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SDA Bocconi School of Management
Assessment Handbook

Table of Contents
1. INTRODUCTION ................................................................................................................... 1
2. WHAT IS (NOT) ASSESSMENT ............................................................................................ 3
3. THE ASSESSMENT PROCESS ................................................................................................. 4
STEP 1 ‐ ESTABLISHING LEARNING GOALS AND OBJECTIVES ........................................................................ 6
STEP 2 ‐ ALIGNMENT OF CURRICULA WITH LEARNING GOALS ..................................................................... 7
STEP 3 ‐ IDENTIFICATION OF ASSESSMENT MEASURES ................................................................................ 8
STEP 4 ‐ COLLECTION, ANALYSIS AND DISSEMINATION OF ASSESSMENT INFORMATION .................................... 9
STEP 5 ‐ USE OF ASSESSMENT INFORMATION FOR CONTINUOUS IMPROVEMENT .......................................... 10
4. EVALUATION VS ASSESSMENT .......................................................................................... 11
5. LEARNING GOALS AND LEARNING OBJECTIVES .................................................................. 12
SDA BOCCONI’S DIMENSIONS AND LEARNING GOALS .............................................................................. 12
DEFINING LEARNING GOALS ................................................................................................................ 14
DEFINING LEARNING OBJECTIVES ......................................................................................................... 15
6. TAXONOMIES .................................................................................................................... 18
6.1 BLOOM’S TAXONOMY USED WHILE WRITING OBJECTIVES ................................................................. 19
6.2 FINKS’S TAXONOMY USED WHILE WRITING OBJECTIVES .................................................................... 22
7. RUBRICS ............................................................................................................................ 28
HOW TO DESIGN RUBRICS ................................................................................................................... 29
8. DEFINITIONS ..................................................................................................................... 32
9. TEMPLATES ....................................................................................................................... 35
COURSE SYLLABUS TEMPLATE ............................................................................................................. 35
PROGRAM DIRECTORS ANNUAL REPORT SCHEME .................................................................................. 36
RELEVANCE OF EACH COURSE FOR THE ACHIEVEMENT OF THE PROGRAM LEARNING GOALS ............................ 37
CLOSING THE LOOP............................................................................................................................ 38
CHECKPOINT ASSESSMENT FORMAT ..................................................................................................... 39
EXAMPLE OF ASSESSMENT OF LEARNING OBJECTIVES FT MBA35 ............................................................ 42
PEER OVERALL EVALUATIONS FT MBA 35 ............................................................................................ 47

SDA Bocconi School of Management
Assessment Handbook
1. INTRODUCTION
In recent years, international institutions of higher education have
recognized that the systematic assessment of student learning is
essential to monitor quality and provide the information that leads
to improvement.
A full commitment to teaching and learning must include assessing
and documenting what and how much students are learning and
use this information to improve the educational experience offered
by the institution.
In many ways, assessment is a common sense process that the
institution’s faculty already follows when it articulates the main
goals for each course, checks if students have achieved them, and
then uses these results to improve the course itself.
This guide is designed to take advantage of what SDA Bocconi
School of Management is already doing by formalizing the process
and sharing the individual efforts
to the whole institution.
If implemented effectively, the
assessment of students’ learning is
going to involve the mutual effort
of students, administrators, and
academic professionals.
The idea at the heart of
the assessment is that
you need to know how
you are doing before you
can do better.
The main focus of the assessment is the student, but it is also
closely linked to the assessment of the effectiveness of the
organization, which is important as a mean to monitor and improve
the environment where teaching and learning occur.
A good assessment can enhance quality at all levels of the School
by providing it with the evidences necessary in order to steer
effectively the decision‐making in many areas (thus including
programmatic changes, classroom teaching modifications, support
service adjustments, policy or procedure revisions, and structural
reorganizations).
The School is called to put a big effort in this process; hence,
Assessment is a way to document the SDA Bocconi effectiveness
and its ongoing improvement.
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SDA Bocconi School of Management
Assessment Handbook
A systematic, ongoing, cycle of goal setting, attainment
measurement, and use results to make informed decisions is crucial
to excellent performance.
Thought in these terms, Assessment:
Helps to determine whether the School’s mission has been
accomplished
Provides a rationale for modifying existing curriculum and
instructional methods
Enables the School to examine student’s growth and
satisfaction
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SDA Bocconi School of Management
Assessment Handbook
2. WHAT IS (NOT) ASSESSMENT
ASSESSMENT IS… a cyclical and systematic
process
ASSESSMENT IS NOT… a boring and
annoying administrative activity
ASSESSMENT AIMS TO… understand
what students are/ are not learning
ASSESSMENT DOES NOT AIM TO…
horn in on a faculty member’s
classroom
ASSESSMENT PROVIDES…feedback
to reinforce student learning
ASSESSMENT DOES NOT
PROVIDE… a means of punishment
ASSESSMENT IMPROVES…
Student learning
ASSESSMENT DOES NOT INVOLVE…
Exclusively faculty and students in
classroom. It is mutually the
responsibility of faculty and out of class
educators.
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SDA Bocconi School of Management
Assessment Handbook
3. THE ASSESSMENT PROCESS
Palomba and Banta (1999) define the outcomes assessment process
as:
The systematic collection, review, and use
of information about educational programs
undertaken for the purpose of improving
student learning and development.
“ … Measures of learning can assure external constituents such as
potential students, trustees, public officials, supporters, and
accreditors, that the organization meets its goals” (AACSB 2007,
p.60).
For this reason, at the heart of the AoL, there is the School’s
mission that inspires its view of the future.
Assessment is an ongoing, iterative process that
1. ensures that students’ learning is measured and enhanced on a
regular and continuous basis,
2. uses results to inform decisions and make improvements.
In order to implement it effectively, a careful planning is thus
necessary.
Learning goals and outcomes must be clearly specified, appropriate
measures must be selected, data collection must be carefully
executed and, most important, results must be shared for
improvements to occur. The figure below illustrates the cycle of
intertwined activities that facilitates continuous improvement.
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SDA Bocconi School of Management
Assessment Handbook
Step 4: collection,
analysis and
dissemination of
assement
information
Step 5: use of
assessment
information for
contiunous
improvement,
Step 1: Establish
including
learning goals and
documentation that
objectives
the ongoing process
has been carried out
on a systematic
basis
To contribute to the
development of individuals
and the environment where
they operate by creating and
disseminating innovative
managerial knowledge.
“Empowering lives through
knowledge and imagination”
Step 2: Alignment
of curricula with
adopted goals
Step 3:
Identification of
assessment
instruments and
measures
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SDA Bocconi School of Management
Assessment Handbook
Step 1 ‐ Establishing Learning Goals and Objectives
What are students LO expected to achieve
How do these LO relate to SDA Bocconi’s Mission
Each learning goal should describe the desired educational
outcome that students should be able to accomplish when
they graduate from the program, regardless of their major
or concentration.
Learning goals are broad statements and, taken alone, are
not suitable for assessment. Therefore, each learning goal
must be translated into one or more learning objectives
which describe a measurable attribute of the overall
learning goal.
For each learning objective, an assessment device or
process must be developed to allow an evaluation of
student performance on that objective providing a
reasonable basis for conclusions about student
performance on the overall learning goal.
Program learning goals should include goals that address
some, or part, of the general knowledge and skills areas
(e.g., communication skills, problem‐solving abilities,
ethical reasoning skills, language skills, technology skills,
etc.) as well as management‐specific knowledge and skill
areas (e.g., directly relate to management tasks that form
the business foundation of degree requirements)
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SDA Bocconi School of Management
Assessment Handbook
Step 2 ‐ Alignment of Curricula with Learning Goals
Which curriculum components are more conducive to
supporting LG
What could be the appropriate measurement environment
There should be clear evidence that the work students are
doing in one or more classes directly supports students’
achievement of the learning goals.
The alignment of learning goals and curricula is critical. If
learning goals are adopted but are not addressed in the
curricula, the outcomes assessment process will be
worthless.
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Assessment Handbook
Step 3 ‐ Identification of assessment measures
Which instruments and measures will be used to determine
the outcome achievement
“Course‐embedded” measures relate to specific course
assignments in a class where the students’ work on that
assignment may also be used for outcomes assessment
purposes.
In the course embedded methods, course assignments or
other student demonstrations from a course are evaluated
for the purposes of AoL through a separate, distinct process
that is driven by criteria established by the faculty (plural).
Assessment measures should be selected after learning
goals/objectives have been established.
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SDA Bocconi School of Management
Assessment Handbook
Step 4 ‐ Collection, analysis and dissemination of
assessment information
When and how often should these outcomes be assessed
Which means of dissemination will be used
Once data are collected about students’ performance
through the outcomes assessment process, it must be
shared with and analyzed by the appropriate faculty
committees and the leadership of the program.
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SDA Bocconi School of Management
Assessment Handbook
Step 5 ‐ Use of assessment information for continuous
improvement
What results would indicate a satisfactory level of
accomplishment
How will these results be used to improve programs
Regardless of the assessment processes that are deployed,
the school program must demonstrate assessment data are
being used to inform the leadership and faculty about the
effectiveness of their educational programs.
For AACSB accreditation reviews, schools should present
examples of student’s performance measured on
assessment criteria and document how and where
assessment outcomes have been used for continuous
improvement of curricula.
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Assessment Handbook
4. EVALUATION VS ASSESSMENT 1
Evaluation
Focuses on the professor and the
teaching performance
individual performance
Helps individuals know how they
performed.
Results in a grade for the activity or
course.
May or may not be used for
improvement of instruction.
Assessment
Focuses on the student and the
learning environment
group performance
Helps stakeholders know how
students performed.
Results in a plan for improvement
Always used for improvement of
instruction/ learning
Grades, when used alone, are no longer regarded as adequate
indicators of student learning.
In particular,
Grades are not specific and provide not sufficiently detailed
information about which course outcomes students are
mastering well and which are giving them trouble.
Grading standards often vary widely among different
instructors and do not indicate the same degree of mastery
of course outcomes.
Grade inflation (easy tests, generous grading, extra‐credit
bonuses) sometimes presents a misleading indicator of
student mastery of course outcomes.
Faculty have the opportunity to use the course assessment process
as a stimulus to discuss course content with each other and, based
on the results of an assessment, determine how they can improve
student.
1 Adapted from http://www.pvc.maricopa.edu/AI/documents/Ass_sec1.pdf
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SDA Bocconi School of Management
Assessment Handbook
5. LEARNING GOALS AND LEARNING OBJECTIVES
Goals express what the School wants its students to be.
Objectives describe what the School wants its students to
do.
The definition of learning goals is a key element in how the school
defines itself. This implies that the learning goals are closely related
and connected to the School and the program’s mission.
SDA Bocconi’s dimensions and learning goals
SDA Bocconi School of Management has a description of the
values, attitudes, knowledge, skills and behavior it is seeking to
instill in its students. These skills and attitudes are broadly applied
to all Master Programs.
To help students to prepare for a successful professional career and
to fully develop their potential as individuals, SDA Bocconi has
defined three categories of Learning Dimensions which are a
reference for all Master Programs, when defining and revising their
Learning Goals and which are linked to the School’s Mission.
At the forefront stays a strong and integrated managerial
knowledge SDA Bocconi aims at creating, disseminating and
conveying to teaching and learning experiences, both for students
and Faculty.
The second dimension is a deep understanding and awareness of
the environment in which we operate, students, executives,
companies, institutions and all the stakeholders and actors of
economic systems, both domestic and global.
The third is a sound equipment of managerial skills and culture,
which make it possible to turn knowledge into a responsible and
sustainable set of actions.
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SDA Bocconi School of Management
Assessment Handbook
In the beneath table the three dimensions and subsequent learning
goals are represented.
Dimension
Learning Goal
MANAGEMENT
KNOWLEDGE
1 Management Knowledge
Graduates will be competent in the core
functional areas and understand how these areas
are integrated.
ENVIRONMENT 2 Entrepreneurial mindset and creativity
Graduates will acquire an entrepreneurial and
creative mindset.
3 Diversity and global business issues
Graduates will understand the impact of diversity
on organizations, and will have an understanding
of the main global issues affecting companies,
public/non‐profit organizations, banks and
financial institutions.
4 Ethics & Integrity
Graduates will be conscious of the needs to
comply with rules, regulations, social norms.
MANAGEMENT
SKILLS
5 Strategic Thinking & Problem Solving Skills
Graduates will formulate effective strategies and
make decisions, using problem‐solving
techniques.
6 Teamwork & Leadership Skills
Graduates will work effectively in teams, using
interpersonal, communication and leadership
skills.
7 Project Management Skills
Graduates will be able to effectively plan and
implement projects and activities and to
coordinate tasks and monitor their progress.
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SDA Bocconi School of Management
Assessment Handbook
Defining learning goals
Answering clearly and specifically is essential to obtain a consensus
from faculty members in the program on the program’s vision,
values and goals that will serve as guiding principles for developing
outcomes and collecting data 2 .
Hence, the first question you should answer is
“What would the program accomplish”
Characteristics of an effective mission statement
RELEVANT: what is the aim of the program (it should be also
related and aligned to the School’s mission)
SPECIFIC: what is the student target
CLEAR: what is the real contribute to the development of the
participants
INFLUENTIAL AND DISTINCTIVE: what is the reason why the
program exists A mission should provide a sense of direction,
and guide decision‐making processes
Normally, four to ten learning goals are specified for each degree
program. Core learning goals include general knowledge and skill
goals and management‐specific learning goals.
2 Adapted from http://www.stanford.edu/dept/presprovost/irds/assessment/downloads/mission_stmt.pdf
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SDA Bocconi School of Management
Assessment Handbook
Defining learning objectives
A learning objective is a statement of what students will be able to
do, specifically what knowledge, skills and attitudes they will
demonstrate to have acquired outside the classroom (in context)
with what they have learned.
This means that the point of view which should be adopted is
“student‐based” rather than “instructor‐based” (e.g., “After this
course, my students should be able to…” rather than “During this
course I’ll talk about…”).
A clear learning objective serves the following intents:
Helps planners develop the program content
Guides selection of teaching/learning activities that will best
achieve objectives
Serves to connect content and assessment
Gives learners a clear picture of what to expect and what’s
expected of them
Forms the basis for evaluating learner, and program
effectiveness
Key elements of a useful learning objective 1
SPECIFIC: according the learning goals, the program and the
School’s mission
MEASUREABLE: it makes the learning goals visible (serves as an
indicator)
ATTAINABLE: for target audience within scheduled time and
specified conditions
RESULTS‐ORIENTED: it should produces concrete outcomes
TARGETED: to the learner and to the desired level of
learning/thinking
To create specific, measurable, and results‐oriented
objectives:
o
o
It’s helpful to finish the sentence, “After this course,
you should be able to…”
Start with an observable action word that captures
what the learner should be able to do.
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SDA Bocconi School of Management
Assessment Handbook
o
Avoid ill‐defined terms that are open to variable
interpretation (e.g., understand, learn, grasp); use
instead terms that describe directly observable
behaviors.
o When necessary, specify criteria concerning
expected standard of performance
To create attainable learning objectives:
o
Consider the beginning level of understanding/skill
of your learners and craft your objective to move
them to the next level.
o Consider and specify when appropriate the
conditions under which performance will take place
(e.g., “On a written exam, describe…” or “With a
standardized or actual context, demonstrate…”)
o
Limit number of objectives to major learning points
you would like students to walk away with.
To create objectives targeted to the audience and desired
level of learning/thinking:
o
Ask yourself whether you want learners to be able
to know, do and be, whenever possible, refer to
commonly adopted taxonomies. We suggest
Bloom’s and Fink’s taxonomies (see paragraphs 6
and 7). Use the taxonomy to describe the desired
level of learning/thinking (table 1 A and 1 B)
o Match your action verb to the desired level (Table 2
A or B).
o Match learning objective with appropriate
teaching/learning strategy (Table 3 A or B).
Student performance on learning goals must be assessed
systematically and routinely.
No one approach to assurance of learning is prescribed.
Benchmarking is not required.
Assessment programs should include direct measures of
learning. Course grades are not program assessment
measures.
Program assessment does not require every student to be
assessed. Sampling is acceptable as long as an appropriate
and representative sampling methodology is utilized.
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SDA Bocconi School of Management
Assessment Handbook
Assessment results must be analyzed, disseminated, and
utilized by the faculty toward curriculum planning.
The work of individual students – not student teams – is to
be used to assess learning outcomes (except for “Team
Work” Learning Goal).
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6. TAXONOMIES
"Taxonomy” simply means “classification”, so the taxonomies
provided in the following paragraphs are an attempt (within the
behavioral paradigm) to classify forms and levels of learning 3 .
3
The content of the tables are adapted from ©Teacher & Educational
Development, University of New Mexico School of Medicine, 2005
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SDA Bocconi School of Management
Assessment Handbook
6.1 Bloom’s Taxonomy 4 Used While Writing Objectives
Bloom’s classification of cognitive skills is widely used in instruction
planning since its creation by a committee of educators chaired by
Benjamin Bloom in 1956.
It identifies three “domains” of learning:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Each domain is organized as a series of levels or pre‐requisites. It is
suggested that one cannot effectively — or ought not try to —
address higher levels until those below them have been covered (it
is thus effectively serial in structure). As well as providing a basic
sequential model for dealing with topics in the curriculum, it also
suggests a way of categorizing levels of learning, in terms of the
expected ceiling for a given program. Thus in the Cognitive domain,
training for technicians may cover knowledge, comprehension and
application, but not concern itself with analysis and above, whereas
full professional training may be expected to include this and
synthesis and evaluation as well 5 .
4 Bloom B., Taxonomy of Educational Objectives Handbook, 1956
5 From http://www.learningandteaching.info/learning/bloomtax.htm
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Assessment Handbook
Table 1A: Example Action Verbs for Each Level of Learning
Category
Knowledge
(Recall and
Understanding)
Application
Problem‐
Solving
(Analyzing,
Synthesizing,
Evaluating)
Example Action Verbs
Associate
Compare
Contrast
Define
Calculate
Demonstrate
Draw
Employ
Advocate
Analyze
Assess
Challenge
Compose
Describe
Differentiate
Distinguish
Identify
Estimate
Give example
Illustrate
Locate
Conclude
Construct
Create
Critique
Debate
Indicate
List
Name
Paraphrase
Measure
Operate
Perform
Prescribe
Decide
Defend
Derive
Design
Evaluate
Recognize
Repeat
Restate
Review
Record
Set up
Sketch
Formulate
Infer
Judge
Organize
Plan
Show
State
Summarize
Tell
Solve
Trace
Use
Propose
Rank
Recommend
Select
Suggest
Table 2A: Levels of Thinking/Learning
Category Dimension Definition
Knowledge Recalling Rote recall: Know common terms, specific facts,
methods, procedures, concepts, principles
Comprehending Interpolation or interpretation: Understand, estimate
future implied consequences, justify methods and
procedures
Application Applying Using a concept in a new context: Apply theory, solve
problems, construct graphs, demonstrate procedure
Problem‐
Solving
Analyzing
Synthesizing
Evaluating
Breaking something down and understanding its
structure, the relationship between parts, the
organizational principles:
Recognize unstated assumptions and logical fallacies,
distinguish between facts & inferences, determine
relevance
Building a structure/pattern from diverse elements: Write
well‐organized essay, propose research question, develop
plan for solving a problem, formulate a classification
scheme
Judging the value of ideas, works, solutions, materials:
Judge logical consistency, adequacy of data in support of
conclusions, value of work by internal & external
standards
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SDA Bocconi School of Management
Assessment Handbook
Table 3 A: Teaching/Learning Strategies Best Suited for Each Level of Learning
Desired Dimension
Knowing and
comprehending
Applying
Analyzing
Synthesizing
Evaluating
Suggested Presentational Strategies
Presentation, lecture, question‐and‐answer, small group discussion,
development of learning issues, self‐awareness exercises/tests, review
sessions, teaching others, independent study, web‐based instruction
Hands‐on, case study, simulation, role‐playing, action plan, teaching
others, direct patient contact, guided practice with feedback, rolemodeling
Question‐and‐answer, brainstorming, case study, problem‐solving,
trouble‐shooting, role‐playing, article discussion
Case study, writing, concept mapping, theory and model building,
teaching others, developing research questions, direct enterprise contact
Case study, critical review, self and group assessment/reflection,
reflective writing, direct enterprise contact
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Assessment Handbook
6.2 Finks’s Taxonomy 6 Used While Writing Objectives
In 2003 Finks elaborated a new taxonomy. Individuals and
organizations involved in higher education are expressing a need for
important kinds of learning that do not emerge easily from the Bloom
taxonomy, for example: learning how to learn, leadership and
interpersonal skills, ethics, communication skills, character, tolerance,
the ability to adapt to change, etc. My interpretation of these
statements is that they are expressing a need for new kinds of
learning, kinds that go well beyond the cognitive domain of Bloom's
taxonomy and even beyond cognitive learning itself. This suggests
that the time may have arrived when we need a new and broader
taxonomy of significant learning.
With an awareness of this need in mind, I have reviewed descriptions
of high quality teaching and learning and have attempted the task of
creating a new taxonomy, one that describes new kinds of significant
learning 7 .
6 Fink L.D., Creating Significant Learning Experiences, 2003
7 Fink L.D., What is ''significant learning”,University of Oklahoma, 2003
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Table 1B: Example Action Verbs for Each Dimension of Learning
Dimension Action Verbs Objects
FOUNDATIONAL KNOWLEDGE – What key information, ideas, perspectives are important for
learners to know
Understanding and
Remembering, (developing a
full understanding of the
concepts associated with a
subject to a degree that
allows explanations,
predictions, etc.)
Associate, Compare,
Contrast, Define, Describe,
Explain, Give example,
Identify, Illustrate, Indicate,
List, Name, Paraphrase,
Predict, Recite, Recognize,
Repeat, Restate, Tell
Facts, concepts, theories,
relationships, models,
perspectives, structures,
organizations, purposes,
proposals, problems, results,
conclusions, plans
APPLICATION – What kinds of thinking, complex projects, and skills is it important for learners
to be able to do/manage
Critical Thinking (analyzing
and critiquing issues and
situations)
Practical Thinking
(developing problem‐solving
and decision‐making
capabilities)
Creative Thinking (creating
new ideas, products, and
perspectives)
Managing Complex Projects
(being able to coordinate and
sequence multiple tasks in a
single project/case and/or
multiple projects/cases)
Analyze, Assess, Audit,
Catalog, Categorize, Classify,
Compare, Contrast, Decipher,
Deduce, Derive, Determine,
Diagram, Differentiate,
Dissect, Distinguish, Examine,
Formulate, Hypothesize,
Infer, Interpret, Label, Locate,
Measure, Organize, Query,
Separate, Trace
Advise, Answer, Apply,
Calculate, Certify, Choose,
Consult, Debate, Decide,
Determine, Diagnose,
Evaluate, Give evidence,
Judge, Justify,, Predict,
Prescribe, Propose, Prove,
Rank, Select, Solve, Suggest,
Test
Abstract, Adapt, Amend,
Author, Compose, Construct,
Convert, Create, Design,,
Develop, Devise, Discover,
Draw, Envision, Experiment,,
Fabricate, Imagine, Improve,
Refine, Reform, Sketch,
Theorize, Transform, Write
Administer, Assign, Coach,
Communicate, Complete,
Conduct, Coordinate,
Delegate, Develop, Evaluate,
Facilitate, Follow Up, Guide,
Implement, Manage,
Organize, Plan, Prioritize,
Strategize, Supervise,
Summarize, Teach, Time‐line,
Train
Ideas, issues, situations,
proposals, processes, results,
conclusions, theories,
assumptions
Problems, issues, conundrums
Ideas, plans, products,
objects, premises,
perspectives, models,
theories
Tasks, timelines, cases,
projects
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Dimension Action Verbs Objects
Performance Skills
(developing capabilities in
carrying out psychomotor
activities)
Conduct, Demonstrate, Do,
Employ, Execute, Exhibit,
Operate, Perform, Produce,
Set up, Use
Procedures, routines,
processes, interviews
INTEGRATION – What connections should learners be able to recognize and make within and
beyond this learning experience
Interdisciplinary Learning
(connecting ideas, disciplines,
perspectives, contexts),
Learning Communities
(connecting people),
Learning and Living/Working
(connecting, different realms
of life)
Associate, Combine,
Compare, Concept map,
Connect, Contrast, Correlate,
Differentiate, Integrate, Link,
Relate, Synthesize
Ideas, disciplines,
perspectives, contexts,
people, domains, realms
HUMAN DIMENSION – What should learners learn about themselves and about interacting with
others
Relationships (with, peers,
supervisors, patients, others),
Self‐Authorship (learning to
create and, take responsibility
for one’s own life),
Leadership (becoming an
effective leader), Ethics,
Character Building (living by,
ethical principles),
Multicultural Education
(being culturally, sensitive in
interactions with others),
Working as a Member of a
Team, (knowing how to
contribute to a team),
Citizenship (of one’s
profession, community,,
nation state, other political
entity), Environmental Ethics
(having ethical, principles in
relation to nonhuman world
Acquire, Advise, Advocate,
Balance, Be aware of, Behave,
Collaborate, Communicate,
Comply, Cooperate, Critically
reflect, Decide to,
Demonstrate, Describe,
Educate, Embody, Empathize,
Express, Feel confident, Give
feedback, Help, Influence,
Initiate, Inspire, Interact with,
Involve, Lead, Mediate,
Mobilize, Motivate,
Negotiate, Nurture, Offer,
Promote, Protect, Reconcile,
Reform, Resolve, conflict,
Respect, Respond, sensitively,
See oneself as, Serve as role,
model, Settle, Share, Show,
Suggest, Support, Suspend,
judgment, Sustain, Take
responsibility, Unite
Ethics, morality, principles,
attitudes, values, beliefs,
premises, conflicts, personal,
social, cultural, and,
environmental, implications
CARING – What changes in learners’ feelings, interests, values are important
Wanting to Be a Good
Learner, (wanting to master,
achieve high standards),
Becoming Excited About a
Particular, Activity/Subject
(developing a keen interest),
Developing a Commitment
to Live, Right (i.e., deciding
to take care of one’s,
health/well‐being, live by a
certain code)
Agree to, Be ready to,
Commit to, Decide to,
Demonstrate, Develop,
Discover, Explore, Express,
Get excited about, Identify,
Pledge, Recognize, value of,
Renew interest, Revitalize,
Share, State, Take time to,
Value
Attitudes, beliefs, feelings,
interests, opinions, values
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Dimension Action Verbs Objects
LEARNING HOW TO LEARN – What should learners learn about learning, engaging in inquiry,
and becoming self‐directed
How to Be a Better Learner
(engaging in, self‐regulated
learning or deep learning),
How to Inquire and
Construct, Knowledge (how
to engage in the scientific,
method, historical method,
other forms of inquiry), How
to Pursue Self‐Directed or,
Intentional Learning
(developing a, learning
agenda and plan, becoming
an intentional, learner,
becoming skilled in
autodidaxy, being a, reflective
practitioner)
Construct knowledge about,
Describe how to, Develop a
learning plan, Frame useful
questions, Generalize
knowledge, Identify sources
and resources, Identify your
learning style & barriers,
Identify what you need to
know, Inquire, Predict
performance, Reflect,
Research, Self‐assess, Selfregulate,
Self‐monitor, Set a
learning agenda, Take
responsibility for, Transfer
knowledge
Learning, acquisition of
knowledge and skills, selfimprovement,
self‐direction,
accountability
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Table 2B: Levels of Thinking/Learning
Category Dimension Definition
Foundational
Knowledge
Remembering &
Understanding
Knowing common terms, specific facts,
methods and procedures, basic concepts,
principles; understanding to a degree that
allows for explanations, predictions
Application Critical Thinking Analyzing and critiquing issues and situations
Practical Thinking Solving problems and making decisions
Creativity
Creating/refining/ inventing new ideas,
products, and perspectives
Integration
Human
Dimension
Caring
Learning
How to Learn
Managing Complex
Projects
Performance Skills
Interdisciplinary
Learning
Interpersonal
Relationships
Self‐Authorship
Leadership
Ethics, Character
Building
Multicultural
Education
Working as a Member
of a Team
Citizenship
Environmental Ethics
Wanting to be a good
learner
Becoming excited
about a particular
activity or subject
Developing a
commitment to live
right
How to be a better
learner
How to inquire and
construct knowledge
How to pursue selfdirected
or intentional
learning
Coordinating and sequencing multiple tasks in
a single project/case and/or multiple projects/
cases
Communicating and performing psycho‐motor
activities
Connecting different ideas,
disciplines,perspectives, contexts
Establishing effective working relationships
with supervisors, peers, patients, and others
Creating and taking responsibility for one’s
own life
Being an effective leader
Developing character and living by ethical
principles
Becoming culturally sensitive in one’s
interactions with others
Knowing how to contribute to a team
Being a responsible citizen of one’s
profession, local community, nation state, and
other political entity
Having ethical principles in relation to the
nonhuman world
Wanting to master material, achieve high
standards
Developing a specific area interest
For example, deciding to take care of one’s
health and well‐being, to live by a certain code
Engaging in self‐regulated learning or deep
learning
How to engage in the scientific method,
historical method, and/or other forms of
inquiry
Developing a learning agenda and plan,
becoming an intentional learner, becoming
skilled in autodidaxy, being a reflective
practitioner
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Table 3B: Teaching/Learning Strategies Best Suited for Each Dimension of Learning
Desired dimension
Foundational Knowledge
(understanding,
remembering)
Application (critical &
practical thinking, creativity,
managing projects,
performance skills)
Integration (connecting
ideas,
disciplines, people, realms)
Human Dimension
(leadership, ethics,
teamwork;
social, cultural, political,
environmental implications)
Caring (wanting to succeed,
developing a keen interest,
making a commitment)
Learning to Learn (becoming
a better learner, inquiring &
constructing knowledge,
being
self‐directed)
Suggested Teaching/Learning Strategies
Presentation, lecture, question‐and‐answer, large and small
group discussion, development of learning issues,
independent study, review session, teaching others, game,
web‐based instruction
Hands‐on procedure, simulation, case study, role‐play, action
plan, teaching others, question‐and‐answer, brainstorming,
problem‐solving, trouble‐shooting, journal club, developing
research questions, theory and model building, project,
critical review, direct
enterprise contact, precepting, guided practice with feedback
What if…, compare and contrast, concept mapping, crossdisciplinary
teams, cross‐disciplinary cases, multiple examples
within & across contexts, theory & model building, integrated
curriculum
Case study, simulated situations, case presentations, working
in diverse teams, authentic project,
group project, direct enterprise contact, assigned leadership
role, debate, journal club (e.g., using ethics articles)
Authentic project, role modeling, self‐selection activity,
debate, reflective writing, positive reinforcement, learning
prescription
Self‐assessment, self‐ and peer‐feedback, teaching others,
reflective writing, formative assessment, self‐awareness
exercise/inventory
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7. RUBRICS 8
Once identified learning goals and learning objectives with their
specific means of assessment, the next step is identifying a scoring
procedure.
A rubric is a one‐or two page document (usually a matrix) that
describes how a program/specific assignment will be assessed and
the expected student learning outcomes according to varying levels
of quality, from excellent to poor. In this way it serves as an
instructional tool as well as an evaluative one, since it gives students
clear indications about how to improve.
We can identify two main components of a rubric:
1. The list of criteria, or "what counts" in a program or
assignment;
2. The gradations of quality, with descriptions of strong,
middling, and problematic students’ work. The gradations
of quality help students to spot weaknesses and give them
concrete ways to improve their shortcomings.
Using rubrics a tool of evaluation has several advantages:
They are easy to use and to explain then simple grades;
They make professors' expectations very clear;
They provide students with more informative feedback
about their strengths and areas in need of improvement
and in turn they support students’ learning and
development;
8
Adapted from http://www.stanford.edu/dept/presprovost/irds/assessment/downloads/rubrics.pdf
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How to design rubrics
Framing a rubric effectively involve a four step process:
1. Identify learning objectives (see paragraph 5);
2. Identify for each objective its dimensions/traits;
Example (source AACSB)
Oral Communication Evaluation: checklist
1. Preparation/content
a. Opening statement with purpose
b. Organization
c. Content: currency & relevance
d. Quality of slides
e. Quality of conclusion
2. Presentation
a. Voice quality, pace
b. Mannerism
c. Professionalism
d. Use of media
e. Ability to answer questions
3. Select the relevant dimensions; a rubric should fit into oneor
two pages, or no more than 4 to 8 dimensions. In order to
do this we could:
a. List the identified dimensions;
b. Rank them from the most important to least;
c. Eliminate those who are at the bottom in order to
reach the target number;
4. Articulate the expected outcomes in gradation of quality.
(They answer to the questions “yes, yes but, no but, no”, or
“low performance, average, exemplary performance”)
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Example: Oral Communication (source AACSB)
Objectives
Organization
Content
Quality of
slides
Low Performance
0‐1 points
No opening
statement or
irrelevant
statement. Loses
focus more than
twice. Does not
manage time
effectively.
Does not meet
assignment
requirements, is not
current, not
objective. Does not
use appropriate
analysis
Sloppy and/or
unprofessional. May
be difficult to read.
Many slides are
superfluous.
Average
2‐3 points
Has opening
statement relevant
to topic and gives
outline of speech.
Mostly organized,
loses focus only
once or twice. Some
transitions. Allows
enough time to
deliver speech,
although it could
have been better
edited.
Fulfill assignment.
Current. Uses
appropriate sources
and is objective.
Reasonable
analysis.
Readable,
professional,
appropriate
number.
Exemplary
Performance
4‐5 points
Has a clear opening
statement that
catches audience’s
interest and gives
overview. Stays
focused
throughout. Has
transition
statements, ties
sections together.
Very effective time
management.
Is more thorough
than average.
Research goes
beyond minimum
requirements.
Strong analysis
Readable,
professional,
imaginative and/or
of high quality
(without being a
distraction)
Earned
Points
Scoring:
10‐19: Does not meet expectations
20‐26: Meets expectations
27‐30: Exceeds expectations
Because rating performance involves human judgment, it is subject
to error, due to personal biases, preceding tasks, and (lack of)
standardization of scoring criteria.
To avoid these common errors,
1. Rate the performance of all students on one task before
going to the next to keep scoring criteria in mind;
2. Whenever possible rate performance without knowledge of
student’s name to avoid halo effects;
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3. Use multiple raters for high‐stakes decisions; and
4. Train your raters to calibrate their scoring by bringing them
together to review their responses in order to identify
patterns of inconsistent responses.
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8. DEFINITIONS
Assessment tools: The instruments used to gather data
about student learning. Tools can be both quantitative and
qualitative. Examples of these tools are: pretests, group
problem solving, performances and demonstrations,
portfolios, peer observations.
Assessment of Student Learning: An ongoing process
aimed at understanding and improving student learning. It
involves making our expectations explicit and public;
setting appropriate criteria and standards for learning
quality; systematically gathering, analyzing, and
interpreting evidence to determine how well performance
matches those expectations and standards; and using the
resulting information to document, explain, and improve
performance. (Angelo, 1995)
Bloom's Taxonomy: The original model developed by
Benjamin Bloom that established six different levels of
learning:
o Evaluation
o Synthesis
o Analysis
o Application
o Comprehension
o Knowledge
Classroom Assessment: A simple method faculty can use
to collect feedback, early and often, on how well their
students are learning what they are being taught. The
purpose of classroom assessment is to provide faculty and
students with information and insights needed to improve
teaching effectiveness and learning quality. (Angelo, 1991)
Continuous Improvement : Continuous improvement
processes are ongoing, data‐supported, research‐driven
processes carried out by a team for the purpose of
improving the effectiveness of work systems and their
results.
Criteria: Statements applied to desired skills, attitudes, or
knowledge that a student should learn to demonstrate
competence. Criteria should be given to the student before
an assessment or evaluation is performed.
Curricula Alignment: The process of alignment the work
students are doing in one or more classes directly to the
achievement of the learning goals.
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Direct Measures of Learning: Evidence about student
learning based on student performance that demonstrates
the learning itself. Can be value added, related to
standards, qualitative or quantitative, embedded or not,
using local or external criteria.
Evaluation: The process of measuring the quality of a work
performance, work product, or use of a process against a
set of standards and criteria to make a judgment or
determination if, or to what level, the standards have been
met and students are achieving the instructional objectives.
Fink's taxonomy: Revises Bloom's taxonomy in order to
describe several ways in which learning can be significant.
Fink defines learning in terms of change: "For learning to
occur, there has to be some kind of change in the learner.
No change, no learning. And significant learning requires
that there be some kind of lasting change that is important
in terms of the learner's life".
Formative assessment: The gathering of information
about student learning‐during the progression of a course
or program and usually repeatedly‐to improve the learning
of those students (Leskes, 2002)
Indirect Measures of Learning: Evidence about how
students feel about learning and their learning environment
rather than actual demonstrations of outcome
achievement. Examples include surveys, questionnaires,
interviews, focus groups, and reflective essays.
Learning dimensions: The description of the values,
attitudes, knowledge, skills and behavior a School is
seeking to instill in its students.
Learning goal: Broad statement of desired results,
achievement of which is usually accomplished after
graduation.
Learning Objective: Specific, measurable step to achieve a
goal or outcome
Learning Outcomes: Operational statements describing
specific student behaviors that evidence the acquisition of
desired knowledge, skills, abilities, capacities, attitudes or
dispositions. Learning outcomes can be usefully thought of
as behavioral criteria for determining whether students are
achieving the educational objectives of a program, and,
ultimately, whether overall program goals are being
successfully met. (Allen, Noel, Rienzi & McMillin, 2002)
Program Mission: A holistic vision of the values and
philosophy of the program. The program mission needs to
be consistent with campus and college missions. The overall
question that the mission statement should answer is: What
is the overall unique purpose of this program
Rubric: A rubric is a one‐or two page document (usually a
matrix) that describes how a program/specific assignment
will be assessed and the expected student learning
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outcomes according to varying levels of quality, from
excellent to poor.
SMART: Acronym for characteristics of good goals,
outcomes, and/or objectives: Specific, Measurable, Actionoriented,
Realistic, Time‐Based
Summative Assessment: is the process of gathering of
data on student learning, based on specific assessment
criteria, at the conclusion of a course, unit, field experience,
or program. This data is the basis for judging the quality of
student knowledge and skills and can be used for evaluative
purposes (grades) and provide feedback for future
improvement.
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9. TEMPLATES
COURSE SYLLABUS TEMPLATE
Master Program XXX – Term/Year
Course Title:
Professor’s
picture
Professor:
E‐mail:
Office:
Phone:
Assistant:
E‐mail:
Office:
Phone:
Learning Objectives
Course Content
Course Methodology
Course Etiquette
Required Readings
Course Evaluation
About The Instructor – Mr/Mrs
How to get in touch:
Syllabus
Session,
Date, time, duration
Session,
Date, time, duration
Title
Title
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Program Directors Annual Report Scheme
Master Program
Annual Report, Year
Master Director
BACKGROUND
Demand Analysis
Competitor Analysis
STRATEGY
PERFORMANCE
Market target
Program Strategic Positioning
Development aims and goals objectives
Value Proposition Analysis (present and future)
How to improve financial performance
AOL Cycle: Closing the Loop (results and future actions)
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Relevance of each course for the achievement of the program learning goals
Relevance of each course for the achievement of the program learning
goals
Program: _______________________________________________
COURSE
Degree of relevance (*)
LG 1 LG 2 LG 3 LG 4 LG 5 LG 6 LG 7
(*) Please insert the degree of relevance as follows: LOW, MEDIUM, HIGH
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Closing the loop
LGs
MANAGEMENT
KNOWLEDGE
Graduates will be competent
in the core functional areas
and understand how these
areas are integrated (Master
the knowledge required to
manage organizations)
Objectives
Acquire proficiency in all
functional areas of
management
Acquire the ability to
integrate the functional
knowledge adopting a
general management
perspective
Measure
ments
When
Results
and
Actions
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Checkpoint Assessment Format
ASSESSMENT OF LEARNING OBJECTIVES
MASTER PROGRAM Edition #
CHECKPOINT:
PLEASE INSERT THE COURSE TITLE
PROGRAM LEARNING OBJECTIVE(S) ASSESSED:
PLEASE INSERT THE PROGRAM LEARNING OBJECTIVE(S)
ASSESSED
DATE:
PLEASE INSERT TIME OF TEST
ASSESSORS:
PLEASE NSERT FACULTY NAME(S)
CALL FOR ACTION:
YES/NO
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PLEASE INSERT MASETR PROGRAM, #
EDITION AND COURSE TITLE
Assessment of learning Objectives ‐ # X/Y
Learning Objective Assessed #1
INSERT LEARNING GOAL ASSESSED
INSERT THE LEARNING OBJECTIVE ASSESSED
Assessment Methodology
PLEASE DESCRIBE THE ADOPTED ASSESSMENT METHODOLOGY AND CRITERIA
Assessment Results
EXEMPLARY (3)
GOOD (2)
FAIR (1)
PLEASE INSERT RUBRICS CORRESPONDING
TO THE OBJECTIVE YOU CHOSE
Exemplar
%
Good
%
Fair
%
PLEASE GIVE BREAKDOWN BASED ON THE ABOVE SCHEME AND PROVIDE THE SUPPORTING EVIDENCE FOR THE RESULTS
(EVALUATION OF EACH STUDENT)
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PLEASE INSERT MASETR PROGRAM, # EDITION AND
COURSE TITLE
Learning Objectives: Comments & Actions
Option A:
Since the results have been in line with expectations, no change is required for next year.
(Nonetheless, in order to ………… there are plans to change….)
Option B:
Since the results were not fully satisfactory, in the next edition of the Program the following changes, with
related goals, will be undertaken:
i) …
ii) ...
Option C:
The results have been in line with expectations, but the following changes will anyway be undertaken in the next edition of the
Program
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Example of assessment of Learning Objectives
FT MBA35
ASSESSMENT OF LEARNING OBJECTIVES
MBA 35 FT
CHECKPOINT:
Organizational Behavior and Negotiation
PROGRAM LEARNING OBJECTIVE(S) ASSESSED:
Team work and leadership skills – Obj. 1,2
DATE:
October‐November 2009
ASSESSORS:
Leonardo Caporarello
CALL FOR ACTION:
YES
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MBA 35 FT– Organizational Behavior and Negotiation
Assessment of learning Objectives – 1/2
Learning Objective Assessed #1
Skills
Graduates will work
effectively in teams, using
interpersonal,
communication and
Display the ability to work with others
Assessment Methodology
The ability of the candidates to work with others was assessed through specific self assessment tools for behavior and attitude orientation. During the class,
candidates were given a series of team tasks to perform with the clear goal of observing and trying to understand group dynamics and team development.
After each simulation theoretical framework for analysis was provided and discussed in plenary sessions. At the end of the Graduates should display the
ability to work with others dynamics and team development. After each simulation theoretical framework for analysis was provided and discussed in plenary
sessions. At the end of the course, part of the individual exam consisted of an individual analysis of a teamwork situation.
Assessment Results
EXEMPLARY (3)
GOOD (2)
FAIR (1)
Graduates should display the
ability to work with others
Graduates participate wholeheartedly in group
activity, gaining other people’s trust and
benevolence. They know how to leverage on
other people background and culture to
establish fertile relationships in terms of
opening new perspective, finding new solutions,
raising new stimulating goals. However, they
also know when to critically rely on third party
contributions to overcome their own
Blue Class
Graduates participate in group activity,
responsibly willingly, timely and fruitfully,
bringing the required contribution.
They know how to relate to people of different
backgrounds & cultures, according the principle
of mutual respect & support and fully recognize
other group members’ contribution.
Yellow Class
MBA 35 Cohort
Graduates search to minimize their
contribution to group activities, incurring
delays, avoiding commitment and taking
a passive stance.
They do not always recognize other
people’s contribution.
Exemplary
Good
9%
46%
Exemplary
Good
12%
43&
Exemplary
Good
10%
45%
Fair 46%
Fair 45% Fair
45%
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MBA 35 FT – Organizational Behavior and negotiation
Learning Objectives: Comments & Actions
Since the results were not completely in line with the targets expected, in the next edition of the program there will be given more
specific task and theoretical frameworks on team structures and management reducing the impact of themes like power and politics on
the module.
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MBA 35 FT– Organizational Behavior and Negotiation
Assessment of learning Objectives – 2/2
Learning Objective Assessed #2
Teamwork & Leadership
Skills
Graduates will work
effectively in teams, using
interpersonal,
communication and
leadership skills.
Be aware of the role and responsibilities of leadership and behave accordingly
Assessment Methodology
The ability of the candidates to identify roles and responsibilities and display the ability in conflict resolution was assessed through specific self assessment
tools for behavior and in‐class simulations. After each simulation theoretical framework for analysis was provided and discussed in plenary sessions pointing
out the relationship between output from the simulation and behavior adopted. At the end of the course, part of the individual exam consisted of a situation
based multiple choice test and individual analysis of a teamwork situation.
Assessment Results
EXEMPLARY (3)
GOOD (2)
FAIR (1)
Graduates should be aware
of the role and
responsibilities of leadership
and behave accordingly
Graduate possesses the ability to motivate,
persuade, negotiate and resolve conflicts both
in handling simple managerial tasks and in
leading/participating in a wider change
management process.
Graduates possess the ability to motivate,
persuade, negotiate, resolve conflicts in handling
simple managerial tasks and in small groups of
people, whilst lacking the standing & perspective
to do the same when participating to a wider
change management process and/or in larger
groups.
Graduates understand roles and
responsibilities of leadership but have a
tendency to eschew them, maybe
sensing that they are personally not fitted
for the role.
Blue Class
Exemplary
Good
Fair
30%
56%
14%
Yellow Class
Exemplary
Good
Fair
36%
36%
28%
MBA 35 Cohort
Exemplary
Good
Fair
33%
46%
21%
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SDA Bocconi School of Management
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MBA 35 FT – Organizational Behavior and negotiation
Learning Objectives: Comments & Actions
The results were in line with the targets. However in the next edition of the program more time will be given to class discussion and
simulation. Relevance will be given to class and teamwork participation, reducing the space reserved to theory and modeling.
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Peer Overall Evaluations FT MBA 35
MBA 35 FT
LEARNING GOAL
Teamwork & Leadership Skills
Graduates will work effectively in teams, using interpersonal, communication and
leadership skills.
OBJECTIVES
Display the ability to work with others
Be aware of the role and responsibilities of leadership and behave accordingly
Be able to communicate ideas effectively
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Assessment methodology
Peer Evaluation – Study Group 1 st Term Managerial Excellence
RATER: _______________________________________________________________
CLASS: _________________________________________
Please provide in the following table an objective evaluation of your colleagues based on observations you have made in the various group meetings
and during any interpersonal interactions you may have had. The rating scale must be as follows:
1=Rarely 2=Sometimes 3=Regularly 4=Very often 5=Always
1.
2.
3.
4.
5.
LAST NAME OF THE
RATED GROUP MEMBER
GROUP
PARTICIPATION
PERSONAL
COMMITMENT
GOAL
ORIENTATION
QUALITY
ORIENTATION
COMMUNICATION
SKILLS
LEADERSHIP
GROUP S/he attends the group meetings, participates in the discussions, provides meaningful contributions to the discussions, and
PARTICIPATION happily shares personal experiences, knowledge and information. S/he provides support, as needed, to peers and colleagues.
PERSONAL S/he adds value to the group work through an active participation relevant to achieve the desired outcome. His/her contribution
COMMITMENT is matched by a sense of involvement in the team process. S/he adheres to all of the group commitments and agreements.
GOAL S/he is oriented to the desired outcome and strives to provide input that is relevant to the defined goal.
ORIENTATION S/he contributes in a meaningful way to create the final document (or output) that is to be presented.
QUALITY S/he is focused on the quality of the outcome and pays attention to all details to make the final result as perfect as possible.
ORIENTATION Any necessary calculations is performed properly and not overdone. The focus on quality does not slow down the group.
COMMUNICATION S/he communicates clearly, both verbally and in writing. S/he listens effectively and is tolerant of different opinions.
SKILLS
LEADERSHIP S/he is capable of guiding the group toward the desired results through a balanced people and goal-oriented approach.
S/he is able to build team spirit, create a sense of cooperation, encourage input from all team members, and achieve consensus
when necessary. S/he is able to persuade and influence colleagues in order reach consensus.
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