Assessing Student Learning Outcomes: A Comparative Study of Techniques Used in Business School Disciplines

In this study, the authors surveyed U.S. business schools to investigate frequency of use and perceived effectiveness of methods used in assessment of student learning. The authors found that case studies were used frequently, which is consistent with high perceptions of their effectiveness. Their f...

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Bibliographic Details
Published inJournal of education for business Vol. 77; no. 3; pp. 125 - 130
Main Authors Michlitsch, Joseph F., Sidle, Meg Wright
Format Journal Article
LanguageEnglish
Published Washington Taylor & Francis Group 01.01.2002
Taylor & Francis Inc
Subjects
Academic Achievement
Business Education
Business schools
Case studies
College students
Comparative Analysis
Comparative studies
Educational evaluation
Educational Improvement
Educational objectives
Educational Quality
Evaluation Methods
Grades (Scholastic)
Higher Education
Learning
Management information systems
Methods
Outcomes of Education
Pedagogy
Perceptions
Program Evaluation
Questionnaires
Student Evaluation
Students
Teaching Methods
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Summary:In this study, the authors surveyed U.S. business schools to investigate frequency of use and perceived effectiveness of methods used in assessment of student learning. The authors found that case studies were used frequently, which is consistent with high perceptions of their effectiveness. Their finding that group-process observation and item analysis were used infrequently is consistent with low perceptions of these methods' effectiveness. Five other methods were used fairly frequently. The findings show that, though faculty members use methods appropriate for assigning grades, they demonstrate infrequent use of methods that might be more effective for overall assessment of a program.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832320209599060