Using the Major Field Test for a Bachelor's Degree in Business as a Learning Outcomes Assessment: Evidence From a Review of 20 Years of Institution-Based Research

Ling, Guangming; Bochenek, Jennifer; Burkander, Kri

doi:10.1080/08832323.2015.1095703

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…Online education platform development companies must pay attention to the impact of online education platform technology availability on the innovative behaviors of learners. Ling et al [25] should also attach importance to developing learning achievement assessment tools to improve learners' knowledge cognition, develop information search tools to facilitate learners' knowledge retrieval, develop multimedia editing tools to encourage learners' creative integration, use artificial intelligence to provide learners with personalized learning programs, and build a learner-centered learning environment by Parra and Ruiz [26]. Moreover, these companies must provide additional social ways, for example, develop rich synchronous and asynchronous communication tools to facilitate learners' social communication, emotional expression, and relationship building and develop learning communities to promote shared communication and collaborative learning among learners by Branon and Essex [27].…”

Section: Discussionmentioning

confidence: 99%

Influence of the Affordance of Online Learning Platform Technology on the Entrepreneurial Behaviors of Students in Engineering and Technology Universities

Zhang

2022

Int. J. Emerg. Technol. Learn.

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Information technology-based online teaching guarantees sustained teaching activities and ensures the sharing of abundant online educational resources and the convenient use of various online teaching tools. Online learning platforms possess massive teaching resources and solid teacher qualifications, which evidently enhance the learning efficiency of online learners, exert a direct effect on creating entrepreneurial knowledge of students in engineering and technology universities, and motivate their entrepreneurial behaviors. In this research, the scientific problem raised was the influence mechanism of the technological availability of online learning platforms on the entrepreneurial behaviors of students in engineering and technology universities. A questionnaire regarding the influence of the affordance of online learning platform technology on entrepreneurial behaviors was designed on the basis of technology affordance theory. Next, the influencing degrees of two component factors (educational and social affordability) of technology affordance on entrepreneurial behaviors were analyzed via a quantile regression model. Then, the moderating role played by online learning interaction in the positive promoting effect of technology affordance on entrepreneurial behaviors was measured. Results revealed that the overall Cronbach’s α coefficient of the questionnaire was 0.905, and the Kaiser–Meyer–Olkin value was 0.853, indicating their favorable validity and reliability. The technology affordance (social and educational affordances) of online education platforms exerted a positive promoting effect on the entrepreneurial behaviors of students in engineering and technology universities. Learning interaction regulated such a promoting effect. Our results are of important reference values for extending the technology affordance perspective generated under the background of organizational reform, fulling mining the potentials of emerging technical tools on online education platforms and determining the influencing mechanism of the technology affordance of online education platforms on the entrepreneurial behaviors of students in engineering and technology universities.

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Section: Discussionmentioning

confidence: 99%

Influence of the Affordance of Online Learning Platform Technology on the Entrepreneurial Behaviors of Students in Engineering and Technology Universities

Zhang

2022

Int. J. Emerg. Technol. Learn.

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“…It incorporates questions from nine content areas: accounting, economics, management, quantitative analysis, information systems, finance, marketing, legal and social environments, and international issues. Ling et al (2015) found evidence of a moderate correlation between MFTB scores and grade-point averages in a synthesis of 24 published studies. Other research has examined the relationship Palocsay et al: Spreadsheet Tool for Analysis of Assessment Data of MFTB performance to a variety of student characteristics, including gender, SAT scores, business major, culture, and motivation (see references in Ketcham et al 2018).…”

Section: Literature Reviewmentioning

confidence: 97%

“…While there are multiple approaches to assessment (Suskie 2009), both the Association to Advance Collegiate Schools of Business International (AACSB 2013) and the Accreditation Board for Engineering and Technology (ABET 2018) require assessment plans that include direct evidence of student learning. Consequently, most programs employ some form of individual student testing via either a standardized instrument (Ling et al 2015; see also references in Douglas and Purzer 2015) and/or a locally designed exam (Hadjicharalambous 2014). There are a number of benefits associated with tests of course-related content that are constructed in-house, including tailoring of questions to specific learning objectives, ease of revision, and increased faculty participation in the assessment process (Smith et al 2010).…”

Section: Introductionmentioning

confidence: 99%

STRATA: A Spreadsheet Tool for Multidimensional Analysis of Operations Research/Management Science Assessment Test Data

Palocsay

Stevens

Novoa

2020

INFORMS Transactions on Education

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Accrediting organizations in higher education have shifted emphasis from indirect measures such as student course evaluations, focus-group interviews, and employer surveys to direct measurement of student performance using appropriate assessment instruments. In response, we developed a spreadsheet tool for reports and analysis of test assessments (STRATA) to document and evaluate quantitative data from test questions linked to learning objectives in an introductory undergraduate management science (MS) course. STRATA automatically generates a variety of tables and charts that allow us to examine our students’ achievement at three different levels: individual question item, MS topic (subsets of items), and total score. It also tracks test results over time and produces summary reports. In this paper, we discuss STRATA’s features, its usefulness in meeting accreditation requirements, and how it can provide faculty with valuable feedback in ways that encourage meaningful conversations about course content and pedagogy. The workbooks are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .

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“…en el MFTA-B; GPA es el puntaje total del estudiante en secundaria (considerado por la literatura como logros académicos previos); SEX toma el valor de 1 si el estudiante es hombre EXCRED toma el valor de 1 si se ofrece al estudiante incentivo por buen desempeño; son efectos fijos; y eikt es el término de error. En línea con el modelo general, Ling et al (2015) concluyen que el puntaje en MFTA-B se relaciona positivamente con los logros académicos previos; Bagamery et al (2010) exponen que el puntaje obtenido favorece a los hombres, observando también una correlación positiva con el éxito de profesional; Contreras et al (2011) se cuestionan sobre las variables demográficas y el background académico, destacando la favorabilidad hacia los hombres; Messer (2021), identifica interacciones entre variables, observando una brecha de género ocasionada por la sub-representación femenina.…”

Section: Introductionunclassified

COVID-19 y logro educativo en evaluados de profesiones internacionales, Colombia

Angulo-Pico,

Mercado-Mejía

2023

pnrm

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Se analiza el efecto de la pandemia COVID-19 sobre el logro educativo en razonamiento cuantitativo (RC) de evaluados de profesiones internacionales en Colombia, a partir de la prueba de salida de la educación superior (Saber Pro). Se construye una función de producción educativa con datos de corte transversal agrupados, utilizando una serie temporal previa al shock pandémico, como línea base del comportamiento de la variable dependiente en 2020. Partiendo de los hechos estilizados, se opta por presentar tres esquemas econométricos de regresión lineal con errores estándar robustos. Entre los resultados, se descarta la presencia de sesgo de selección, ya que en promedio y por percentiles de puntajes, incrementó el número de evaluados en 2020. De otro lado, se identificó que, en 2019, se presentó un comportamiento atípico en el puntaje promedio y en la tasa de crecimiento de quienes presentaron la prueba. En términos generales, se evidenció que la COVID-19, tiene un significativo efecto negativo sobre el logro educativo en razonamiento cuantitativo de los sujetos de análisis (4,5 puntos menos respecto de 2019; y 7 puntos menos, con relación a las cortes 2016-2018). No obstante, este choque adverso es suavizado por el acceso a herramientas tecnológicas (computador e internet), las cuales permitieron continuar con las actividades académicas de forma remota.

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Using the Major Field Test for a Bachelor's Degree in Business as a Learning Outcomes Assessment: Evidence From a Review of 20 Years of Institution-Based Research

Cited by 8 publications

References 21 publications

Influence of the Affordance of Online Learning Platform Technology on the Entrepreneurial Behaviors of Students in Engineering and Technology Universities

Influence of the Affordance of Online Learning Platform Technology on the Entrepreneurial Behaviors of Students in Engineering and Technology Universities

STRATA: A Spreadsheet Tool for Multidimensional Analysis of Operations Research/Management Science Assessment Test Data

COVID-19 y logro educativo en evaluados de profesiones internacionales, Colombia

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