School of Business and Management

Assessments

Washington State University

• Program-level Outcomes Assessment is explained in terms of its purposes and processes. at Washington State University
  https://my.wsu.edu/portal/page?_pageid=177,268268&_dad=portal&_schema=PORTAL

National Institute for Learning Outcomes Assessment

• Toolkit - they provide information on commonly used tools that university uses for assessment, i.e. Tests, Surveys and Portfolio
  http://www.learningoutcomeassessment.org/ToolKit.html
• The NILOA 2009 national survey report, "More Than You Think, Less Than We Need: Assessment in Higher Education"
  http://www.learningoutcomeassessment.org/NationalSurvey.html

Association of American Colleges and Universities

• VALUE (Valid Assessment of Learning in Undergraduate Education)
  Fifteen institutional-level draft rubrics were created through the VALUE project. Each of them contains the most common and broadly shared criteria or core characteristics for judging the quality of student work.
  http://www.aacu.org/value/rubrics/index_p.cfm?CFID=36459341&CFTOKEN=67099616
• Critical Thinking Assessment provides examples and further resources on assessing critical thinking
  http://www.aacu.org/resources/assessment/critical_thinking.cfm

Assessment Resource Center, the Hong Kong Polytechnic University

• The useful links page is a resource hub containing articles and examples of assessments shown by skill, subject or type of assessment.
  http://www.polyu.edu.hk/assessment/arc/links/reference_e_criteria.htm

ASKe at Oxford Brookes University

• ASKe is the Centre for Excellence in Teaching and Learning being recognized for good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development.
  http://www.brookes.ac.uk/aske/

Tools

The Hong Kong University of Science and Technology

• Program and Courses Outcomes System (PACOS) is a free web-based system designed for departments to use as a centralized web system, which manages the course and program information in regard of OBE, e.g. ILOs and mapping.
  http://www.cse.ust.hk/obe_software/

Teaching and Learning Workshop

Prof. Harvey Brightman (8, 9 & 11 December 2008)

• Developing learning objectives and teaching to achieve these objectives
• Traditional and non-traditional assessment methods
• Teaching creativity

http://www.bm.ust.hk/staff_pg/workshop_brightman.html

Example of Program Learning Outcomes

/files/public/eplo_sbm.pdf

The examples here describe what graduates of a program should be able to do as a result of learning experiences within that program. Some of them are written according to the criteria set by accrediting and professional bodies.

Example of Aligning Learning Outcomes and Assessments

School of Education and Business (Business Division), Eastern Oregon University

Full text: http://www.eou.edu/ctl/documents/BUSINESS%20ASSESSMENT%20PLAN.doc

Annotated summary: /files/public/edu_seb__example.doc

The alignment between intended learning outcomes and assessments is strongest for intended learning outcomes 1 to 4 and weakest for 5.

Exemples of Programs

Assessment of Core Competencies at the Undergraduate Level

• College of Business Administration, Valparaiso University
  /files/public/christ-pirie_assessment_of_core_competencies.pdf
• College of Business and Economics, California State University, Fullerton
  /files/public/harich_assessment_of_core_competencies.pdf

Two business school examples which focus on mission-driven assessment of core competencies at the undergraduate level. The presenters report on the various approaches of assessing functional business knowledge and written and oral communication skills.

Innovation in Undergraduate Accountancy Education

University of Illinois Urbana-Champaign

http://www.business.illinois.edu/accountancy/about/project_discovery/monograph.html

In this example, the revised accounting Bachelor of Science curriculum offers a new approach to undergraduate accounting education with the following features:

• A conceptual framework that integrates accounting knowledge, as well as general organizational and business knowledge, within a broad-based contracting perspective.
• Emphasis on the methods and skills of inquiry, analysis, judgment and decision making discovered and developed through experience - - active participation in the process of learning.
• Emphasis on other skills and capabilities required for entry into the accounting profession: interpersonal skills such as the ability to work with others in groups; communication skills such as the ability to present, discuss, and defend views effectively through formal and informal, written and spoken language; and intellectual skills such as the ability to identify ethical issues and apply a value-based reasoning system to ethical questions.
• Introductory courses (ACCY 201 and 202) which serve both as a broad introduction to accounting and accountancy for all business students and as a basis for @further study of accounting, and provide a keen comprehension of the relations among accounting, business and society.

Reengineering the Undergraduate Business Core: A Business Process Approach

Walton College of Business, University of Arkansas

PowerPoint presentation:

/files/public/reengineering_the_business_core_curriculum.pdf

This presentation examines the implementation of an integrated undergraduate core curriculum that has been downsized from 42 to 33 semester hours. It replaces discipline-specific courses in accounting, finance, marketing, management, and information systems with interdisciplinary courses based on business process concepts. Highlights of reengineered core:

• Business core reduced from 42 hours to integrated core of 33 hours
• Courses taught by individual instructors rather than teams
• Courses will be developed/taught from an international perspective and will integrate information technology and communications
• Departments control 24 hours for their majors
• Departments may specify collateral courses in another discipline
• 15 hrs of business electives which allow for elective tracks

Effective Assessment Processes

College of Business Administration, University of Central Florida; and

Isenberg School of Management, University of Massachusetts Amherst

PowerPoint presentation:

/files/public/effective_assessment_practices.pdf

Take a look at two innovative assessment tools currently in use at different business schools. The first, a proven process model, involves a number of unique methods for assessing learning outcomes and is based on broad input from key constituents in the early stages of development. The second is a co-curricular assessment model that uses a balanced scorecard approach to transform advising and student services, clarify vision and management strategies, and implement strategic accreditation initiatives.

Others

• SBM OBE Briefing March 2007
  /files/public/3-obe_sbm_2mar07_hos.pdf
• AACSB Assessment Resource Center
  http://www.aacsb.edu/ARC/
• AACSB Assurance of Learning Standards: An Interpretatio
  http://www.aacsb.edu/accreditation/papers/AOLPaper-final-11-20-07.pdf

  This paper is the third white paper presented by ACC/AQC offering expanded discussion on important standards and processes supporting AACSB International accreditation. The paper is an important reference assisting business schools and accounting programs in the development of assurance of learning programs as called for in the AACSB accreditation standards.

• Student Assessment of Learning Goals web site
  http://www.salgsite.org/

Contact Point

Prof Elizabeth George

Email: egeorge@ust.hk

Telephone number: 2358 7727