Process Of Measuring

The CoBE faculty have created a systematic process for measuring, evaluating, and closing the loop, as well as a simplified assessment process. Table 3 below is a reproduction of Table 5.2 in the Fifth Year Continuous Improvement Report (CIR), for the purpose of illustration.

Table 3 (Original Table 5.2 in CIR)

Per the visiting team's comments, the CoBE revised this original table. The justification for the revisions are presented as follows.

This original table indicates that the CLA test was "discontinued" for Learning Goal 3, Critical Thinking, and was replaced by the California Critical Thinking Skills (CCTS) test. The problem with using the CCTS test in CoBE’s critical thinking course, as the outcome measure of critical thinking, is that it is administered in a 200-level class. The CoBE faculty recalled that this issue was brought up with the visiting-team members, who informed the faculty that any test administered at a 200 level would not suffice for a program outcome.

Another advantage of using the CLA test is that it also provides measures of writing ability for the written-communication skill. By discontinuing the CLA test, CoBE faculty would have to create a new way to measure the written-communication skill. The faculty therefore decided to continue using the CLA test. In order to simplify assessment process for each goal and objective, the CoBE faculty therefore decided to discontinue the CCTS test and the writing rubric evaluation in the original Table 5.2, starting from Fall 2015 Semester.

Another improvement is the assessment of Learning Goal 2b: since the university assessment process required the assessment of 400-level courses, the CoBE simplified its own process by replacing MGT 333 International Business Mgt (3) with MGT 423 Business Ethics (3) . In Fall 2016 semester, Assessment Committee members discussed the revision of the rubric to close the loop stated in Table 11 of the CIR2. The committee ultimately decided to adopt the university rubric for oral communication.

Finally, the CoBE faculty adjusted the assessment schedule and reversed the order of Table 5.2 to make it consistent with stated learning goals. Table 4 below is a revised version of Table 5.2.

Table 4 (Revised Version of Table 5.2)