California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
Inspired by the mission that learning is preeminent at CSUF, and considering the newly established (January 2013) university
learning goals, the Academic Senate’s Assessment and Educational Effectiveness Committee (AEEC) and the Office of Academic
Programs request that each department/program provides a brief summary of the assessment activities and results for the periods of
AY 2012-2013 and AY 2013-2014. The information collected will be used to establish an accurate inventory of assessment activities
at CSUF, to fulfill internal and external accountability requirements, and to demonstrate CSUF’s progress in student learning
assessment.
We understand that parts of this survey may resemble forms you have completed in previous years. What we are particularly
interested in in this survey is how the department/program learning outcomes align with the new university learning goals, and what
is being done in your department/program to “close the loop” (i.e. use the assessment findings to improve student learning).
We ask each department/program to return the completed survey to their respective Dean’s Office by April 15, 2014. The Dean’s
Office will then compile and submit the surveys to the Office of Academic Programs. We apologize for the very tight turn-around
which is directly related to the new WASC reporting requirements and timeline.
Please also note that this survey is a one-time occurrence. We are in the process of establishing an assessment and educational
effectiveness plan, which will allow departments/programs to better plan their assessment and related reporting activities annually.
Thank you in advance for your understanding and effort.
BA Economics
Department/Program: _______________________________
*** Thank you very much!
Mihaylo College of Business & Economics
College: ______________________________
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
1. Summary of department/program SLOs and related assessment activities:
Please list ALL student learning outcomes (SLOs) for your department/program, based on their alignment with the newly established
6 university learning goals. These SLOs should include those for the GE program and the graduate programs(s). Please check the
appropriate box if a SLO is a GE or graduate program SLO.
For each SLO, please briefly describe any related assessment activities your department/program conducted in AY 2012-2013 and AY
2013-2014. These activities can include all aspects of assessment, ranging from planning data collection, data analysis, to datadriven changes or improvement at the course or program level.
Feel free to adjust the number of rows based on the number of SLOs for your department/program.
University
Learning Goal
1. Demonstrate
intellectual
literacy through
the acquisition of
knowledge and
development of
competence in
disciplinary
perspectives and
interdisciplinary
points of view.
Department/Program Student
Learning Outcomes (SLOs)
1a) To understand the economic problem of
allocating limited resources among competing
uses in an economy given a technological and
institutional context.
1b) To understand and use microeconomic
concepts such as supply and demand,
elasticity, costs, market structure, market
imperfection, consumer and firm decisionmaking.
1c) To understand and use macroeconomics
concepts such as key measures and
determinants of macroeconomic activity and
growth, the interaction between goods, factors
and financial markets, and monetary and
fiscal policy.
*** Thank you very much!
GE
SLO?
Graduate
SLO?
(Check if
yes)
(Check if
yes)
Related Assessment
Activities
2012-2013
Related Assessment
Activities
2013-2014
Course: ECON 490
Measurement: Common
Exam
Benchmark set Sp2013
Next activity scheduled
Sp2015
Measurement will take place
via exam(s) in ECON 310
Course: ECON 490
Measurement: Common
Exam
Benchmark set Sp2013
Next activity scheduled
Sp2015
Measurement will take place
via exam(s) in ECON 310
Course: ECON 490
Measurement: Common
Exam
Benchmark set Sp2013
Next activity scheduled
Sp2015
Measurement will take place
via exam(s) in ECON 320
and 335
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
2. Think
critically, using
analytical,
qualitative and
quantitative
reasoning, to
apply previously
learned concepts
to new situations,
complex
challenges and
everyday
problems.
1d) To understand and use international
economic concepts such as trade and
exchange rates, and balance of payments.
Course: ECON 490
Measurement: Common
Exam
Benchmark set Sp2013
2b) To access, use and interpret economic
literature and data.
Course: ECON 340
Project measured by
Common rubric
Spring 2014
2d) To apply various quantitative methods
used in economic theory
Course: ECON 340
Project measured by
Common rubric
Spring 2014
1a – 1d
See above
2b)
To access, use and interpret economic
literature and data
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
2c) To employ statistical methods for
estimation and evaluation
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
2d) To apply various quantitative methods
used in economic theory
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
*** Thank you very much!
Next activity scheduled
Sp2015
Measurement will take place
via exam(s) in ECON 320
and 335
Next activity scheduled for
Spring 2016
Next activity scheduled for
Spring 2016
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
3. Communicate
clearly,
effectively, and
persuasively, both
orally and in
writing.
4. Work
effectively as a
team member or
leader to achieve
a broad variety of
goals.
5. Evaluate the
significance of
how differing
perspectives and
trends affect their
communities.
6. Recognize their
roles in an
interdependent
global
community.
2a) To communicate coherently about
economic issues and events
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
2b) To access, use and interpret economic
literature and data
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
2a) To communicate coherently about
economic issues and events
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
1a) - 1d)
See above
2c) To employ statistical methods for
estimation and evaluation
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
2d) To apply various quantitative methods
used in economic theory
Course: ECON 340
Project measured by
Common rubric
Spring 2014
Next activity scheduled for
Spring 2016
1a-1d
See above
*** Thank you very much!
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
2. Examples of SLO assessment and “closing the loop” process (i.e. use the assessment findings to improve student learning):
Please choose 3 SLOs from the list above as examples to demonstrate the process of “closing the loop” for your department/program.
The process does not have to be confined to the periods of AY 2012-2013 and AY 2013-2014.
For each example, please provide the following details:
- Criteria for Success: The criteria or benchmark used to determine whether the SLO is met (e.g. Average score of 80% or
higher on an assessment task, 75% of the students received an A in an assessment task)
- Assessment Methods: The specific method(s) used to collect and analyze relevant data (e.g. student sampling strategy,
quantitative and/or qualitative methods, instruments, analysis methods)
- Assessment Findings: The findings regarding the corresponding SLO, as yielded by the assessment data and by judging these
data against the criteria for success
- Improvement Actions & Results: The specific improvement plans that reflect and address the assessment findings, and the
results of the improvement plans (e.g. revisions to the curriculum resulted in higher student achievement, interventions that led
to increased student satisfaction)
SLO
Criteria for Success
Assessment Methods
Assessment Findings
Improvement Actions
& Results
Excellent = 80-100%
Good = 60-79%
Needs Improvement = 59%
Econ 490 – Economics
Capstone
Final Exam with 50
multiple Choice questions
(25 micro/25 macro &
International)
•Goals (1a) and (1b)
covered in the
microeconomics portion of
exam
•Goals (1d) and (1c)
covered in the macro/
international portion of
exam
Overall mean correct is
70.1% (good), but
improvements can be
made.
•Students performed better
in Micro/Macro questions
•Students performed
significantly worse in
International/Global topics
•Students seem to have
issues with concepts in
Micro: Elasticity, tax
distortions, isoquants
•Students appear to have
some issues with concepts
To improve student
performance in Internat’l/
Global topics:
1.Incorporate common
global/international topics
in Econ 320; all students
are exposed to concepts
early on.
2.Coordinate Econ 320
with special emphasis on
international topics.
To improve student
performance on Micro/
Macro subjects:
1.Implement common
1) Understand Critical
Concepts (Objectives a-d)
*** Thank you very much!
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
in Macro: Keynesian cross
model; growth model
•Students appear to have
some issues with concepts
in International Econ: links
between national savings,
real exchange rates, real
interest rates.
homework across all Econ
310 and 320 courses (this
may also be expanded to
Econ 201 and Econ 202
courses).
2.Develop seminars by
201/202 or 310/320
instructors sharing
successful teaching
methods, class example, or
class activity.
3.Develop student-led
review sessions for exams
for 310, 320 and/or 335.
3. Summary of the Assessment Process in your department/program:
Please briefly describe the assessment planning and implementation process (i.e. how the assessment process was planned and
conducted) in your department/program. Reflect upon the process to suggest its strengths and areas of improvement.
Brief summary of the
assessment planning &
implementation process
The department of Economics faculty reviewed their assessment activity – Learning Goals, Courses, and
measurement tools – throughout 2011-12, revising goals, determining best course to measure each goal, determining
acceptable performance criteria, and measurement procedure/tool. Thus, the information provided is based on recent
activity (Spring 2013). Since the assessment cycle is biennial, the next opportunity to assess for comparison will be in
Spring 2015.
Data collected during the first cycle in Spring 2013 and Spring 2014 is considered “benchmark” data.
Strengths of the
assessment process
The Goals and Objectives better reflect the department learning outcomes and are better aligned with University LOs.
More faculty were involved in the planning process and provided insight to refining the goals and the process. The
schedule that was adopted allowed for a “fresh” start and better monitoring of regular assessment activity.
*** Thank you very much!
Please email assessment@fullerton.edu if you have any questions.***
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California State University, Fullerton
2012-2013 & 2013-2014 Assessment Activities & Results Survey
Areas of improvements
of the assessment
process
Goals were refined to better reflect department learning, and placed in two main categories identifying
Graduates with a BA in Economics will: 1) Understand Critical Concepts, and 2) Operate Professionally. Four
specific, measurable objectives were identified under each goal.
Goals were better aligned with ULOs.
Faculty were involved with the process.
Better schedule and reporting process was established.
4. Additional Comments:
Please share your thoughts, insights, concerns, or any other comments regarding the assessment efforts at CSUF.
*** Thank you very much!
Please email assessment@fullerton.edu if you have any questions.***
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