Outcome Research/Study Question Evidence of Direct and Criteria and Standards of Collection Date Assessed Collaborative Indirect Judgment You Will Apply to of Data When for AY Commitment to Assessment Student Work, Including Analysis 2013-2014 Teach This Outcome Methods and Level You Expect Students to and Relevant Achieve Data You Will will Gather to Make Take Inferences about Place Student Learning. Describe Methods of Sampling Utilize Based our new assignment designs and We have Direct: Assessment Criteria based scores using our May 2014 at By July, the chronological use of our collaboratively of all capstone program’s problem-solving the end of 2014 the rubric to provide feedback to revisited, discussed, projects in scoring rubric applied to students’ business students, will students’ abilities to examine and mapped out the students’ final capstone projects. Our completion their assumptions and those of their sources range of assignments course expectation is that students will of their will or other’s sources improve? we have designed to improve their ability to senior be Chronologically and overwhelmingly our position students to Indirect: examine assumptions to, at capstone presented to access, students score between 1.5-2.00 on our examine assumptions Assessment of all least, a level 3 on our rubric (a project to faculty analyze, four-point scale students via four-level rubric) to engage and SALG--integrated them in into final course Students’ awareness of their ability to examine their own business assumptions and those of results others through the SALG and on survey next steps--if necessary
Outcome Assessed for AY 2013-2014 Research/Study Question Evidence of Collaborative Commitment to Teach This Outcome Direct and Indirect Assessment Methods and Relevant Data You Will Gather to Make Inferences about Student Learning. Describe Methods of Sampling Criteria and Standards of Judgment You Will Apply to Student Work, Including Level You Expect Students to Achieve Collection of Data Date When Analysis and will Take Place Utilize business to access, analyze, and business Based on our new assignment designs and the chronological use of our rubric to provide feedback to students, will students’ abilities to examine their assumptions and those of their sources or other’s sources improve? Chronologically and overwhelmingly our students score between 1.5-2.00 on our four-point scale We have collaboratively revisited, discussed, and mapped out the range of assignments we have designed to position students to examine assumptions Direct: Assessment of all capstone projects in students’ final course Indirect: Assessment of all students via SALG--integrated into final course Criteria based scores using our program’s problem-solving scoring rubric applied to capstone projects. Our expectation is that students will improve their ability to examine assumptions to, at least, a level 3 on our rubric (a four-level rubric) Students’ awareness of their ability to examine their own assumptions and those of others through the SALG survey May 2014 at the end of students’ completion of their senior capstone project By July, 2014 the will be presented to faculty to engage them in results and next steps--if necessary
partial_business_program_assessment_plan.docx