IUSB Assessment Third Year Review Evaluation Rubric MBA  2007

Scores

Educational Goals

Assessment
Techniques

Data

Analysis

1

Undeveloped

Absence of clearly defined educational goals

Assessment techniques still being identified; Assessment techniques not currently in use.

No data reported

Little or no analysis of assessment data

2

Developing

Goals are not measurable

Assessment mostly dependent on a single assessment technique or tool;  mostly narrative assessment techniques

Only partial data included

Some analysis done, but not shared or discussed with entire program faculty

3

Established

List of clear measurable educational goals for the program

Assessment techniques include a variety of direct and indirect measures of student learning.

All data or representative data included

Assessment data carefully collected, analyzed and shared with all department faculty

4

Exemplary

List of measurable educational goals clearly tied to departmental, general education and campus strategic documents

Assessment techniques include a variety of direct and indirect measures of student learning with a rationale for choice of techniques relative to educational goals.

All data or representative data included.  Data submitted in an electronic format.  Individuals cannot be identified.

Assessment data is carefully collected, analyzed and discussed by all program faculty.  Departmental Assessment Committee active.

Score

3.5

3

3

2

Comments

The question of measurable goals is always an issue.  Many of the learning objectives constitute broad believed to be measured by the ETS assessment, capstone projects, etc.
Mentioned ties to professional, department and campus strategies/standards.

A variety of measures but not explicitly tied to educational goals.
Exit interview data was largely a consumer satisfaction survey and did not address specific learning goals of the program.  –Recommend developing learning outcomes and tying it all together in a curriculum map.

The exit survey is for the entire business department and is not disaggregated b y program.

The department assessment committee was not mentioned.
There are a number of years of ETS data that should be analyzed.  This could then be used to improved in areas and to promote already excellent aspects of the program.
Could apply for an assessment grant….

IUSB Assessment Third Year Review Evaluation Rubric – MBA  2007   pg 2

Scores

Response

Constituencies

Record Keeping and Communication

1

Undeveloped

No changes to the program reported; no rationale for maintaining current program given

Faculty unaware, uninvolved or unsupportive of educational goals and assessment of student learning.  Students have no input into or awareness of educational goals.

Assessment data and analysis is not shared beyond the department faculty.  Reports to Assessment Committee lacking or very late.  No established departmental assessment files.  Assessment plan lacking or badly out of date.

2

Developing

Some program changes reported, but not clearly connected to evaluation of assessment data

Faculty knowledgeable about and have input into educational goals and support assessment of student learning.   Student input collected and considered informally.

Assessment goals and analysis shared with all faculty, deans, and other parties on request.  Assessment plan occasionally evaluated and updated.  Annual assessment reports submitted.

3

Established

Program changes made in response to assessment analysis.

Faculty are knowledgeable about the latest theories and techniques for assessing student learning, and actively incorporate that knowledge into course planning and evaluation.  Educational goals for courses included on all syllabi.  Students have a clear idea of the purpose of assessment and have formal input into the process.

Assessment goals, analysis and actions taken are readily available in an easy to understand format.  Assessment annual reports are timely and complete.  Assessment plan regularly updated and changes reported to the Assessment Committee.

4

Exemplary

Program changes made, (or status quo confirmed,) clearly and directly supported by assessment analysis.  Resources directed to identified weaknesses and successes publicly acknowledged and celebrated.

Students are not just objects of assessment, but know and contribute to program educational goals.  Alumni, employers and community have input into and know the results of assessment activities through a website, focus groups and surveys.

Website showcasing educational goals, assessment data, analysis and program changes.  Assessment information is highlighted in departmental newsletters. Assessment Annual reports are timely and complete.  Assessment plan updated annually, and submitted with the Third Year Review.

Score

2

3

3

Comments

Mentioned some changes being made which seem to align with feedback from students.  Changes seem to be linked with skills developed and learning goals.

The mechanism seems to be  in place

Plans seem to be in place for the future.