation actions to
see if the implemented change actually made a difference.
Section 5.8 presents a summary action report for assessment of the MSFE program.
111
5.8
Assessment Actions Report for MSFE Program
Year
Assessment Tools
Administered
Areas for Improvement
Identified Based on
Assessment Data
Marginal student
performance on international
section of exam (scores of
five no pass, two pass, and
two high pass on first
attempt on international
section on comprehensive
exam)
Actions Implemented to
Address Weaknesses
Continuation Actions
(Year and Results)
2007
MSFE Comprehensive
Examination
Review and revision of MSFE
curriculum and course content
in 2007
2008 scores improve (two
no pass, six pass, and four
high pass)
2008
Stakeholder (alumni)
Survey Results
Lack of depth in the
coverage of corporate
governance and ethics issues
Created a corporate
governance course for the
MSFE program and hired new
faculty member with research
area in field
The new corporate
governance course added in
2008 and offered Fall of
2009
2009
MSFE Comprehensive
Examination
Reviewed and revised MSFE
examination process, which
included the creation of
explicit examination dates
with questions that are
directly tied to program
learning goals.
112