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7 colleagues attended.  Overall, the group felt that assessment is a positive process, that is leading to increased quality and consistency of learning and teaching in the school. Nevertheless, there are some suggestions to improve the process.
1.Graphs with overall averages, without locational categories, for a course at successive time points would be helpful to add.
2. Some results are likely due to small sample randomness of results.
3. Results for students who have ratings of all 0's should be reviewed, since some  of them might have dropped the course, and their outlier responses disproportionaly affect the results.
4. It would be helpful to rotate assessment instruments for courses.  This would give added insights, with the weakness that longitudinal comparison would be re-set to time 1.
5. Spatial concepts tend to take more time to "sink in."  Students have different spatial capabilities, so that might influence assessment results.
6.  There are fundamental measurement differences of students taking multiple choice tests, compared to instructors doing ratings of their own students. The latter involves a lot of subjective elements, and might involve bias of rating their own students.  Maybe a panel of three unbiased outside raters would give more accurate results.

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~ Better use of assessment tools to motivate students' learning -- 10% grade for peregrine and 10% grade for compXM
~ Set higher benchmark/target to encourage performance
~ more practice runs for simulation to help students know decision-making basics
~ mix students with diverse background in team
~ check individual student's online login to ensure student's participation in simulation activities (assign points to online participation)

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We talked about campuses that scored below  bench mark for both paper and presentation. Responses include issues with rubrics since it assesses how to write a paper or deliver presentation instead of their contemts. This is a very valid concern that should be addressed. Possibility of gradually replacing current assessment with one similar to 631 was also raised. Include articles.

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15 colleagues attended.
1. We will create a Moodle group for sharing resources and suggestions for new articles.
2. Improvement of assessment instrument: any errors noticed in quizzes will be reported. Additional questions will also be contributed.
3. Interest was expressed in using the case version of syllabus.
4. Strategies for making students take interest in doing well on the assessment test were discussed (such as mentioning that it is important in the beginning of the course).
5. Issues relating to confidentiality of instrument and not getting into a culture of teaching towards the assessment quiz was discussed.

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MBA, MGMT 651
1. MBA PLO 1 PLO 1. Use and apply business knowledge from disciplines such as accounting, finance, marketing, management, information systems, operations, and global business to generate/create business solutions.
2. 5 terms, approx. 500 students
3. (a) Benchmark was exceeded by more than 20% in two of the five terms.
(b) REFLECTION & EVALUATION - area of deficiency.
(c) Decision Analysis, Time Series Forecasting.
4. MODEL SYLLABUS will suggest additional problem sets for these topics, to be emphasized in-class more.
5. 2 - 5% weight to assessment quiz.

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13 colleagues attended.
1. Assessment Instrument should be salient and students should be motivated (with embedded grade) to do assessment.
2. Innovation with technology.
3. UG syllabi are evolving (BUSB 333 & BAMG 334).

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There wee 9 attendees to this session.  MGMT 667 results indicated the need to ensure quality and consistency of data. In today's ethics session, faculty calibrated their grading and assessment standards. The session also stressed the importance of using an ethical framework in generating decisions, especially with students who face more challenges understanding and applying them.  This is especially salient during the later terms of the year as the data showed.

Rubric norming sessions will continue to be undertaken to ensure that instructors are consistent in its application and use.

To help students perform better, the School should offer English writing workshops especially in the Spring terms to help improve written and oral communication skills.

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9 colleagues attended.
Excellent discussion about the rubric.
Discussion focused on clarifying what the concepts in the rubric mean in relation to the benchmark.
Following this, we had a short norming session on a sample essay to address divergent patterns from the data points.

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5 colleagues attended this work shop in finance and statistics. two of them were new instructors.
We went over assessment instruments, syllabic and  action plans.
1. Students need assistance in quantitative.
math pre-requisites should be required.
2. Provide assessment questions in advance at start of the course.
MBA students should have a remedial math class
3. Course such as Stat/Econ, and Math 095 that leverage the  the digital platforms tend to take the teacher out of the process. prefer to have textbook for students to refer to.. digital platform should be used a supplement to text and class learning.
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Three colleagues showed up in this workshop and all of them are new.
- Assessment results & action plan
- HRM curriculum
- Assessment process
- Assessment rubrics
- Other teaching related issues

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1. BUAD 658 Accounting and Finance for Managers - MBA
2. Use and apply business knowledge from disciplines such as accounting...
3.  There was a wide variation in the quality of student responses to Topic 1 (Q1) v. Topic 2 (Q2). As in prior assessment periods, students performed significantly better on Q1, which deals with  financial statement analysis versus Q2, which deals with breakeven analysis and profit planning.

One possible conclusion from this evidence is that instructors are not spending enough time covering the topics assessed in Q2 or are spending too much time covering Q1 topics.

Perhaps the most likely conclusion that can be derived from reviewing the raw data is that Q1 consists of 5 parts while Q2 consists of only 3 parts. Therefore, for a student to reach the benchmark of 70% they would need to answer all three parts correctly in Q2 (you score 100% or you don't meet benchmark at 66% or less).
4.  Additional training of instructors regarding specific topics to be covered in class to ensure proper exposure to relevant material.
Add two additional parts to Q2 and reevaluate the results.

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BUSB481 and BUSB 485 Strategy and Capstone (Spee)

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BUSB481 and BUSB 485 Strategy and Capstone (Spee)

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BUAD 485 - expand the Project Proposal, add a description and the issue of the target organization about 4-5 pages long.  Rewrite for exec summary. What if they are not ready? Workarounds?
Set up Moodle template with links to Ebooks for instructors and students.

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1. Which course? Which program?
2. Which PLO is being assessed?
3. What does the evidence tell you?
4. What actions are recommended for continuous improvement in student learning ("close the loop") for this course?