4. The institution identifies expected outcomes, assesses the extent ...

SACS/COC Fifth-Year Interim Report, Part III.
the assignment part of the course requirements, collect it, and make it available for program
assessment. Some schools using classroom-based assessment have the rating done by the course
professor, others by an outside rater, and still others by a faculty committee. What is important is
that the assignment is rated according to the criteria and standards agreed upon by the faculty,
and that the rater(s) is/are qualified. (See AACSB website, Assessment Resource Center,
Frequently Asked Questions, p. 3, downloaded 1/22/10.)
Among the programs in the School of Business that rely on classroom assignments as indicators of
student learning, most programs provide clear descriptions of the evaluation criteria. Some programs
could improve their assessment reports by uploading their scoring rubrics in WEAVEonline.
As a result of using classroom-based work products from a variety of courses as the primary indicators of
student learning, a large number of faculty in the School of Business are directly involved in collecting
and interpreting assessment data, and the assessment reports reflect that the faculty are engaging in
thoughtful analysis about particular student learning outcomes and are implementing steps to promote
continuous improvement. For example, the Accounting, B.S. program reported having updated an
assignment in its ACCT 306 (Cost Accounting) course:
[T]he database assignment used to assess student learning of technology will be revised [in] the
next reporting cycle to make the assignment more challenging. This change reflects the fact that
students are now more familiar with MS Access and have used this software (even if only on a
limited basis) at their places of employment.
The Business, M.S. program – Global Marketing Management concentration provides another example
of continuous improvement. The program noted that the achievement target was not met in 2008-2009
for a measure of organization of written communication, and reported on steps to improve student
learning:
Faculty will monitor prerequisites, as it is important for students to have at least one marketing
class and some international experience in order to have a group of students that are able to add
meaningful input to the marketing study. This will be verified by both the Department Chair and
Adjunct Professor using transcripts and work resumes. Professor will collect a sample of each
student’s written work early in the course so as to determine individual deficits early and refine
instruction accordingly. Further attention will be given to clarifying project deliverables, since the
company of interest differs each semester. Students will be asked to find and present a group of
resources that they will use for the project. Then, they will be expected to prepare a summary on
the value of each of those resources. . . . Faculty members will also strive to increase student
awareness and understanding of the use and limitations of information sources and methods
when formulating research proposals.
College of Humanities and Sciences
The College of Humanities and Sciences has 66 degree programs. Dr. Catherine Ingrassia, Executive
Associate Dean for Research and Graduate Affairs, represents the College on the VCU Assessment
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