Annual Assessment BBA
Introduction
The 2022 BBA Comparative Assessment outlines the performance and challenges of the BBA program with respect to specific Program Learning Outcomes (PLOs) and General Education Outcomes (GEOs). It highlighted issues with inter-rater reliability in courses MGMT499, MGMT415, and MGMT415310, indicating inconsistencies in faculty assessments. The document also pointed to the misalignment between course content, especially early in the program, and the expectations of signature assessments leading to contrasting results between Peregrine scores and Signature Assessment ratings. Recommendations were made for faculty training on assessment practices and a review of Peregrine exam topics to ensure alignment with course content.
To update this assessment with 2023 figures and information, we analyzed the 2023 documents and data, focusing on the scaling of courses leading up to CAP3400 and the impact of artifact scoring practices on outcomes. This analysis help answer the research questions regarding course scaling and the influence of scoring practices on stated outcomes.
RQ1: Are the courses leading up to CAP3400 scaled properly?
RQ2: Is the artifact scoring practices a factor in the stated outcome?
Data
The 2023 Business Program Profile document primarily provides insight trend data across various programs (BAS, BBA, MBA, DBA, DP) for each month, focusing on metrics like days since last access, days since last grade posted, ungraded submissions, days since last discussion post, and the percentage of at-risk students. These insights are important for evaluating engagement, instructor interaction, and student performance trends over time. However, this document alone does not directly address the specific courses leading up to CAP3400 or the impact of artifact scoring practices on outcomes. Therefore, other data was needed to assist in answering the research questions.
The document titled "Cal Southern 2023 BBA Annual Assessment PLO and Peregrine Information" provides additional detailed insights into the performance across various business disciplines, comparing Cal Southern's scores against those from the Accreditation Council for Business Schools and Programs (ACBSP). It includes data on Program Learning Outcomes (PLOs) and General Education Outcomes (GEOs), with a focus on areas of strength and opportunities for improvement. The document specifically focuses on areas relevant to international business, information management systems, and business communications, offering a comprehensive view of the program's performance in these key areas over the assessment period.
The document "BBA Profile Courses" provides a detailed overview of the BBA program's enrollment statistics, course information, and assessment rubrics for various PLOs and GEOs. It includes specifics on courses such as CAP 3400, ACT 4102, FIN 4404, IB 4100, and MGT 4325, along with their alignment to specific PLOs and GEOs.
Methodology
To address the research questions, analysis of the BBA Profile Courses was conducted to obtain understanding of the scaling of courses leading up to CAP3400 and evaluating if artifact scoring practices are impacting outcomes.
The "BUS Program Profile 2023" document was helpful on this front. It primarily focuses on instructor insights and trend data for various programs including the BBA. It provides detailed statistics on aspects such as days since last access, days since last grade posted, ungraded submissions, days since last discussion post, and the percentage of at-risk students. This information spans from April to December 2023.
To fully address the research questions, analysis of the "Cal Southern 2023 BBA Annual Assessment PLO and Peregrine Information" was also conducted. It was found to include detailed information about the Program Learning Outcomes (PLOs) and General Education Outcomes (GEOs) for the BBA program. It covers the performance on various PLOs and GEOs, provides Peregrine exam results, and benchmarks against the Accreditation Council for Business Schools and Programs (ACBSP) standards. This document is key to answering the research questions as it contains updated data for 2023, including specifics...
…terms such as 'Artifacts' and 'DNS*'. This denotes that various forms of student work (assignments, projects, exams, etc.) are central to evaluating academic performance. This focus should be further refined and streamlined in order to evaluate the most relevant indicators.Although the data does not go into the intricacies of scoring practices, the presence of these terms in conjunction with courses and learning outcomes suggests an approach characterized by standardization and consistency. Such standardization is needed for maintaining fairness and reliability in the assessment process. This step should be taken and clarified more explicitly.
The structured curriculum design inferred from the data suggests that artifact scoring practices are designed to align with the intended learning outcomes. This strategic alignment implies that these practices are instrumental in determining how well students achieve the designated competencies, thereby playing a pivotal role in shaping the program's stated outcomes.
Overall, in spite of limitations in the available data, the analysis permits a reasoned inference that the courses leading to CAP3400 are thoughtfully scaled to enhance learning complexity progressively. Furthermore, it is deduced that artifact scoring practices are integral to the assessment framework, significantly impacting the evaluation of student achievement relative to the program's stated outcomes.
The recommendations for updating the BBA program for 2023 focus on ensuring the curriculum remains relevant and aligned with current business practices and technologies. This involves updating course content and syllabi, especially for courses leading up to CAP3400, to reflect global market challenges and technological advancements. It also includes adopting modern teaching methods, revising assessment practices to align with updated PLOs and GEOs, enhancing faculty training, improving student resources and support services, strengthening external partnerships for real-world insights, and establishing feedback mechanisms for continuous program improvement. These steps are designed to equip students with the skills and knowledge necessary to succeed in the dynamic…
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