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The OHIO College of Business follows the formal process of assessing learning using the recommended cycle of

1. Developing learning goals, outcomes, performance dimensions, and curriculum mapping
2. Measuring student achievement of learning, collecting results, and reporting results
3. Improving the curriculum through long-term (program-level) revisions and incremental (course level) implementations (as necessary)
4. Measuring student achievement of learning, collecting results, and reporting results
5. Revising goals, outcomes, performance dimensions, and curriculum mapping

Roles and Responsibilities

Assurance of Learning is a collective effort led by the faculty and supported by administration. The following summarizes the primary responsibilities of persons and groups.

Step 1: Develop

• Program Faculty have final determination of the learning goals, learning outcomes, performance dimensions, and curriculum map. Development of these can be done by a designated task force or by the faculty as a collective. Final approval should be done via faculty vote.
• Curriculum Committees serve as a first review of the development process and outcomes to provide suggestions for revision.
• Assessment Directors guide the process of development, recommend or create measurement instruments, and plan an assessment cycle.
• Chairs or Program Directors provide administrative input to support faculty efforts.
• Academic Deans provide oversight to support faculty efforts.

Step 2: Measurement 1

• Program Faculty are responsible for collecting and reporting direct assessment data from courses.
• UG Student Services or Grad Program Administrators are responsible for collecting and sharing indirect assessment data (e.g., from employers, student surveys, etc.)
• Assessment Directors are responsible for requesting assessment data from faculty, working with faculty to use measurement instruments, collecting and aggregating assessment results, reporting the aggregate results, and maintaining assessment results records. Results should be reported to the appropriate curriculum committee and Academic Dean.

Step 3: Improve

• Program Faculty are responsible for reviewing assessment results and implementing incremental (course-level) improvements in core curriculum courses.
• Curriculum Committees are responsible for reviewing assessment results, communicating results to faculty, organizing faculty task forces to plan incremental (course-level) improvements (if necessary), and planning / recommending long-term (program-level) revisions.
• Assessment Directors are responsible for documenting and maintaining records of both incremental (course-level) improvements and long-term (program-level) improvements.
• Chairs or Program Directors are responsible for providing leadership of curriculum improvements by individual faculty, faculty task forces, and CITs and for maintaining records of improvements.
• Academic Deans are responsible for planning and managing the structure, timing, and documentation of curriculum improvements by individual faculty, faculty task forces, and CITs.

Step 4: Measurement 2

• Program Faculty are responsible for collecting and reporting assessment data from courses.
• UG Student Services or Grad Program Administrators are responsible for collecting and sharing indirect assessment data (e.g., from employers, student surveys, etc.)
• Assessment Directors are responsible for requesting assessment data from faculty, working with faculty to use measurement instruments, collecting and aggregating assessment results, reporting the aggregate results, and maintaining assessment results records. Results should be reported to the appropriate CIT and Academic Dean.

Step 1 (Revisited): Revise

The final step is to repeat Step 1 (Develop) through a process of revising goals, outcomes, dimensions, curriculum maps, measurement instruments, and reporting systems.

¹Curriculum Committees refer to the UG-CIT, Grad-CIT, Sports Curriculum Committee, Accounting Curriculum Committee, Management Curriculum Committee, and Analytics Curriculum Committee. In some situations, multiple committees may hold responsibilities.

²Assessment Directors include Business Undergraduate Programs, Business Graduate Programs (MBA, MiM, and Analytics), Sports (COSMA accredited), and Accounting. For Sports & Accounting, director responsibilities may also include accreditation documents.