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Validating the effectiveness of a locally developed assurance of learning assessment.

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Title: Validating the effectiveness of a locally developed assurance of learning assessment.
Authors: Wray, Barry1 (AUTHOR) wrayb@uncw.edu, Glew, David1 (AUTHOR), Burrus, Robert1 (AUTHOR), Hill, Stephen1 (AUTHOR), Schuhmann, Peter1 (AUTHOR)
Source: Journal of Education for Business. May/Jun2020, Vol. 95 Issue 4, p216-226. 11p. 1 Diagram, 14 Charts, 4 Graphs.
Subject Terms: *Capstone courses, *Business schools, *Curriculum
Company/Entity: Association to Advance Collegiate Schools of Business
Abstract: Standards for accreditation by the Association to Advance Collegiate Schools of Business emphasize the assessment of student learning as an avenue to continuously improve business school curricula. The study reported here, which took place in an Association to Advance Collegiate Schools of Business–accredited business school in a mid-sized regional university in the southeastern United States, is an in-depth review of an internally created assurance of learning assessment instrument designed to directly measure student learning across a set of core courses. Results of the study indicate that facets of the assessment are significantly related to students' grades in their previous core courses as well as to their performance in a later capstone course. This suggests that carefully developed, internally crafted assessments may be valid means to assess student learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Validating the effectiveness of a locally developed assurance of learning assessment.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Business%22">Journal of Education for Business</searchLink>. May/Jun2020, Vol. 95 Issue 4, p216-226. 11p. 1 Diagram, 14 Charts, 4 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Capstone+courses%22">Capstone courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+schools%22">Business schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Association+to+Advance+Collegiate+Schools+of+Business%22">Association to Advance Collegiate Schools of Business</searchLink>
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  Data: Standards for accreditation by the Association to Advance Collegiate Schools of Business emphasize the assessment of student learning as an avenue to continuously improve business school curricula. The study reported here, which took place in an Association to Advance Collegiate Schools of Business–accredited business school in a mid-sized regional university in the southeastern United States, is an in-depth review of an internally created assurance of learning assessment instrument designed to directly measure student learning across a set of core courses. Results of the study indicate that facets of the assessment are significantly related to students' grades in their previous core courses as well as to their performance in a later capstone course. This suggests that carefully developed, internally crafted assessments may be valid means to assess student learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08832323.2019.1635976
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      – Code: eng
        Text: English
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      – SubjectFull: Curriculum
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              M: 05
              Text: May/Jun2020
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