Missouri State University-West Plains

Student Learning Assessment Program
Summary Form

Course Code:	FGB 135 - Introduction to Business - Fall 2005
Instructor:	David White

Part One: Direct Assessment

Learning objectives:
	Business Plan The student will be able to demonstrate a good working knowledge of the importance of a business plan in attaining success in business. Students should know the basic elements of a good business plan and be able to construct a “mini business plan.” Employee Motivation Students should clearly comprehend the importance of employee motivation as an essential ingredient of business success. Specifically, students should be able to comprehend and explain Maslow’s Hierarchy of Needs theory and McGregor’s Theory X and Theory Y. Higher Order Thinking Students should be able to analyze and synthesize information from a variety of sources and apply the results to resolving complex situations, and problems.
How, where, & when are they assessed? Who is responsible for the assessment?
	A combination of a student portfolio and a management by objectives approach will be used to assess student proficiency in this area. The portfolio will contain a business plan project that should reflect student proficiency. In addition, one-on-one meetings with students (MBO) will aid the instructor in filling in the gaps and answering student questions about business plans. The instructor will be responsible for assessing proficiency and maintaining documentation of this assessment. A combination of a student portfolio and a management by objectives approach will be used to assess student proficiency in this area. The portfolio will contain tests and projects that reflect student proficiency. In addition, one-on-one meetings with students (MBO) will aid the instructor in filling in the gaps where students lack proficiency in this area. The instructor will be responsible for assessing proficiency and maintaining documentation of this assessment (additional details attached). The term paper for the course will be the primary means of determining if this goal has been achieved. In addition, the student portfolio will be evaluated and used to assess student proficiency in this area. The portfolio will contain tests and projects that reflect student proficiency. In addition, one-on-one meetings with students (MBO) will aid the instructor in filling in the gaps where students lack proficiency in this area. The instructor will be responsible for assessing proficiency and maintaining documentation of this assessment (additional details attached).
What is the performance standard (quantitative or qualitative) for satisfactory performance?
	At least 60% of students will demonstrate proficiency in this area during the first half of each semester. At least 80% of students will demonstrate proficiency in this area by the end of the semester. At least 60% of students will demonstrate proficiency in this area during the first half of each semester. At least 80% of students will demonstrate proficiency in this area by the end of the semester. At least 80% of students will demonstrate proficiency in this area by the end of the semester.
Who is responsible for the evaluation of results?
	The instructor is responsible for the evaluation and maintaining documentation of this evaluation. The data may be reviewed at the department and division level or by the Assessment Committee. The instructor is responsible for the evaluation and maintaining documentation of this evaluation. The data may be reviewed at the department and division level or by the Assessment Committee. The instructor is responsible for the evaluation and maintaining documentation of this evaluation. The data may be reviewed at the department and division level or by the Assessment Committee.
What are the results?
	Results to follow.
How will the results be used? Who is responsible for course/program modification?
	To modify curriculum and/or pedagogy as appropriate based on results. Assessment outcomes will be documented, maintained, and made available to the Assessment Committee each semester for review. The instructor and the appropriate department or division chair will discuss learning outcomes and the need for program modifications if necessary. To modify curriculum and/or pedagogy as appropriate based on results. Assessment outcomes will be documented, maintained, and made available to the Assessment Committee each semester for review. The instructor and the appropriate department or division chair will discuss learning outcomes and the need for program modifications if necessary. To modify curriculum and/or pedagogy as appropriate based on results. Assessment outcomes will be documented, maintained, and made available to the Assessment Committee each semester for review. The instructor and the appropriate department or division chair will discuss learning outcomes and the need for program modifications if necessary.

Part Two: Indirect Assessment

Indirect assessment techniques used:
	In class writing assignments based on chapter content. Class discussions. Clearest and muddiest point papers.
How, where, & when are they employed?
	At least six in class writing assignments will be completed, collected, and graded providing feedback to the student on the level of understanding of key points. Copies of graded work will be retained in the student portfolio. At least six class discussions will be held and each student will be required to participate in this activity. The instructor will maintain a record of these discussions in a class journal. Students will be asked to submit a brief summary of the “clearest” and “muddiest” point at least six times during the semester. The instructor will provide clarification of the “muddiest” points during the next class period. The student submissions will be included in the portfolio. The instructor will also record the discussion in the class journal.
What are the results?
What (if any) modification of pedagogy resulted from this assessment?

Part Three:

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment process. (each responsible person in the process should contribute to the feedback loop!

Additional documentation follows:

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David J. White
Assessment Plan
FGB135

1. Portfolio

   Each student will be required to maintain a portfolio containing:
   1. Tests and quizzes
   2. Business plan
   3. Graded homework
   4. Term paper
   5. Final exam
   The portfolio will be a required integral part of the course. It will be graded. It will be maintained by the student and brought to each class period along with other required materials such as the textbook. Random reviews of portfolios will be conducted. At the end of the semester, the portfolio will be collected and retained on file by the instructor.
2. Management by Objectives Each student will have an individual meeting with the instructor at the beginning of the semester and student goals and objectives will be established for that student based on his or her long range goals. At least two more one-on-one meetings with the student will take place during the semester to check the student’s progress toward their goals, review their portfolio, and make recommendations and counseling for the student attaining their objectives. Each meeting will be documented and kept on file.
3. Journal The instructor will maintain a journal documenting the highlights of each class period during the semester. The journal will be utilized to improve pedagogy and provide a vehicle for continuity and a seamless transition from one class period to the next. Used in conjunction with attendance records, the journal will aid the instructor in providing assistance to students who have missed a class period. The journal will be kept on file