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Transcript of 1 How did the NSYSU College of Management assure students ’ learning outcomes San-Pui Lam...
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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
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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
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Our College’s learning goals for students
Ethics organizational, work, research
Communication writing, oral
Problem Solving Global Vision Professionalism
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Resources from the University
Teaching Development and Resources Center Faculty evaluation Teaching awards
Alumni survey Teaching survey
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History of LAC
Started January 2009 Received grant from University
1,380,090 NTD (42,000 USD) in 2009 Continual support
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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
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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)
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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
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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
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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
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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
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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)
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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
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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)
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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
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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
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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。
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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。
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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
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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
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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
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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
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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)