Assurance of Learning
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- Darrell Lawson
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1 Foz do Iguacu
2 High-quality business schools have processes for determining for each degree program learning goals that are relevant and appropriate, as well as for designing and delivering curricula to maximize the potential for achieving the expected outcomes.
3 Subsequently, these schools have systems in place to assess whether learning goals have been met. If learning goals are not met, these schools have processes in place to improve.
4 Standard 8: The school uses welldocumented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met.
5 Learning goals state the educational expectations for each degree program. They specify the intellectual and behavioral competencies a program is intended to instill. In defining these goals, the faculty members clarify how they intend for graduates to be competent and effective as a result of completing the program.
6 Assurance of learning refers to processes for demonstrating that students achieve learning expectations for the programs in which they participate.
7 Schools use assurance of learning to demonstrate accountability and assure external constituents such as potential students, trustees, public officials, supporters, and accrediting organizations that the school meets its goals. Assurance of learning also assists the school and faculty members to improve programs and courses.
8 By measuring learning, the school can evaluate its students success at achieving learning goals, use the measures to plan improvement efforts, and (depending on the type of measures) provide feedback and guidance for individual students.
9 For assurance of learning purposes, AACSB accreditation is concerned with broad, program-level focused learning goals for each degree program, rather than detailed learning goals by course or topic, which must be the responsibility of individual faculty members.
10 Appropriately qualified faculty members are involved in all aspects of curricula management, including the determination of learning goals and the design and ongoing revision of degree program content, pedagogies, and structure to achieve learning goals.
11 Provide a portfolio of evidence, including direct assessment of student learning, that shows that students meet all of the learning goals for each business degree program. Or, if assessment demonstrates that students are not meeting learning goals, describe efforts that the unit has instituted to eliminate the discrepancy.
12 If the business school is subject to formalized regulations or quality assessment processes focused on the evaluation of student performance, and these processes are consistent with AACSB expectations and best practices, they may be applied to demonstrate assurance of learning.
13 PCoB Assurance of Learning Communication Students will demonstrate proficiency in oral communications by preparing effective and professional oral presentations. Students will demonstrate proficiency in written communications by creating a written document that is clearly written with appropriate content and conclusions.
14 PCoB Assurance of Learning Analytical Problem Solving Students will demonstrate proficiency in analytical problem solving by successfully answering a variety of standardized, quantitative business analysis problems drawn from a range of business disciplines using the ETS subscale of the same name.
15 PCoB Assurance of Learning Technology Utilization Students will demonstrate their understanding of how technology is utilized by successfully answering standardized questions concerning information system nomenclature and applications in business settings using the relevant ETS subscale.
16 PCoB Assurance of Learning Business Knowledge, Including International Context Students will demonstrate their understanding of the international context of general business by successfully answering standardized questions concerning international issues in business settings using the relevant ETS subscale.
17 PCoB Assurance of Learning Students will demonstrate their competency in understanding a broad range of skills necessary for business by successfully answering standardized questions concerning accounting, economics, marketing, management, finance, law and ethics, and quantitative skills using the ETS Business Test.
18 PCoB AoL Findings and Action Assessment of written communication via course embedded measurements indicated that students throughout the college struggled with proper citations and references. The instructor of ACIS 1504 (a course taken by all Pamplin freshmen) was approached, and she implemented a new section of content that targeting the deficiency.
19 PCoB AoL Findings Business Information Technology indicates that the biggest change they made was the incorporation of more examples from the functional areas of business into their classes as vehicles for model or system development.
20 Questions and Discussion
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