1

How did the NSYSU College of Management assure students’ learning outcomes

San-Pui LamDirector, Learning Assurance Center (LAC)Chair, Institute of Public Affairs ManagementCollege of Management, NSYSU

2

Outline of presentation

The College’s learning goals for students

Resources from the university Functions of the LAC The Continuous Improvement Process Efforts of the College and LAC

3

Our College’s learning goals for students

Ethics organizational, work, research

Communication writing, oral

Problem Solving Global Vision Professionalism

4

Resources from the University

Teaching Development and Resources Center Faculty evaluation Teaching awards

Alumni survey Teaching survey

6

History of LAC

Started January 2009 Received grant from University

1,380,090 NTD (42,000 USD) in 2009 Continual support

7

Functions of LAC

Assist the departments and institutes in assessing students’ learning effectiveness

Give recommendations based on the assessment results

Sponsor and organize activities for teaching improvement

8

The Continuous Improvement Process

Learning goals/ objectives (The College)

Assessment of learning(LAC and faculty)

Discussions and decisions(College Executive Committee)

Curriculum improvement (Curriculum Committee)

Faculty development (Faculty Development Committee)

9

學習目標學年

98_1 98_2 99_1 99_2 100_1 100_2 101_1 101_2 102_1 102_2

1) 倫理覺知 1 1

2) 溝通能力 2 2

3) 問題解決能力 3 3

4) 專業知能 4 4

5) 全球視野 5 5

The Continuous Improvement Process

Cycle of Learning Goals Assessment

10

評量方式 直接

入學時的篩選（ selection) 結合於課程的量測（ course-embedded meas

ures ） 課程外的測驗或表現要求（ stand-alone testin

g or performance ） 間接

對學生、校友及校友雇主的調查

11

Efforts of the College and LAC (before 2010) Inquiry about the ways of assessment

大部分之學習目標都是透過考試或是作業的方式來衡量

學習目標

評量方法紙筆

測驗或考試

課堂討論

口頭報告

個人專題

分組報告

個案研討

競賽 其它

倫理觀溝通能力問題解決能力專業能力國際觀

12

Efforts of the College and LAC(before 2010)

Exit survey and alumni survey Stand-alone tests (pilot) Suggested rubrics for course-

embedded assessments Improvement of faculty's teaching

skills

13

Efforts of the College and LAC (before 2010) Exit survey

College exit survey, June 2009 385 students from BBA, MBA, IBMBA,

and EMBA Students agreed they had achieved

their programs' goals (Appendix 4)

14

A sample of items in exit survey

(BBA)

你是否同意管理學院之課程能幫助您達到以下之學習目標 ?

Mean

在校的學習有助於提升您對職場及學術倫理的認識 4.1

在校的學習讓您瞭解未來在職場上如何依照專業的規範完成工作 3.7

在校的學習有助於提升您的口頭與書面溝通能力，與同事充分溝通 4.3

15

Efforts of the College and LAC (before 2010) College's alumni survey

517 alumni who graduated between 2006 and 2008 responded

response rate = 25.4% Most alumni agreed they attained the

learning goals (Appendix 5)

16

A sample of items in alumni survey(EMBA)

你是否同意管理學院之課程能幫助您達到以下之學習目標 ?

Mean

在校的學習有提升您對企業倫理的認識 4.7

在校的學習讓您在職場上能夠依照專業的規範完成工作 4.7

在校的學習讓您瞭解基本管理理論及工具，以分析業務上問題 4.8

17

Efforts of the College and LAC (before 2010) Stand-alone Testing Pilot test, June 2009

4 domains: ethics, communication, problem-solving, and global vision

Satisfactory performance except the subdomain logical reasoning

LAC revised the tests and tried it on a larger sample (N = 90) in January 2010

18

A sample of items in stand-alone tests: critical thinking

請指出下列各段落中，有沒有對該段落的主要論點提供支持的論述或証據。注意：您不是要判斷各段落結論的對錯，而是要判斷各段落之內，是否有提出合乎邏輯的，有力的推論。

許多女人喜歡上教堂，男人比較少上教堂，所以女人一般比男人心地更善良。

19

A sample of items in stand-alone tests: work ethics

您在一間著名的上市公司 A 任職，最近公司內部開會通過要對另一家公司 B 進行併購。由於現在公司 B 的股價很低，這時您會如何做呢？不主動提起，但若有家人詢問，再暗示可能有此購併案。快通知家人請其大量低價買進公司 B 的股票。告訴家人有此消息，請其自行判斷是否要買。在公司未公佈前，不討論任何此購併案訊息。

20

Efforts of the College and LAC (before 2010) Design suggested rubrics forcourse-embedded assessment

Ethics organizational, work, research

Communication writing, oral

Problem Solving Global Vision

21

Course-embedded Assessment

Suggested rubrics: Writing as an example

準則 標準與分數1 2 3

語法與用字 文法與句子結構有許多錯誤；許多錯別字

   

格式及風格 寫作格式雜亂，不符規範    

內容及組織 內容缺乏焦點；論點模糊；轉接突兀，文章乏味難懂

   

22

Course-embedded Assessment

Suggested rubrics: Writing as an example

準則 標準與分數

1 2 3

語法與用字 文法與句子結構多處錯誤；頗多錯別字

 

格式及風格   寫作格式不太一致；資料來源表達不夠清楚（例如難以分辨那些是直接引述，那些是改寫）

 

內容及組織   論點模糊；文意不夠流暢  

23

Course-embedded Assessment

Suggested rubrics: Writing as an example

準則 標準與分數

1 2 3

語法與用字 文法與句子結構大致正確；甚少錯別字

格式及風格   符合寫作規範；清楚載明資料來源

內容及組織   論點清晰且聚焦；重點明確；起承轉接流暢；文章讓人有興趣閱讀

24

Efforts of the College and LAC (before 2010) Improvement of teaching skills

Feedback to programs Organize workshops or sponsor

attendance AACSB: 6 (2009) 2 (2008) Harvard

3 GCPCL (2009) 18 PCMPCL (before 2009) College: 56 (2009)

25

困難與挑戰 ( 一 ) 溝通

課程外的測驗 、意義與作法 說服改變評量方式

從最簡單開始 調查 課程外測驗 課程內評量範例

26

困難與挑戰 ( 二 ) 如何衡量

倫理觀 國際觀

如何設定課程外測驗的難度 難度 vs. 信度 通過率的標竿訂定

如何讓評量結果落實到體制

27

感謝聆聽，敬請指教