Closing the Loop: Assessing SLOs for Quantitative and Qualitative Models in Business Courses

Autor/inn/en	Klemic, George G.; Lovero, Eveann
Titel	Closing the Loop: Assessing SLOs for Quantitative and Qualitative Models in Business Courses
Quelle	In: Assessment Update, 23 (2011) 1, S.9-10 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
Schlagwörter	Academic Achievement; Models; Higher Education; Evaluation; Outcomes of Education; Business Administration Education; Illinois + Suchen Sie Ihr Suchwort? Schulleistung; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Lernleistung; Schulerfolg
Abstract	The authors are members of the Department of Business Administration, one of seven undergraduate departments in the College of Business (COB) at Lewis University in Romeoville, Illinois. As part of both the COB's assessment plan and the Academic Quality Improvement Program (AQIP) of their regional accreditor, the authors assessed student learning outcomes (SLOs) that involve using quantitative and qualitative data and technological tools to retrieve, analyze, evaluate, and communicate information. The plan involved assessment at entry to the program and exit from the program, measuring the "value added." In this article, the authors describe a project that was a first attempt to assess distinctive baccalaureate characteristics defined by the faculty. The authors developed standards and applied them to student papers and portfolios. Assessment helped them identify and inform faculty of their successes and shortcomings, offering a means to adjust their teaching and courses to improve student learning. (Contains 1 table.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10