This article describes the development and implementation of assessment in a new outcome-based marketing curriculum that was developed using a zero-based approach. Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that on both self-reported (indirect) and direct, as well as nonembedded and embedded, assessments significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan and reflect on our experiences in the process to provide a roadmap for other marketing departments that also face the transition from teaching to learning.
Association to Advance Collegiate Schools of Business. (2008). AACSB's assessment/assurance of learning seminar materials. Retrieved December 13, 2007, from http://www.aacsb.edu/resourcecenters/assessment
2.
Aguirre, M., Mayes, B.T., & Belloli, C. (1997). Assessment centers: Innovative applications in higher education for the 21st century. Unpublished article. Retrieved December 13, 2007, from www.sbaer.uca.edu/Research/1997/WDSI/97wds390.txt
3.
Banta, T.W. (2006). Reliving the history of large-scale assessment in higher education. Assessment Update, 18(4), 3-4.
4.
Barber, C., Borin, N., Cerf, D., & Swartz, T. (2003, Spring). Measuring the effectiveness of innovative business programs. The Journal of Academy of Business Education , 4, 41-54.
Borin, N., Metcalf, L.E., & Tietje, B. (2007). A replicable, zero-based model for marketing curriculum innovation. Journal of Marketing Education, 20(10), 1-11.
7.
Chonko, L.B., & Caballero, M.J. (1991, Spring). Marketing madness, or how marketing departments think they're in two places at once when they're not anywhere at all (according to some). Journal of Marketing Education, 13, 14-25.
8.
Driscoll, A. (1988). Course alignment grid. California State University, Monterrey Bay: Center for Teaching, Learning, and Assessment.
9.
Durant, R.F. (1997, February). Seizing the moment: Outcomes assessment, curriculum reform, and MPA education. International Journal of Public Administration, 20, 397-429.
10.
Eastman, J.K., Allen, R.C., & Superville, C.R. (2001). Developing an MBA assessment program: Guidance from the literature and one program's experience. B-Quest. Retrieved December 13, 2007, from http://www.westga.edu/~bquest/2001.
11.
Eder, D.J. (2004). General education assessment within the disciplines . The Journal of General Education, 53(2) 135-157.
12.
Ewell, P.T. (1988). Outcomes, assessment, and academic improvement: In search of usable knowledge. In J. C. Smart (Ed.), Higher education handbook of theory and research (pp. 53-108). New York: Agathon.
13.
Fink, D.L. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.
14.
Glassick, C.E., Huber, M.T., & Maeroff, G.I. (1997). Scholarship assessed. San Francisco : Jossey-Bass.
15.
Gronlund, N.E. (2004). Writing instructional objectives for teaching and assessment. Upper Saddle River, NJ: Pearson.
16.
Harden, R.M. (2002). Developments in outcome-based education. Medical Teacher, 24(2), 117-120.
17.
Harden, R.M., Crosby, J.R., & Davis, M.H. (1999). AMEE guide no. 14: Outcome based teaching: Part 1-an introduction to outcome-based teaching. Medical Teacher , 21(1), 7-14.
18.
Hernon, P., & Dugan, R. E. (Eds.). (2004). Outcomes assessment in higher education: Views and perspectives. Westport, CT : Libraries Unlimited.
19.
Herring, H.C., III, and Izard, C.D. (1992, Spring). Outcomes assessment of accounting majors . Issues in Accounting Education, 7, 1-17.
20.
Huber, M.R., Heidenberg, A.J., Wilmer, A., III, & Phillips, M.D. (2006). Connecting and reflecting: Using a course-end report for assessment. Assessment Update , 18(4), 1-16.
21.
Jumper, S. (1992, May-June). Program assessment in geography: Boondoggle or opportunity. Journal of Geography, 91, 94-96.
22.
Kolb, D.A. (1983). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
23.
Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus.
24.
Musun, L., Baker, A.D., & Fulmer, J. (2006). Creating a campus community for conversation about assessing student learning. Assessment Update, 18(4), 1, 2, 12, 13.
25.
Nichols, J.O. (1995). A practitioner's guide for institutional effectiveness and student outcomes assessment implementation. New York : Agathon.
26.
Palomba, N., & Palomba, C. (2001). Assessment of student competence in business. In C. Palomba & T. Banta (Eds.), Assessing student competence in accredited disciplines (pp. 121-139). Sterling, VA: Stylus.
27.
Porter, L.W., & McKibbin, L.E. (1998). Management education and development: Drift or thrust into the 21st century. New York: McGraw-Hill.
28.
Ratcliff, J. (1995). Turning results into improvement strategies. University Park: Penn State University, NCTLA.
29.
Richard, T.L., & Miller, J.S. (1996). Re-forming the sociology major: A program to enhance the teaching of sociology at the undergraduate level. The International Journal of Sociology and Social Policy, 16(11), 32-64.
30.
Smith, S.R., & Dollase, R. (1999). AMEE guide no. 14: Outcome-based education: Part 2-Planning, implementing, and evaluating a competency-based curriculum. Medical Teacher, 21(1), 15-22.
31.
Spady, W.G. (1988). Organizing for results: The basis of authentic restructuring and reform. Educational Leadership, 46(2), 4-8.
Suskie, L. (2004). Assessing student learning: A common sense guide . Boston: Anker.
35.
Terwel, J. (2005). Curriculum differentiation: Multiple perspectives and developments in education. Journal of Curriculum Studies , 37(6), 653-670.
36.
Walvoord, B.E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass.
37.
Walvoord, B.E., & Anderson, V.J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
38.
Wee, L., Kek, M., & Kelley, C. (2003), Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25(2), 150-162.
