The University of the Incarnate Word has been using the ETS for purposes of assessment
for about three years. Up until the last exam I really liked it, BLAW having made the
best showing (1 or 2). This last time we dropped "big time". I didn't change so I'm
asking myself what happened.
The test itself is a requirement of our business 'capstone" course. While it is not
considered in course grading, a student can not complete the course without taking the
test. This assessment satisfies ACBSP: however, the obvious question is the one I'm
faced with, "What do I do now to get the scores in BLAW back up?"  They (ETS) do not
routinely allow the questions out, so from an evaluation point of view you don't know
which area of BLAW the students fell down in.
Some of the factors to be considered in student assessment using ETS. How long before
taking the ETS test did they have your course. I find that some students do a "file
delete" after finals. My belief is that if I can make the main points of the BLAW course
memorable for the students in some way, the ETS scores will go up. Sometimes it is no
more than a sales job, "This point will be important to you in your careers..."
As far as faculty attitude is concerned, it is a mixed bag. No one thinks it is the best
means of assessment, but absent any prescience it will do for now.
From a philosophical point of view, you really can't make an assessment until about 20
years after the student graduates. :o)

Bob Lamb  ...deep in the heart of Texas


Michael Katz wrote:

>         The School of Management at Delaware State University is looking for methods
> of assessing our students and our programs.  We want to be able to determine
> what our students are retaining and measure the effectiveness of our programs
> and instruction.  We have considered this question for a while and now wish to
> expedite the issue as we explore ACBSP and AACSB accreditation.  I am on the
> committee creating our assessment policy and tools.
>         We are considering comprehensive examinations covering multiple subjects in
> the junior and senior years or perhaps in just the senior year.  We are
> debating the use of ETS prepared questions or writing our own.  Although these
> tests are to be measuring devices, we want the students to take the
> examinations seriously so we feel that they must "count" in some way.
> Suggestions have included placing the grade on the transcript, making the exam
> part of a capstone course grade or simply requiring a passing grade to
> graduate.
>         I/we would appreciate any input or advice that you might be able to provide.
> Are any of your schools currently utilizing such a test or tests?  If so, how
> do you do it and how does it get reported?  Do any of your schools assess
> students using another method?  If so, please explain.  If you are using some
> sort of evaluation tools could you please explain how the evolution of your
> process went and what you did right and wrong.  I imagine that the initial
> evaluations were very stressful and difficult for the students (and the
> faculty??) so any guidance you can provide will help us create a better tool
> from the onset.
>         Thank you for your help!!
>
> Michael A. Katz
> Delaware State University