Development and Design of an
Assessment Program

In their comprehensive book, Palomba and Banta (1999, p. 1) described assessment as "a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way." Major questions that could be addressed through assessment include:

  • How well does our accounting program achieve its curricular goals and objectives?
  • Which curricular objectives need additional focus in our accounting program?
  • Which competencies do our students exhibit that can we promote to potential employers or other constituencies?
  • Does our accounting program meet accreditation requirements for assessment and continuous improvement?
  • How well does my course achieve its curricular goals and objectives?
  • What are the learning outcomes of my course?
  • Should I redesign my course activities to increase or decrease emphasis on certain student competencies?
  • Does a particular educational activity contribute to student learning?
  • How do the goals and objectives of my course relate to the goals and objectives of the accounting program?
References to specific sources on the motivations for assessment:
  • Apostolou (1999, pp. 177-178) reviews literature related to motivations for outcomes assessment.
  • Wehlburg (1999) provides quick advice on "getting the ball rolling" in assessment.
  • Holyer (1998) discusses need for assessment and establishment of common educational standards.
  • Gainen and Locatelli (1995, Introduction and Chapter 1) provide an assessment framework and thorough discussions of the purposes of assessment in the context of accounting education.
Designing an Assessment Plan...

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