Implementing Assurance of Learning

2018 ◽  
Vol 15 ◽  
pp. 33-48
Author(s):  
Holly H. Chiu ◽  
Dov Fischer ◽  
Keyword(s):  
Business School ◽  
Assessment Tool ◽  
Summative Assessment ◽  
Business Case ◽  
Learning Goals ◽  
Assessment Program ◽  
Summative Assessments ◽  
Assurance Of Learning ◽  
Ethics Assessment ◽  
Almost All

Assurance of Learning (AoL) is a critical component of AACSB accreditation because students need to demonstrate skills acquired in the programs they enroll in. The purpose of this paper is to describe how a business school developed its ethics assessment program to fulfill the requirement of AoL when seeking AACSB accreditation. Three learning goals were identified based on the literature, assessment rubrics were created based on learning goals, and a Harvard Business Case was used as the assessment tool. The result of the first round of summative assessments showed that almost all students at least met the standard of these three learning goals. To close the loop, an ethics module and a one-hour video were added to a junior-level course. In the second round of summative assessment, we added a marginal level of competency to the rubric. We conclude with a plan for future student learning and assessment.

Business school learning goals: Alignment with evidence-based models and accreditation standards

2017 ◽  
Vol 24 (4) ◽  
pp. 474-491 ◽  
Author(s):  
Kyle E Brink ◽  
Timothy B Palmer ◽  
Robert D Costigan
Keyword(s):  
Curriculum Design ◽  
Business School ◽  
Business Schools ◽  
Learning Processes ◽  
Learning Goals ◽  
Future Research ◽  
Evidence Based ◽  
Accreditation Standards ◽  
Assurance Of Learning ◽  
School Learning

AbstractProgrammatic learning goals serve as the foundation for an educational institution’s curriculum design and assurance of learning processes. The purpose of our study is to determine the relevance or alignment of undergraduate business school learning goals. We identify the learning goals of US undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business-International (AACSB) and determine the extent to which the goals are aligned with (a) evidence-based competencies that are needed for managerial success (including the ‘Great Eight’ and the ‘hyperdimensional taxonomy’) and (b) content areas identified in AACSB’s Eligibility Procedures and Accreditation Standards for Business Accreditation. We found that learning goals conform to AACSB Standards and evidence-based managerial competencies, but goals are most closely aligned with AACSB Standards, followed by the Great Eight, and the hyperdimensional taxonomy, respectively. We discuss the implications of our findings with respect to business schools’ assurance of learning processes and provide recommendations for AACSB, business schools, the broader academy, and future research.

Clinical Policy Ethics Assessment Tool

2019 ◽  
Author(s):  
Diego Jose Garcia-Capilla ◽  
Alfonso Rubio-Navarro ◽  
Maria José Torralba-Madrid ◽  
Jane Rutty
Keyword(s):  
Assessment Tool ◽  
Ethics Assessment

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

scholarly journals Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

Technology ethics in the public schools system : developing a technology ethics assessment tool through policy analysis at the secondary level

2020 ◽  
Author(s):  
◽  
Jeremy Alsup
Keyword(s):  
Public Schools ◽  
Assessment Tool ◽  
Public High Schools ◽  
Professional Lives ◽  
University Of Missouri ◽  
The Public ◽  
Technology Ethics ◽  
Ethics Assessment ◽  
Technology Policies ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technology ethics seeks to identify the ways in which individuals and organizations might develop and sustain optimal relationships with the various technologies in their personal and professional lives. Secondary public schools have considered technology primarily through only a few very important but rudimentary lenses. The problem of practice was grounded in the ability and willingness of public schools to respond to the changing technological landscape in a way that was timely and meaningful. This study followed an exploratory sequential design and was two pronged: first, it investigated the ways public high schools supported technology ethics through their technology policies at the district and building levels; second, it developed a technology ethics assessment tool.

Mastering the Online Summative-Assessment Life Cycle

2009 ◽  
pp. 347-368 ◽  
Author(s):  
Simon Wilkinson ◽  
Heather Rai
Keyword(s):  
Quality Assurance ◽  
Life Cycle ◽  
Summative Assessment ◽  
Item Selection ◽  
Assessment Item ◽  
Summative Assessments ◽  
Item Development ◽  
Development Life Cycle ◽  
Stage Development

This chapter focuses on the use of computers for online summative assessment, in particular for objectively marked items. The aim of this chapter is to try and address the concerns of individuals wishing to pilot the introduction of online summative assessments in their own institutions. A five-stage development life cycle of online summative assessment—item development, quality assurance, item selection, examination delivery, and results analysis—is presented and discussed.

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