Figure 4.2 - Standard #4 Measurement and Analysis of ... · Evaluate all course learning outcomes...

Performance Indicator

1. Student Learning

Results

Identified in Criterion 4.2 Identified in Criterion 4.1 Identified in Criterion 4.4 Identified in Criterion 4.2

What is your measurement

instrument or process?

Current Results Analysis of Results Action Taken or Improvement

made

Insert Graphs or Tables of Resulting Trends (3-

5 data points preferred)

Measurable goal Do not use grades. What are your current

results?

What did you learn

from the results?

What did you improve or what is

your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

1. ASA PROGRAM:

Students will perform at

80% or higher on mastery

assessments for ASA

program learning

outcomes #1, 2, 6.

Internal, summative - ACC-202

PLO#1 - Assignment

Students in Term #1, 3 exceeded

the goal; term #2 was well below

the goal.

The performance on PLO#

1 for all three terms was

below the goal of 80%.

Ensure faculty are adhering to the grading

rubric for this assessment. Reassess next

year. Monitor performance in ACC-202 once

changes in the course have been made to

determine impact on student learning.

See Goal #1 Internal, summative

ACC-230 - PLO#2

PLO#2 -ACC-230 -overall 97.7%.

Exceeded 80% goal.

Performance exceeded

the goal.

Continue to monitor and ensure consistent

faculty grading and use of rubric in the

course sections. With the new LMS system,

will investigate the ability to not be able to

award more points on assessment than max

possible. Review the goal.

See Goal #1 Internal, summative

BUS-225 - PLO#6

PLO#6 - BUS-225 - overall 100%.

Exceeded 80% goal.

In Term #1, students

earned more points than

was feasible on the

assessment--therefore

skewing the data.

Further review and ongoing monitoring will

need to occur. Also faculty training to utilize

the rubric needs to be addressed. With the

new LMS system, will investigate the ability

to not be able to award more points on

assessment than max possible.

Restructure Peregrine pre-

and post-test to establish

baseline performance.

External, Summative Results could only be analyzed --

separately since a report showing

the gain between pre- and post-test

could not be generated due to the

set up.

In reviewing the results,

we found that the pre-

test was given in BUS-

150 and the post test

was given in

Contact Peregrine to determine if report can

be generated with current set up or

restructure set up so that adequate reports

can be run.

Identified in Criterion 4.2

Figure 4.2 - Standard #4 Measurement and Analysis of Student Learning and PerformanceUse this table to supply data for Criterion 4.2.

Definition

AS- AccountingA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone

performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:

Direct - Assessing student performance by examining samples of student work Analysis of Results

050

Jan16-Apr16 May16-August16 Sept16-Dec16

ACC-202, PLO#1 - Mastery Assessment 3 terms

Goal Actual Avg. Points

0200


ACC-230 PLO#2 - Mastery 3 terms


0

500


BUS-225 PLO#6 - Mastery Assessment 3 terms


Table 6.1 Standard 6 - Business Program Performance Results 2017 Accounting Program Review

Organizational

Effectiveness Results



Current Results Analysis of Results Action Taken or

Improvement made

Insert Graphs or Tables of Resulting Trends (3-5 data points

preferred)

(Indicate length of cycle) What are your current

results?

What did you learn

from the results?

What did you improve or

what is your next step?

Performance Measure

Measurable goal

What is your goal?

Increase the student

retention in ASA

program by 3% by 2019.

Tableau institutional retention

data - Annual program review.

Current overall retention rate is

39.4%. Comparison made to

National Student Clearinghouse

Research Center data (First-Year

Persistence and Retention Rates

by Starting Enrollment - All Inst.

Sectors.

The retention of students

in the ASA program is

extremely low when

compared to all entering

students at the

university level--

particularly when

compared to four-year

privates.

Action plan for 2017-18 is to

improve instructor participation

in discussions, provide

collaborative forums in courses,

curriculum rearrangement and

faculty training and information

on how to advise students who

are struggling in accounting

program. Participate in DeVoe

retention project.

Improve faculty

interaction in online

accounting courses.

End of course (student

satisfaction) survey reported

annually. Review of survey item

#

2014-15 Data not available

2015-16 CAPS Mean 4.28; ALL ASA

4.25

2016-17 CAPS Mean: 4.57; ALL ASA

4.3

Results indicate that ALL

ASA responses to

"instructor was active in

discussions" has been

lower for the past two

years when compared to

ALL CAPS. Data is not

available for 2014-15 due

to the way the dat was

reported at that time.




collaborative forums in courses

and to provide faculty with

training and information on how

to advise students who are

struggling in accounting

program.

Standard #6 - Organizational Performance Results, Table 6.10

Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process.

Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns,

student retention, student academic success, and other characteristics reflecting students' performance. Key indicators may include: graduation rates, enrollment, hiring equity, increased use of web-based

technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results

0

10

20

30

40

50

60

2012-13 2013-14 2014-15

Accounting Program Retention Rates Overall

National DeVoe Accounting

4

4.2

4.4

4.6

2015-16 2016-17

Mean Score for EOC Survey Item - Instructor was active in Discussions - ALL CAPS to ALL ASA

Results EOC Survey - Faculty Engagement in Discussion Item CAPS N/A

Results EOC Survey - Faculty Engagement in Discussion Item ALL ASA Accounting N/A

Table 6.1 Standard 6 - Business Program Performance Results

Organizational

Effectiveness

Results

Performance Measure What is your measurement


Current Results Analysis of

Results

Action Taken or

Improvement made

Insert Graphs or Tables of Resulting Trends

(3-5 data points preferred)

Measurable goal (Indicate length of cycle) What are your current

results?

What did you learn

from the results?



What is your goal?

Increase overall retention

in DeVoe School of

Business programs by 3%

by 2019.

Retention rates as reported in

IWU Fact Book annually.

Retention rate was 50.6% in

2016.

There is room for

improvement.

Evaluate expanding

existing ASB Student

Success Pilot program

results based upon final

Pilot results: due by

January 2018.

Increase effectiveness of

project teams in the

curriculum possibly

eliminate them.

Report on decision at next Annual

or Comprehensive Review.

Effectiveness of project

teams is one of three lowest

student satisfaction items

from the End of Program

survey. A combined 68.8%

percent of student

responses rated the

effectiveness of project

teams in the Excellent and

Good. Categories.

There is a continuing

need to evaluate

effectiveness of

project teams.

Evaluate the use of project

teams in courses as they

become due for revision or

eliminate project teams.

Increase accessibility of

chaplain.

Report at next Annual or

Comprehensive Review.

Accessibility of chaplain is

one of three lowest student

satisfaction items from the

End of Program survey.. A

combined 66.7% percent of

student responses rated the

accessibility of chaplain in

the Excellent and Good.

Categories.

Increased

accessibility of

chaplain may assist

in dealing with life

issues as they affect

Student Success

and progress toward

degree.

Share results with the

Student Services

department and individuals

responsible to determine

possibilities for joint

cooperation toward

increased Student

Success.

Increase helpfulness of

chaplain.



Helpfulness of chaplain is








Categories.

Increased

helpfulness of

chaplain may assist



Student Success

and progress toward

degree.


Student Services




cooperation toward

increased Student

Success.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that

charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance.

Key indicators may include: graduation rates, enrollment, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the

community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results


1. Student Learning

Results





made

Insert Graphs or Tables of Resulting Trends (3-5

data points preferred)


results?

What did you learn

from the results?





comparative

1. Knowledge of foundation

areas for ASB program will

score 24 and above on this

assignment.

Summative, Internal - Faculty-

designed assignment and rubric.

A goal of 24 was set as a

benchmark with an average

score of 27.69 in 2015.

Evaluate all course

learning outcomes for

consistency and

clarity.

Verify alignment of program

learning outcomes, course

learning outcomes, assignment

details, and rubric.




assignment.





score of 45.73 in 2015.

Evaluate all course


consistency and

clarity.







Definition

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone


Direct - Assessing student performance by examining samples of student workAnalysis of Results




assignment.





score of 53.65 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 26.75 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 42.95 in 2015.

Evaluate all course


consistency and

clarity.




details. and rubric.




assignment.





score of 18.55 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 29.09 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 180.82 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 65.63 in 2015.

Evaluate all course


consistency and

clarity.








assignment.





score of 18.99 in 2015.

Evaluate all course


consistency and

clarity.




details and rubric.

Criterion 4.2. To identify trends, the business programs should report, at a

minimum, three successive sets of periodic assessment results.

To demonstrate compliance with this criterion:

In tables and graphs using Figure 4.2, provide three to five consecutive sets of

assessment results for almost all of your programs as defined in the note below. Do not use course grades or grade point averages.

Describe how these assessment results are made systematically available to the

faculty, administration, students, or other stakeholders, as appropriate.


1. Student Learning

Results





Improvement made




results?

What did you learn

from the results?





comparative

Knowledge of foundation

areas for ASCIT program will

score 75 and above

Summative Assessment in CIT112-

5.4



score of 83 in 2016

Goals are currently

being met. Trend is

positive.

Evaluation through annual

program reviews to ensure

goal continues to be met.



score 85 and above

Summative Assessment in CIT280

- 5.6



score of 97.5 in 2016

Goals are currently

being met.






DefinitionA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include:

capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in

column two: Analysis of Results

75 75 7574

75

83

68

70

72

74

76

78

80

82

84

12/15-3/16 4/16 - 7/16 8/16-11/16

PLO1 - CIT112 - Activity 5.4

Goal Actual

85 85 85

98.7 98.1 97.5

75

80

85

90

95

100

12/15-3/16 4/16 - 7/16 8/16-11/16


Goal Actual



score 85 and above


- 5.6




Goals are currently

being met.






score 75 and above


- 5.5



score of 68 in 2016

Goal is not being

met. Trend is

negative.

Evaluate instructions and

preparation needed to

complete Activity 5.5 to meet

goal.



score 85 and above


- 5.4




Goals are currently

being met. Trend is

currently negative.



goal continues to be met and

trend does not continue.



score 85 and above


- 5.6




Goals are currently

being met.




85 85 85

98.7 98.1 97.5

75

80

85

90

95

100

12/15-3/16 4/16 - 7/16 8/16-11/16


Goal Actual

85 85 85

98.7 98.1 97.5

75

80

85

90

95

100

12/15-3/16 4/16 - 7/16 8/16-11/16


Goal Actual


Organizational





made




results?

What did you learn from the

results?


your next step?

What is your goal?

Increase retention for

ASCIT to 80% by 2020

Retention rates as reported to the

VPAA every January

79.2% in 2017 Negative trend is shown in the

EOC. Industry demands for skilled

IT professionals are increasing with

a dire need for course updates.

Increase retention through

development of a new ASCIT

program to better meet the needs of

the students as well as the

marketplace.

Increase the retention in

CIT262 to 80%

EOC feedback from students 67% in 2017 Result is unacceptable and

reflected in retention numbers.

Workload is reflected in the EOC's

as a potential issue.

Review workload in the entire

course and implement changes

needed to remove unnecessary

activites while maintaining

academic outcomes.

Increase interaction with

faculty to 80% by 2020

Increase interaction with faculty

rates as reported from End of

program surveys

79.2% in 2017 Faculty interaction is related to

student satisfaction and retention.

The trend is positive but needs

continuous review to maintain trend.

Work with faculty care to investigate

and implement activities to

increase interaction.

Increase fairness of grading

to 80% by 2020

Fairness of grading reported from

End of program surveys

79.2 in 2017 Fairness of grading was reflected in

the EOC student feedback.

Inconsistency stood out as a

common factor

Work with faculty care to

investigate and implement

activities to increase consistency of

grading.

Increase recommend

program to others without

reservation to 80% in 2020

Recommend without reservations

reported from End of program

surveys

62.5% in 2016 The trend is positive. Word of

mouth recommendations is an

effective way to increase retention.

Increasing this number is seen as a

significant factor in increasing

enrollment.

Evaluate ASCIT for specific factors

that may relate directly to student

satisfaction as stated in the program

reviews. Update program learning

outcomes to better reflect the

marketplace needs.Work with AES

to evaluate better word of mouth

interaction.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention,

student academic success, and other characteristics reflecting students' performance. Key indicators may include: graduation rates, enrollment, hiring equity, increased use of

web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results

35

512

67

41

5 6

80

0

20

40

60

80

100

Completed Failed Withdrew Retention

CIT262

Actual Goal

80 80 80

82.7

81.8

79.2

77

78

79

80

81

82

83

2015 2016 2017

ASCIT Retention

Goal Actual

80 80

64.3

79.2

0

20

40

60

80

100

2016 2017

Interaction with faculty

Goal Actual

80 80

81.5

79.2

78

79

80

81

82

2016 2017

Fairness of Grading

Goal Actual

80 80

57.1 62.5

0

20

40

60

80

100

2016 2017

Recommend without reservations

Goal Actual

Performance

Indicator1. Student Learning

Results





Results

Action Taken or

Improvement made




results?

What did you learn

from the results?





comparative


areas for HCA program will

score 85 and above

Summative Assessment in

HCA450 5.4




Evaluation of course

learning outcomes

for consistency

between Proposal

and Capstone

Project. The course

should be taught by

same instructor who

will be teaching

HCA490 Instructor.

HCA450 will have a journal

assignment to assist in

building towards the next

class, Capstone Project.



score 75 and above


HCA310 6.4




Evaluation of first

course with group

assignments as

students are new to

the program and

adjust rubrics to

make them

consistent.

Remove Group assignments



score 85 and above


HCA310-3.3




Evaluation of all

course learning

outcomes for

consistency with

bachelors level

course work.

Redesign grade rubric to

match undergraduate learning

outcomes. Use the 3 item

rubrics - content, timleness,

interaction for discussion

assignments.



score 87 and above


HCA320 5.4




Evaluation of data

indicates that group

work needs to be

removed from this

assignment

Remove MediaShare from

this assignment and group

work using this as an

individual student learning

activity.



score 85 and above


HCA320 3.4




Evaluation of all

course learning

outcomes reflects

group presentations

were more difficult to

grade so they

generally get higher

grades.

Remove group work from

course



score 85 and above


HCA330 2.2




Evaluation of all

course learning

outcomes reflect

assignment with

group work is

mentioned as

difficult to manage in

the online

environment


course



DefinitionA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used

include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the

measurement instrument in column two: Analysis of Results

75

80

85

90

95

100


PLO2-HCA310-6.4

GOAL Actual Average

75

80

85

90

95

100

1 2 3

PLO4-HCA320-5.4

Series1 Series2

75

80

85

90

95

100


PLO6-HCA320-3.4

GOAL Actual Average

75

80

85

90

95

100


PLO7-HCA330-2.2

GOAL Actual Average

75

80

85

90

95

100

1 2 3

PLO3-HCA310-3.3

Series1 Series2

75

80

85

90

95

100

1 2 3

PLO1-HCA450-5.4

Series1 Series2

Performance


Results





Results

Action Taken or

Improvement made




results?

What did you learn

from the results?





comparative



score 85 and above


HCA450 5.4





learning outcomes

for consistency

between Proposal

and Capstone

Project. The course

should be taught by

same instructor who

will be teaching

HCA490 Instructor.

HCA450 will have a journal

assignment to assist in

building towards the next

class, Capstone Project.



score 75 and above


HCA310 6.4




Evaluation of first

course with group

assignments as

students are new to

the program and

adjust rubrics to

make them

consistent.

Remove Group assignments



score 85 and above


HCA310-3.3




Evaluation of all

course learning

outcomes for

consistency with

bachelors level

course work.

Redesign grade rubric to

match undergraduate learning

outcomes. Use the 3 item

rubrics - content, timleness,

interaction for discussion

assignments.



score 87 and above


HCA320 5.4




Evaluation of data

indicates that group

work needs to be

removed from this

assignment

Remove MediaShare from

this assignment and group

work using this as an

individual student learning

activity.



score 85 and above


HCA320 3.4




Evaluation of all

course learning

outcomes reflects

group presentations

were more difficult to

grade so they

generally get higher

grades.


course



score 85 and above


HCA330 2.2




Evaluation of all

course learning

outcomes reflect

assignment with

group work is

mentioned as

difficult to manage in

the online

environment


course






75

80

85

90

95

100


PLO2-HCA310-6.4

GOAL Actual Average

75

80

85

90

95

100

1 2 3

PLO4-HCA320-5.4

Series1 Series2

75

80

85

90

95

100


PLO6-HCA320-3.4

GOAL Actual Average

75

80

85

90

95

100


PLO7-HCA330-2.2

GOAL Actual Average

75

80

85

90

95

100

1 2 3

PLO3-HCA310-3.3

Series1 Series2

75

80

85

90

95

100

1 2 3

PLO1-HCA450-5.4

Series1 Series2


Organizational





made




results?


results?


your next step?

What is your goal?

Increase retention for HCA

from 69% to 85% by 2020


VPAA every January

69% in 2016 In a positive trend for the last year Revise HCA 310 is a start course

and has the lowest scores for

retention. Add remediation to ACC-

201 is their first accounting course

with many students with little to no

background in accounting.

Increase of helpfulness of

Chaplain from 60% to 80%

by 2020

Helpfulness of Chaplain rates as

reported from End of Program

Surveys

60% in 2016 Chaplain helpfulness was a

surprise. 50% of students are not

affiliated with a church and

therefore may not have interest in

the chaplain services.

Work with student services to

search for opportunities to show

students what the chaplain service

offers.

Increase of accessibility of

chaplain from 66.7 to 80%

by 2020

Accessibility of Chaplain rates as


surveys

66.7% in 2016 Students are not fully aware of

chaplain services and what they

offer.



activities to see what the chaplain

services are needed and how they

apply to students

Increase interaction of

faculty with students from

55.2% to 80% by 2020

Interaction opportunities with

faculty as reported from End of

program surveys

55.2 in 2016 Only 55.2% of students are having

interaction opportunities with

faculty. Many students do their

assignments after hours so faculty

is not available. It’s an issue with

online classes.

Implement texts to faculty to help

remediate this problem. 24-48

hour response time from faculty is

too long in students’ opinions. 6-12

hours may be better. Or faculty

can respond quickly and say they

will answer fully later Training and

implementation of faculty training is

needed.

Ellimination of project

teams to increase the

students learning outcomes

from 55.2% to 80% in 2020

Effectiveness of project teams as


Surveys

55.2% in 2016 Project teams are one of the

biggest complaints from students

on a continual basis. We probably

lose students because of it. Why

do we continue to offer it? Much of

the work is individual work so it’s

difficult to do as a team.

Eliminate the Project Team

assignments and make them

individual assignments.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student

retention, student academic success, and other characteristics reflecting students' performance. Key indicators may include: graduation rates, enrollment, hiring equity,

increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and

administrative units.Analysis of Results

2014 20152016

0

50

100

1 2 3

Retention of Bachelors of Science in Health

Administration Students

2015

2016

0

20

40

60

80

1 2

Increase Helpfulness of Chaplain Services

20152016

0

50

100

1 2

Increase Accessibility of Chaplain Services

2015

2016

0

20

40

60

80

1 2

Increase Interaction with Faculty

2015

2016

0

20

40

60

80

1 2

Effectiveness of Project Teams

Performance


Results





Results

Action Taken or

Improvement made




results?

What did you learn

from the results?





comparative

3 of the assessments did not have data in the first time period

as the courses are new. These courses will be reviewed again

to include a third data point by 10/1/17.


areas for BMK program will

score 80 and above


MGT430 - Controlling,

Assessment 2



score of 100 in 2017

The rubric is not

robust enough to

give appropriate

depth and feedback

on the assignment.

Enhance rubric to facilitate

greater depth of grading



score 80 and above


ADM430-Global Aspects of

Leadership, Assessment 1




Goals are currently

being met.

Evaluate data again to include

a larger sample by 10/1/17



score 80 and above


MKG351 -Ethical Displays of

Data, Assessment 1




Goal is being met

but the trend is

negative. No EOC

data on this

assessment was

negative.

Evaluate data again to

include a larger sample by

10/1/17 and implement steps

from this follow up information

to ensure the assessment

results remain above the goal.



score 80 and above


MKG350 - E-Commerce,

Assessment 1



score of 86.9% in 2017

Goals are currently

being met.



10/1/17



score 80 and above


MKG351 - Ethical Displays of

Data, Assessment 1




The trend is

negative. EOC

surveys showed the

instructions for the

assignment need

clarification.

Evaluate data to include a

larger sample by 10/1/17.

Improve the instructions for

this assessment by 10/1/17.



score 80 and above


MGT445 - Christian View of

Contracts, Assessment 1



score of 83.69% in 2017

The trend is positive. Evaluate data again by

10/1/17 to ensure positive

trend remains.






0

50

100

150

3/1/16-5/31/16 6/1/16-9/30/16 10/1/16-1/30/17

PLO1 - MGT430 - Controlling Assessment 2

Goal actual

0

50

100

3/1/16-5/31/16 6/1/16-9/30/16 10/1/16-1/30/17

PLO4 - MKG350 - E-Commerce Assessment 1

Goal actual

Performance


Results





Results

Action Taken or

Improvement made




results?

What did you learn

from the results?





comparative

3 of the assessments did not have data in the first time period

as the courses are new. These courses will be reviewed again

to include a third data point by 10/1/17.



score 80 and above


MGT430 - Controlling,

Assessment 2



score of 100 in 2017

The rubric is not

robust enough to

give appropriate

depth and feedback

on the assignment.

Enhance rubric to facilitate

greater depth of grading



score 80 and above


ADM430-Global Aspects of

Leadership, Assessment 1




Goals are currently

being met.

Evaluate data again to include

a larger sample by 10/1/17



score 80 and above


MKG351 -Ethical Displays of

Data, Assessment 1




Goal is being met

but the trend is

negative. No EOC

data on this

assessment was

negative.



10/1/17 and implement steps

from this follow up information

to ensure the assessment

results remain above the goal.



score 80 and above


MKG350 - E-Commerce,

Assessment 1




Goals are currently

being met.



10/1/17



score 80 and above


MKG351 - Ethical Displays of

Data, Assessment 1




The trend is

negative. EOC

surveys showed the

instructions for the

assignment need

clarification.

Evaluate data to include a

larger sample by 10/1/17.

Improve the instructions for

this assessment by 10/1/17.



score 80 and above


MGT445 - Christian View of

Contracts, Assessment 1



score of 83.69% in 2017

The trend is positive. Evaluate data again by

10/1/17 to ensure positive

trend remains.






0

50

100

150

3/1/16-5/31/16 6/1/16-9/30/16 10/1/16-1/30/17

PLO1 - MGT430 - Controlling Assessment 2

Goal actual

0

50

100

3/1/16-5/31/16 6/1/16-9/30/16 10/1/16-1/30/17

PLO4 - MKG350 - E-Commerce Assessment 1

Goal actual


Organizational

Effectiveness

Results




Results

Action Taken or

Improvement made




results?

What did you learn

from the results?



What is your goal?

Maintain retention above

80%


VPAA in April 2017

100% in reported data. Data reported

shows the previous

BMK and the new

structure of the BMK.

We recognize the

small sample size.

Continue to monitor

retention in the program on

a quarterly basis as more

data points are available

for analysis.

Reach goals - A = 50%, B

= 30%, C = 10%, D = 3,

F/W = 7%

Grade distribution as reported by

Assessment Team in June 2017

A = 52%, B = 23%, C =

11%, D = 1%, F/W = 12%

Distribution is

moving toward

goals. Reducing the

F/W % is necessary.

Analyze in more detail the

individual student reasons

for failures and

withdrawals in order to

implement a plan of action.






community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.Analysis of Results

BS-Accounting

Table 6.1 Standard 6 - Business Program Performance Results 2017 BS- Accounting Program Review

Organizational





Improvement made


preferred)


results?

What did you learn

from the results?



Performance Measure

Measurable goal

What is your goal?


retention in all BSA

accounting courses by

3% over baseline of

39.4% by 2019.

Tableau institutional data -

reported and reviewed annually.


39.4%

This data analysis was

used to establish a

preliminary benchmark

for future analysis.








struggling in accounting program.

Participate in DeVoe retention

project.

Improve faculty

interaction in online BSA

accounting courses to

exceed the Statistical

Comparison of ALL CAPS

average.

End of course (student satisfaction)

survey reported annually.

In the Statistical Comparison of ALL

CAPS Bachelors Programs results to

"the instructor was active in

discussions" results were:

BSA - 4.50 compared to 4.42 for

ALL BSA/BSAO courses.

Data showed an

underperformance in this

area. Comparable data

was not available in 2014-

15. Existing data could

not be used.






training on online engagement.






Analysis of Results

0

10

20

30

40

50

60

2012-13 2013-14 2014-15



4.1

4.2

4.3

4.4

4.5

4.6

2015-16 2016-17

Mean response rates for EOC Survey Item - "Instructor was active in discussions"

CAPS ALL BSA


1. Student Learning

Results





made




results?

What did you learn

from the results?


your next step?



comparative

#1. BSA PROGRAM:

Students will perform at


assessments for PLO#2, 3,

4 and 5 for BSA.

Internal, summative - ACC-371,

PLO#2 & 3 - Tax returns -

Mastery Assessment

PLO#2 &3 -ACC-371 -overall

performance 77%

Overall performance fell

below the 80%

benchmark.

Further review and ongoing monitoring will

need to occur. Also faculty training to

utilize the rubric needs to be addressed.

With the new LMS system, will investigate

the ability to not be able to award more

points on assessment than max possible.

SEE GOAL #1. ACC-451 PLO#4 - Conect

Assignment- Mastery

Assessment

PLO#4-overall performance all

terms - 90.1%

All three terms exceeded

the 80% goal.

Ensure alignment and point values for

mastery assessments. This will be

addressed with the alignment of the OAT

template for the ASA, BSA and MSA

programs.

SEE GOAL #1. Internal, Summative ACC-491-

Homework activity-Mastery

Assessment

PLO#5-overall performance 90%. All three terms exceeded

the 80% performance

goal.







#2. Restructure Peregrine

pre- and post-test in the

ASA and BSA to establish

baseline performance.

External, Summative TBD TBD Contact Peregrine to make adjustment in

pre-test course. Review data at next

program review.

Data is available but due to the set up in the Peregrine system

cannot be generated. This graph will be updated after contacting

Peregrine.



Definition

BS-AccountingA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone



BUS-225 PLO#6 - Mastery Assessment …Goal Actual Avg. Points

10

20

30


ACC-371 - PLO# 2 & 3Mastery Assessment - 3 terms


50

55

60

65

70

75

80

85


0 0

ACC-451 (both assignments) PLO#4 - 3 terms


0

20

40

60

80

100

120

140


ACC-491 Mastery Assessment - PLO#5


Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative


areas for BSBA program will

score 120 and above.




benchmark with a most

recent average score of

138.92 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,

assignment details, and

rubric.




assignment.






47.90 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






47.90 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






29.07 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment






37.32 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






59.07 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,

assignment details. and

rubric.



Definition




Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative



score 120 and above.






138.92 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






47.90 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






47.90 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






29.07 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment






37.32 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.




assignment.






59.07 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



Definition





Organizational

Effectiveness

Results




Results

Action Taken or

Improvement made




results?

What did you learn

from the results?



What is your goal?


in DeVoe School of


by 2019.



Retention rate was 73.7 %

in 2016.

There is room for

improvement.

Evaluate expanding the

separate ASB Student


results that are due in

January 2018 to BSBA.

Increase qulaity of overall

content in total and/or the

pecrent ratings of

excellent.



Quality of overall content

was one of the highest



survey. A combined 89%

percent of student

responses rated the qulaity

of overall content in the

Excellent and Good.

Categories.

Increased quality of

overall content may

assist student

learning with positive

effect on Student

Success and

progress toward the

degree.

Evaluate and adjust overall

quality of course content in

courses as they become

due for revision.

Increase quality of

instruction.



Helpfulness of chaplain was

one of the highest student


End of Program survey. A





Categories.


instruction may

assist student


effect on Student

Success and

progress toward the

degree.


DeVoe Department

Faculty Chairs to

determine possibilities for

joint cooperation toward

increased Student

Success.







Analysis of Results

Performance Indicator1. Student Learning Results





made




results?

What did you learn

from the results?





comparative


areas for BSBIS program will

score 80 and above

Summative Assessment in COM

325 - 5.5




Goals are currently

being met.


program reviews to ensure goal

continues to be met.



score 80 and above

Summative Assessment in BIS460 -

8.3




Goals are currently

being met.






DefinitionA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone





score 80 and above


MGT421 - 5.5




Goals are currently

being met.





Organizational





made




results?


results?


your next step?

What is your goal?

Increase retention for HCA

from 73.6% to 85% by 2020


VPAA every January

73.6% in 2016 In a positive trend for the last year

based more on the great need for

employees in the BIS disciplines

than the program review.

Increase retention through

development of a new BSBIS

program to better meet the needs

of the students as well as the

marketplace.

Increase the quality of team

projects from 48.3. to 70%

by 2020

Quality of team projects rates as


Surveys

48.3 in 2016 Result is unacceptable and

reflected in retention numbers.

Review each team project

individually to reduce the quantity

of team projects and rewrite the

team projects needed for quality

academic outcomes.

Increase in helpfulness of


by 2020



surveys

39.6% in 2016 Students are not fully aware of

chaplain services and what they

offer.



activities to see what the chaplain

services are needed and how they

apply to students

Increase satisfaction with

program length from 44.8%

to 80% by 2020

Program length as reported from

End of program surveys

44.8 in 2016 Competitive pressures are

apparent from market surveys

showing shorter lengths of BSBIS

programs are needed

Evaluate BSBIS for alternatives to

shorten the length of the BSBIS

and maintain program learning

outcomes.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student

retention, student academic success, and other characteristics reflecting students' performance. Key indicators may include: graduation rates, enrollment, hiring equity,

increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and

administrative units.

Analysis of Results

Increase student

satisfaction with overall

course content from 37.9%

to 80% in 2020

Overall course content satisfaction

as reported from End of Program

Surveys

37.9% in 2016 Consistent dissatisfaction with

course content relates to the need

for continuous updating of

curriculum in this discipline.

Evaluate BSBIS for updating of the

course content to maintain program

learning outcomes. Update

program learning outcomes to

better reflect the marektplace

needs.

Performance


Results

Identified in Criterion

4.2 Identified in Criterion 4.1 Identified in Criterion 4.4 Identified in Criterion 4.2




made

Insert Graphs or Tables of Resulting Trends (3-5 data points preferred)


results?

What did you learn from

the results?


your next step?

What is your goal? (Indicate type of

instrument) direct,

formative, internal,

comparative

Students in the BSM

program will

consistently perform at

the same level or

higher on the

Peregreine inbound

exam when compared

to all ACBSP schools

in Region 4.

Summative, External -

Peregrine pre-and post test

(MGT-302 & MGT-496).

Data results for the three

periods for the inbound exam:

INBOUND

Period #1 - DeVoe 41.87%;

Region 4 -45.78%


Region 4 - 41.37%.


Region 4 - 41.37%.

DeVoe has not performed

consistently at or

aboveunderperformed

compared to the ACBSP Reg. 4

schools.

A through review of the inbound test

questions needs to be done since it has

been a couple of years since these have

been reviewed.

DeVoe BSM outbound

Peregrine exam total

results compared to

selected aggregate

pools will be no more

than 3% difference

when compared to

each pool.

Summative, External -

Peregrine outbound test

(MGT-302 & MGT-496).

Data results for three different

periods (combined) DeVoe -

43.98%

ACBSP Reg. 4 - 48.52%

Online delivery - 54.78%

Faith based - 50.66%

Private universities - 52.28%

DeVoe consistently

underperforms on the

outbound exam when

compared to the diffeerent

aggregate pools.

A through review of the outbound test

questions needs to be done since it has

been a couple of years since these have

been reviewed. Also, a more indepth

analysis of specific areas where BSM

students are underperforming needs

reviewed and an action plan established

to address specific areas (e.g.

management, marketing, ) in the

curriculum.



Definition

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party

examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:



Organizational


Performance Measure What is your

measurement

instrument or

process?

Current

Results

Analysis of

Results

Action Taken or

Improvement made


preferred)

Measurable goal (Indicate length of

cycle)

What are your

current

results?

What did you

learn from the

results?

What did you improve

or what is your next

step?

What is your goal? Increase enrollment in BSM

program by 3%.

Monthly statistics report

(annual enrollment data)

Annual final

enrollment for BSM

and BSMO-

2017 - 597

2016- 782

2015 - 914

The total

enrollment (BSM

and BSMO)

combined has

dropped 35% since

2015.

Investigate and collaborate

with Marketing and Enrollment

Services how potential

business management

students are being advised.

Investigate the increase in

General Studies enrollment.

Devise specific enrollment

strategies with

Marketing/Enrollment to boost

enrollment.







Analysis of Results

0

100

200

300

400

500

Total 2017 Total 2016 Total 2015

Final Enrollment by Academic Year for BSM and BSMO

BSM BSMO

Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative


areas for MBA program will

score 85 and above.






97.24 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






97.99 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






95.20 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 60 and above.






64.06 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






97.55 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






95.17 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



Definition




Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative



score 85 and above.






97.24 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






97.99 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






95.20 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 60 and above.






64.06 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






97.55 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



score 85 and above.






95.17 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



Definition





Organizational





Improvement made




results?

What did you learn

from the results?



What is your goal?

Increase overall retention in

DeVoe School of Business

programs by 3% by 2019.

Retention rate was 70.6 % in

2016.

There is room for

improvement.

Consider expanding the




January 2018 to MBA.



curriculum or possibly

eliminate them.








percent of student responses

rated the effectiveness of

project teams in the Excellent

and Good. Categories.


need to evaluate

effectiveness of

project teams.





Increase quality of overall

content in total and/or the

percent ratings of excellent.



Quality of overall content was

one of the highest student


End of Program survey. A



quality of overall content in


Categories.


overall content may

assist student


effect on Student

Success and

progress toward the

degree.

Evaluate and adjust overall

quality of course content in

courses as they become

due for revision.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts

enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance.



Analysis of Results

Performance Indicator1. Student Learning Results





made




results?

What did you learn

from the results?





comparative



score 90 and above


HCAD490 6.2






consistency between

rubric and Capstone

Project and the

course should be

taught by HCAD515

Instructor

HCAD590 Courses will have a

journal assignmnent.



score 85 and above


HRMT535 - 4.4




Evaluation of all

course learning

outcomes indicate a

lot of work for 80

points in this

assignment

Change point value to match


assignment.


areas for HCAD program will

score 90 and above


HCAD515 6.2






consistency between

Proposal and

Capstone Project and

taught by HCAD590

Instructor

HCAD515 will have a journal

assignment to assist in building

towards the next class,

Capstone Project.



DefinitionA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include:

capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in

column two: Analysis of Results

75

80

85

90

95

100


0 0 0

PLO1-HCAD590-6.2

75

80

85

90

95

100


PLO2-HRMT535-4.4

GOAL Actual Average

75

80

85

90

95

100


PLO3-HCAD515-6.2

GOAL Actual Average


Organizational

Effectiveness

Results




Results

Action Taken or

Improvement made




results?

What did you learn

from the results?



What is your goal?

Increase retention for

HCAD from 69% to 85%

by 2020


VPAA every January

69% in 2016 In a positive trend for

the last year

Look at students taking

healthcare courses earlier

in the program by following

EOC's earlier in the

program.

Increase of helpfulness of

Chaplain from 42.8% to

80% by 2020



Surveys

42.8% in 2016 Chaplain helpfulness

was a surprise.

50% of students are

not affiliated with a

church and therefore

may have little

interest in the

chaplain services.

Discuss with Student

Services to search for

opportunities to show

students what the chaplain

service offers.

Increase of accessibility of


by 2020

Accessibility of Chaplain rates as


surveys

55.2% in 2016 Students are not fully

aware of chaplain

services and what

they offer.

Work with student services

to investigate further the

chaplain servicesand

make them available to the

students.

Ellimination of project

teams to increase the

students learning

outcomes from 82.7% to

90% in 2020

Effectiveness of project teams as


Surveys

82.7% in 2016 Project teams are

one of the biggest

complaints from

students on a

continual basis.

Much of the work is

individual work so

it’s difficult to do as

a team.

Eliminate the Project

Team assignments and

make them individual

assignments.






community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.Analysis of Results

2015

2016

0

50

100

1 2

Retention of Masters in Healthcare Administration

Students

2015

2016

0

20

40

60

80

100

1 2

Increase Helpfulness of Chaplain Services

2015

2016

0

20

40

60

80

100

1 2

Increase Accessibility of Chaplain Services

2015

2016

0

50

100

1 2

Increase Effectiveness of Project Teams


1. Student Learning Results





made




results?

What did you learn

from the results?


your next step?



comparative

#1. Students will perform at


assessments for PLO #4 for

the MSA program.

Internal, summative ACCT-591-

Assignment - Mastery

Assessment

PLO#4- overall performance 89% All three terms exceeded

the 80% goal.









Definition

MS-AccountingA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone



32

34

36

38

40

42


ACC-591 Mastery Assessment PLO#43 terms


MS-Accounting

Table 6.1 Standard 6 - Business Program Performance Results 2017 Accounting Program Review

Organizational





Improvement made


preferred)


results?

What did you learn

from the results?



Performance Measure

Measurable goal

What is your goal?


retention in all MSA

accounting courses by

3% by 2019.


VPAA every January


39.4%

This data analysis was

used to establish a

preliminary benchmark

for future analysis.








struggling in accounting program.

Participate in DeVoe retention

project.

Improve faculty

interaction in online

accounting courses for

all courses in the MSA

program. Goal is to

exceed the ALL CAPS

mean consistently in the

Statistical Comparison of

ALL CAPS MSA programs

to the ALL MSA courses.

End of course (student satisfaction)

survey reported annually.

In the Statistical Comparison of ALL

CAPS Masters Programs to ALL

MSA results to "the instructor was

active in discussions" results were:

2016-17 CAPS Mean 4.5; All MSA

mean 4.29

2015-16 CAPS Mean 4.48; ALL MSA

4.26

Data showed an

underperformance in this

area.






training on online engagement.






Analysis of Results

0

10

20

30

40

50

60

2012-13 2013-14 2014-15



4.1

4.2

4.3

4.4

4.5

4.6

2015-16 2016-17

Mean response rates for EOC Survey Item - "Instructor was active in discussions"

CAPS ALL MSA

Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative


areas for MSHRM program

will score 255 and above.






282.83 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









24.25 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









67.11 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









46.10 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



will score 21 an above.


benchmark with a most recent

average score of 25.00 in 2016.




25.00 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.

6, Knowledge of foundation








24.10 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



Definition




240

245

250

255

260

265

270

275

280

285

290

Dec15-Mar16 Apr16-Jul16 Aug16-Nov16

HRMT 590 6.4 Dropbox(PLO 1)

GOAL Actual Average

Performance


Results





Results

Action Taken or

Improvement made


preferred)


results?

What did you learn

from the results?





comparative









282.83 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









24.25 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









67.11 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.









46.10 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.





benchmark with a most recent

average score of 25.00 in 2016.




25.00 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.

6, Knowledge of foundation








24.10 in 2016.

Evaluate all course

learning outcomes

for consistency and

clarity.



learning outcomes,


rubric.



Definition




240

245

250

255

260

265

270

275

280

285

290

Dec15-Mar16 Apr16-Jul16 Aug16-Nov16

HRMT 590 6.4 Dropbox(PLO 1)

GOAL Actual Average


Organizational

Effectiveness

Results




Results

Action Taken or

Improvement made




results?

What did you learn

from the results?



What is your goal?


in DeVoe School of


by 2019.



Retention rate was 60.1% in

2016.

There is room for

improvement.

Consider expanding the




January 2018 to MSHRM.



curriculum or possibly

eliminate them.








percent of student

responses rated the

effectiveness of project

teams in the Excellent and

Good. Categories.


need to evaluate

effectiveness of

project teams.





Increase helpfulness of

chaplain.



Helpfulness of chaplain is








Categories.

Increased

helpfulness of

chaplain may assist



Student Success

and progress toward

degree.


Student Services




cooperation toward

increased Student

Success.


Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program

that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance.

Key indicators may include: graduation rates, enrollment, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to

the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results

Performance

Indicator1. Student

Learning Results

Identified in Identified in Criterion Identified in Criterion 4.4 Identified in Criterion 4.2

What is your

measurement


Improvement made




results?

What did you learn

from the results?



What is your goal? (Indicate type of

instrument) direct,

formative, internal,

Examine capstone

paper features to: 1)

determine if it is an

appropriate

assessment for all

program outcomes,

2) if so, strengthen

elements required to

ensure

comprehensive

assessment or 3) if

not, determine what

assessment tool(s)

might be used to

measure student

performance on all

Summative, Internal -

MGMT-590, Capstone

paper

Term #1 - Avg. points -

48.0

Term #2 - Avg. points -50

Term #3 - Avg. points - 48

Very high scores. Faculty

did not use (within

course) the grading

rubric.

The course is currently under

revision and outcomes are

being updated/enhanced.

This will continue to be

monitored to determine if this

assessment is the most

effective for all program

learning outcomes for the

program.

Examine final paper

features to: 1)

determine if it is

providing

appropriate

feedback on

outcomes #2, 5, 9. If

not, what determine

if assessment tool

(paper) is adequate

or if another tool

should be adopted

to better measure

student

performance.


MGMT-532, Paper

Term #1 - Avg. points -

98.6

Term #2 - Avg. points -98

Term #3 - Avg. points - 99

Very high scores. Faculty

did not use (within

course) the grading

rubric.

Continue to monitor to

determine if results of paper

are providing faculty sufficient

feedback on student

performance on mastery

outcomes #2,5, 9.

Perform at or above

the same score as

the ACBSP Region

4 schools on the

inbound/outbound

Peregrine test.


Peregrine

inbound/outbound test -

External Summary-

Compare to ACBSP

Reg. 4

DeVoe Results -

Period #1 - 45.33

Period #2 - 42.32

Period #3 - 42.45

ACBSP Reg. 4 Results-

Period #1 - 42.92

Period #2 - 42.92

Period #3 - 42.92

DeVoe has scored lower

than ACBSP Reg. 4

schools for three periods

reviewed.

This was the first formal

review of Peregrine

assessment data. Next steps

include a review of the

inbound/outbound questions

to ensure they are appropriate

for this level. Examine more

throughly which areas

students are scoring lower

(e.g. marketing) when

compared to the other schools

to identify possible areas in

the curriculum that should be

enhanced.



Definition

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used




Organizational

Effectiveness

Results

Performance

Measure

What is your

measurement


Results

Action Taken or Improvement

made



Measurable goal (Indicate length

of cycle)

What are your

current results?

What did you

learn from the

results?



What is your goal?

Increase MSM

graduation rates.

Annual graduation

rates (Institutional

Research Office

and Student

Servies).

For the three years

examined, the

MSM graduates

went from 6 to 0.

For the MSMO

degree, it declined

from 73 to 49.

The enrollment for

both programs

continues to

decline.

Examine factors that might be

inhibiting MSM and MSMO

students from graduating or why

there are few graduates in the

program. Look at other

models/best practices to help

improve graduation rates.

NEW GOAL:

Review BSM to

MSM articulation

rates. (No goal for

this review--

baseline will need

BSM to MSM program

matriculation data.

None None - TBD Coordinate with Student Services to

capture matriculation data from the

BSM to MSM.



Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business

program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance.

Key indicators may include: graduation rates, enrollment, hiring equity, increased use of web-based technologies, use of facilities by community organizations,

contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.Analysis of Results

Date post:	09-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Figure 4.2 - Standard #4 Measurement and Analysis of ... · Evaluate all course learning outcomes...

Documents