1. Assessment Workshop 1: Aligning Evaluation Instruments to Learning Objectives
Marta Colón de Toro, SPHR
Assessment Coordinator
College of Business Administration
UPR-Mayagüez
January 2007

2. Purpose Review institutional and program learning goals
Revise current practices in student’s learning evaluation techniques
Make a case for the importance of aligning evaluation strategies with learning goals
Reinforce the need to maintain course portfolios

3. Institutional Learning Goals
CBA’s Learning Goals
Course Course Course Course 401
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
Lesson 1, 2, Lesson 1, 2, Lesson 1, 2, 3 Lesson 1, 2, 3
Sub- objectives Sub- objectives Sub- objectives Sub- objectives
Assessment and Evaluation of Learning

4. Institutional Learning Outcomes*
By the time of their graduation, UPRM students will be able to:
Communicate effectively.
Identify and solve problems, think critically, and synthesize knowledge appropriate to their discipline.
Apply mathematical reasoning skills, scientific inquiry methods, and tools of information technology.
Apply ethical standards.
Recognize the Puerto Rican heritage and interpret contemporary issues.
Appraise the essential values of a democratic society.
Operate in a global context, relate to a societal context, and demonstrate respect for other cultures.
Develop an appreciation for the arts and humanities.
Recognize the need to engage in life long-learning.
*Currently under revision by the General Education Assessment Ad-hoc Committee

5. CBA’s Learning Goals*
The academic programs at College of Business Administration at UPR - Mayagüez are intentionally designed to help students achieve the following educational goals upon graduation.
Interpersonal Skills
Information Technology Skills
Ethical and Professional Behavior
Supervisory Skills
Research skills
Entrepreneurship – (Innovation, business plan development)
Business management knowledge and skills with national and international perspective
Problem Solving
Project Management
Business Major-Related Knowledge, Skills and Abilities
* Currently under revision by the Academic Affairs Committee

6. ESOR 4025 Learning Objectives
Upon completing this course the student will be able to:
Recognize the study of organizational behavior as essential in the modern workplace.
Explain how human behavior affects the effectiveness of business operations.
Analyze “people problems” in organizations from different cultural perspectives.
Discuss the importance of ethics in organizations.
Describe the nature of groups and their impact in organizations.
Apply major motivation and leadership theories to real business situations.

7. Hierarchy of Human Needs – A. Maslow
A satisfies need is no longer a motivator
Lower-level needs should be relatively satisfied before we experience higher-level needs
Managers should know their employees’ needs

8. Evaluation of Learning
Following you’ll read part of a conversation among friends. Interpret each statement and answer the matching that follows.
Luis: “We all have an uncertain future. I just revised my living expenses and if inflation continues increasing, when I retire I won’t even have money to eat."
Marlene: “I am so proud of my work! I feel so motivated! People think I work too much, but I don’t mind. I feel complete because of my job.."
Sally: “I can’t wait to retire! I just want to be with my family and dedicate time to my friends".
Gloria: “I’m just going to excel in my job. The only thing I will take with me when I retire is the recognition I have received.”
Henry: “My case is different. As a newlywed I can risk it for now. I just need to be sure of not loosing my job. I’ll have time to think what I’m going to do when I retire.
Which need does each of the group members seem to be experiencing according Maslow’s theory?
Henry seems to be experiencing ____ a. Physiological needs
Gloria seems to be experiencing _____ b. Security Needs
Sally seems to be experiencing _____ c. Social Needs
Marlene seems to be experiencing _____ d. Esteem Need
Luis seems to be experiencing ____ e. Self-realization Needs

9. Assessment vs. Evaluation
measures learning (cognitive, affective and/or psycho-motor) to provide feedback and encourage student improvement
FORMATIVE
Evaluation
measures learning (cognitive, affective and/or psycho-motor) to assign a grade that represents level of achievement
SUMMATIVE

10. Bloom’s Taxonomy (Cognitive Domain)
Compare & contrast,
critique, justify
Evaluating
Key Verbs
Adapt, combine, compare, contrast, design, generate
Synthesizing
Correlate, diagram, distinguish, outline, infer
Analyzing
Determine, develop, compute, utilize, conduct
Applying
Classify, explain, discuss, give examples, summarize
Comprehending
Define, describe, list, enumerate
Knowing

11. Student’s Learning Level of Learning: Knowledge Comprehension
Application
Analysis
Synthesis
Evaluation
The student is able to:
Draw out factual answers, recall, recognize
Translate, interpret and extrapolate
Apply knowledge to new or unfamiliar situations
Break down into parts, forms
Combine elements into a new pattern
Explain why something, someone, complies (does not comply with some criteria

12. Bloom’s Taxonomy Model Questions Evaluation Synthesis Analysis
Defend, criticize, compare
Evaluation
Model Questions
Create, develop, design
Synthesis
Distinguish, relate, contrast, differentiate, write conclusions
Analysis
Application
What would happen, judge the effects, solve
Comprehension
Classify, show, tell, match, explain,
Who, what, why, when, where, which one, how, define, choose, how much, select, match
Knowledge

13. Workshop: Let’s get to work!
In pairs:
Discuss the general learning goals for one of your courses.
Review at least one test for each course.
Analyze several questions identifying the level of learning it intends to measure
Identify which learning goal each question addresses
Check for proportional amount of questions for each intended goal
Check for adequate mix of type of questions
Evaluate general design, format and grammar

14. Tips when designing an exam
Identify which learning goals you want to measure
Identify the learning level at which students are expected to learn them
Design questions or exercises that effectively measure the goal at the appropriate level
Determine the appropriate amount of questions to measure each goal
Use different type of questions
Check for grammar correctness
Write clear instructions

15. Next Steps:
Confirm that your course’s learning goals are outcomes-based
Work with at least one course, to assure alignment of evaluation instruments with learning goals
Document in your course portfolio
By Dec 2007 course portfolio for every course must be ready