Mapping Learning Goals [see Table 1]

The School of Business has five broad program learning goals (PLGs) [see Table 1]:

• Knowledge essential for business practice: Students will understand essential business concepts and how the various functional areas of business are related

• Values consistent with Jesuit ideals: Students will demonstrate knowledge of ethical concepts and corporate social responsibility and be able to evaluate business problems for multiple ethical perspectives

• Analysis and decision-making: Students will be able to identify and structure business problems and propose actionable solutions to business

• Communication/Writing: Students will demonstrate effective written communication

• Global perspective: Students will understand how cultures, politics, laws, ethics, and economies influence and impact business and use tools and concepts to analyze and formulate an international business strategy

Each CBK course has five course-specific learning objectives (LOs) [see Table 1]

CBK courses: These courses compose the core business education content areas required for all students regardless of their chosen major:
ACCT 2200 |  ACCT 2220 |  BIZ 1000 |BIZ 1100 |  BIZ 3000 |  ECON 1900 |  ECON 3120 | ECON 3140 |  FIN 3010 |  IB 2000 |  ITM 2000 | MKT 3000 |  MGT 2000 | MGT 3000 |  OPM 2070 |  OPM 3050 | MGT 4000 | BIZ 4000

Typically, four of the five LOs for a particular CBK course are mapped to PLG1-Knowledge [ For instance, BIZ1000 LO1,2,4, and 5 assess PLG1-Knowledge ].   

At least one of the course LOs must assess one of the undergraduate program's PLGs other than knowledge [For instance, BIZ1000 LO3 assesses PLG2-Values].

When 

The overall assessment model for the CSB is constructed around an alternating-year collection cycle. Specifically, 5 LGs associated with the CBK courses are assessed during academic years beginning with even numbers (e.g., AY22-23).

Assessment is conducted in two sections of each course by two different faculty. The findings from these assessments are then reported to a designated representative within the corresponding department. 

Assessment at the CSB follows a structured, multi-stage workflow aligned with AACSB and Higher Learning Commission (HLC) standards. Faculty submit standardized assessment data via digital forms. Each academic program is responsible for compiling its own assessment report, which is then submitted to the Assessment Committee for initial review and feedback.

Following committee review, reports proceed to the appropriate governance body—either the Undergraduate Board or Graduate Board—for further evaluation. After incorporating any recommendations, reports are presented to the Faculty Assembly for final endorsement. Once approved, the finalized reports are submitted to the Provost's Office, ensuring a transparent, evidence-based process that supports continuous improvement across all programs.

Knowledge-based Assessment- PLG1 [see Table 2]

You can use multiple-choice questions or short answer questions to assess the course LOs mapped to PLG1-Knowledge. Regardless of the method used, each learning goal should receive 10 points.

Using multiple-choice questions, you should have 5 reasonably challenging questions per learning goal.  Each question should be worth 2 points for a total of 10 possible points per learning goal.  If a particular student gets 4 out of the 5 questions correct, they have demonstrated 80% proficiency toward the learning goal. 

If you use short answer questions, you should have one robust question for each of the knowledge-based learning goals, and that question will be worth 10 points.  If a particular student gets 8 out of 10 points for the question, then they have demonstrated 80% proficiency toward the learning goal.

Note that it is essential that the data results are reported by the student's name [see Table 2].   

Rubric-Based Assessment-PLG2-5 [See Table 3]

In addition to the knowledge-based assessments, 4 other PLGs were assessed via rubrics. These rubrics are applied to writing assignments, presentations, or other types of artifacts to capture or demonstrate proficiency in communication, having a global perspective, decision-making, and displaying values and ethics that are consistent with the Jesuit ideal.

For each attribute on the rubric, you should enter both the raw number and percentage of students who exceeded, met, or did not meet the expectations (Click the links to open the rubric). 

PLG2: Values Rubric

PLG3: Decision-Making Rubric

PLG4: Writing Rubric

PLG5: Global Perspective

Table 1.  Example- BIZ1000 Assessment Matrix

Table 2.  Example- BIZ1000 CBK Knowledge Reporting Form

Table 3.  Example- IB2000 Rubric-Based Assessment (PLG5)