A More Humanistic Approach to Learning Outcomes Assessment
Ida Robinson-Backmon, Susan Lynn.
Many assessment activities are conducted within the context of AACSB International reaffirmation of business and accounting programs. Central to the American Assembly of Collegiate Schools of Business--International Association for Management Education (AACSB) evaluation process is assurance of learning standards. Notably, direct and indirect methods of assessment are generally used by extant schools of business. The AACSB typically would prefer to recognize direct outcome measures, which can include scores on standardized tests, course grades and student projects. Essentially, such measures imply that the prime indicator of education quality is the degree of student learning measurable by direct rather than an indirect surrogate of measures, which can include surveys and peer evaluations.
The majority of educators agree that assessment requires multiple measures to completely reflect learning outcomes. However, have certain methods/metrics (e.g., indirect measures) been subjugated to other methods (e.g., direct measures)? To what extent has the business academy and accrediting bodies recognized a student’s endowed ability to assess whether or not learning objectives are being met? To what extent have the business educators assessed the extent to which humanistic values have been comprehended?
The objective of this paper is to address ways by which faculty teaching or administering upper-division business curricula can select assessment methods that reflect a more humanistic approach. This research will, accordingly, focus on 1) how to assess a nexus of humanistic traits/outcomes and 2) what it means to be a humanistic assessor by recognizing students’ relevancy in the assessment of outcomes. In addition, the paper will demonstrate an empirical design that compares a non-humanistic assessment approach with a more humanistic method.
The paper, in summary, will recommend conduits for discussing how community colleges and upper-division institutions can create dialogues to enhance learning assessment programs and integrate a humanistic paradigm into the assessment process.
Ida Robinson-Backmon (United States)
University of Baltimore
Ida Robinson-Backmon, Ph.D., CPA, is an Associate Professor at the University of Baltimore. Her research interests include gender/ethnic issues, teaching methods, fraudulent financial reporting and bond market research. Her teaching interests focus on managerial related subjects and financial accounting.
Susan Lynn (United States)
University of Baltimore
(30 min. Conference Paper, English)