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Standard #4 Measurement and Analysis of Student Learning and Performance
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Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)
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Performance IndicatorDefinition
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1. Student Learning ResultsA student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data.
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Analysis of Results
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Performance Measure What is your measurement instrument or process? Current ResultsAnalysis of Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends (3-5 data points preferred)
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Measurable goalDo not use grades.What are your current results?What did you learn from the results?What did you improve or what is your next step?
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What is your goal?(Indicate type of instrument) direct, formative, internal, comparative
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Communication Skills -that set of abilities that enable a person to convey information so that it is received and understood. This is the repertoire of behaviors that serve to convey information.AY2020AY2021AY2022AY2023*AY2024
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Communication (Speaking) – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their speaking

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, AnnualExit Survey of Seniors

Indirect, Summative,
Internal, Annual		The goal was achieved in all of the previous 5 years, although we are seeing a decline since 2022The university went fully online for almost 3 semesters starting Spring 2020. This significantly impacted the students who enrolled since Fall of 2019 as not many opportunities were available for students to practice and develop their oral communication skills. We will continue to monitor the trends. One additional change we have made since AY2023-24 is to revert our capstone course from an online asynchronous modality to a fully in-person modality. This has provided additional opportunities for students to present and develop their oral communication skills.75.8675.688572.872.4
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Communication (Written) – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their writing skills

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		We have been able to meet the goal only in 2020 and have fallen short of the goal since then. We did see an improvement from 2021 but have since been holding steady since 2022There have been some challenges with the Business Writing course. The course is housed in the English Department and is taught by different Adjunct Faculty.

The writing results from CLA+ is somewhat contradictory to the student perception data. We need to monitor and compare the results of Exit Survey with the CLA+ results related to written communication competencies. 		Next Steps:
We have begun to include more written assigments in core courses to help develop their writing skills.

Seek the help and support from the Writing Center to provide assistance to students in improving their writing skills.

Starting AY2023-24, we have worked with the English Department to ensure there is more consistency in the instructional faculty. We have also been working with this faculty member to better use AI to improve student writing skills.		74546263.660.7
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CLA+ assessment
Students taking the test at Senior Level will be at a higher proficiency level than those taking in first year.		CLA+ test

Direct, Summative, External, Once every 2 years		In the past three waves, students in Senior level were at a proficient level compared to the Basic Level of First years showing marked improvement. However, the individual componentes of writing have not shown as much of an increase in 2023-24.Students in the 2022 wave had marginally higher scores compared to those from the 2020. However, these numbers are significantly lower in the 2023-24 wave. One possible reason is the generally lower level of English and writing proficiency that students are coming with when enrolling at Arcadia. The number of students being placed in developmental English courses has been on the rise and this could account for the overall lower scores. This is evidenced by the proficiency level of first years at different waves (Basic/Developing level is higher than Emerging). However, in each year, the seniors have shown a marked improvement in their proficiency and their proficiency level has been consistent.We will continue to implement changes to the writing tasks as detailed above
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Critical Thinking - the ability to analyze information for the purpose of understanding the world around us, improving decision making, and drawing conclusions. Thinking critically is evidenced by rationality, honesty, discipline, judgment, and open mindedness.AY2020AY2021AY2022AY2023*AY2024
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Critical Thinking – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their Critical Thinking

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		Of the last 5 years, the goal was achieved in all years but 2023. 2023 was an odd year for the school as we had a very small graduating class and had a very low response rates from the exit survey. So the numbers from the AY2022-23 should be considered with caution. Also, we have seen some decline in the scores between 2022 and 2024Students entering since 2019 have had struggles with coping with college due to impact from COVID. The University implemented a Pass/Fail option as a response to COVID for almost semesters which significantly impacted our ability to assess and work on the critical thinking skills in lower level courses. This is likely to have resulted in a reduced perception of their own critical thinking skills Next Steps:
Encourage faculty in lower level courses to include activities that foster critical thinking skills (case studies etc.)
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CLA+ assessment
Students taking the test at Senior Level will score higher than those taking in first year.		CLA+ test

Direct, Summative, External, Once every 2 years		In all three waves, students in Senior level performed with better scores than first years on Selected Response questions intended to assess critical thinking.As we have observed throughout this section, students entering since 2020 have had numerous challenges to adjust to a different modality of college education. This has universally impacted their preparedness as evidenced by some of the scores (especially quantitative reasoning) as the university is also experiencing a higher proportion of business students being placed in developmental math coursesWe have initiated steps to bring in some quantitative courses from the math department and have begun teaching within the busiess school. These courses not only emphasize critical thinking, but are also intended to effectively make use of technology to conduct quantitative analysis using Excel and other relevant software.Although we have received positive feedback on this change from students, we will continue to monitor the outcomes when students graduate.
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Ethical Behavior - a form of applied ethics that examines ethical principles and moral problems. Business ethics requires examining an issue from various perspectives, including the perspective of the employee, the enterprise, and society as a whole.AY2020AY2021AY2022AY2023*AY2024
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Ethical Behavior – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their Ethical Decision Making

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		We achieved the goal in three out of the last five yearsNeed to monitor the trend to see if it is systemic or an aberration.Next Steps:
Encourage faculty in certain courses to incorporate ethical aspects of businesses (E.g. Management, Marketing, Business Law). We have also started to implement an objective assessment of Ethics and Critical Thinking through Peregrine. 2024 was a baseline year and we will use that to determing our goals and monitor student performance		7267777364.3
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Global/Cultural Awareness - the effort to become an informed and responsible individual for the purpose of making a positive contribution in the world. Understanding relationships between and among people, institutions, economies, cultures, etc. will promote awareness and tolerance of the differences between peoples.AY2020AY2021AY2022AY2023*AY2024
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Global/Cultural Awareness – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their Global Awareness

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		In each of the last 4 years, the goal was achieved, although we saw a decline in the scores for AY21 and AY22 compared to AY20 and seems to be staying consistentArcadia’s robust global and study abroad programs were significantly impacted by COVID. This might have led to a slight decline in the perception about global competencies among students. Many of our study abroad destinations were canceled and have slowly started resuming operations. We expect this to bounce back in the upcoming years.Next Steps:
Monitor the trends to see if this was an aberration or a systemic trend. We plan to administer the Cultural Quotient Survey to students to assess the level of their competencies across different dimensions of global awareness.		8176778275
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Global/Cultural Awareness – {Accounting, Business Administration, International Business & Culture Majors}

Students who have studied abroad at least once as part of Arcadia Program(s)

Goal is 70% traveled at least once		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		We saw a major decline in AY22 and in 2024. 2023 results are probably less reliable given the very small sample size.This trend is in line with their response to global awareness competency and is consistent with the reduced exposure to global experiences.This is more pronounced for the graduates of 2022 for whom 2 years of global experiences were impacted due to COVID and so there were very few opportunities for global experiences while also working towards their degree requirements. Similarly the graduates of 2024 entered during the peak of COVID and were very hesitant to utilize the global experiences opportunities provided by the University through our study abroad programs. We are seeing a gradual increase in participation in recent years and expect it to bounce back.Next Steps:
Monitor the trends to see if this was an aberration or a systemic trend. Also will administer the Cultural Quotient Survey to students to assess the level of their competencies across different dimensions of global awareness. Will continue to incorporate more vicarious and virtual experiences in the class to enhance their global awareness.		8673509159
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Information Technology - the ability to retrieve, evaluate, manipulate, and store information. Learned individuals will understand how hardware and software are critical in the learning process and be capable of accessing and preserving knowledge in their disciplines. AY2020AY2021AY2022AY2023*AY2024
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Information Technology – {Accounting, Business Administration, International Business & Culture Majors}


Undergraduate % responding “Some” or “Great” improvement in their Information Technology Skills

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		In each of the last five years, the goal was not achieved. Although we see a big increase in 2022 and has stayed steady since then and almost reached the goal. However, we do realize that this is a key area for focusThere seems to be a disconnect between students’ perception and the School’s expectation on what this competency means.Next Steps:
COVID brought an unseen benefit to be able to address this competency. Since moving online, many of the quantitative courses have started incorporated the use of spreadsheets and other technology resources as part of instructional material. We have also begun the process of objectively assessing students’ work with spreadsheets and other software as they relate to course objectives. We have also started teaching a quantitative course within the Business unit and have begun incorporating excel and other technology to help student learn them for analysis. We are also in the process of asking students to develop websites in various courses as part of their course project. Many courses have begun incorporating formative work with using of AI. We believe all these initiatives will help in improving student perception on this dimension.		6658694668
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Students’ perception about their ability to create and work with spreadsheets

Undergraduate % responding “Intermediate” or “Expert” level in creating and working with spreadsheets

Goal is 70% at intermediate or expert level		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		In four of the last 5 years, the goal was achieved. In AY22 we changed the response format for this question from a 5 point numerical scale to a 4 point anchored scale (Poor-Beginner-Intermediate-Expert) to bring in more clarity to the students responding. Therefore the score from 2022 was used as a baseline and we see that it is showing a positive trend in 2024 (2023 results are unreliable given very small sample size)There seems to be a disconnect between students’ perception and the School’s expectation on what this competency means.
Current perceptions shows that their competency in spreadsheets, one of the necessary technology skills expected in a business graduate, is high. But the overall perception of Tech skills seems to be low.		Next Steps:
Communicate and clarify to the students on the expectations from a technology perspective in their respective programs. Conduct interviews to determine what technology means for the students so we can focus on addressing any gaps.		818469.2372.775
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Personal Development - purposeful activities that engage the individual and promote an understanding of self and a connection with the community. While a primary goal of a university education is to improve one’s knowledge of a discipline, students also grow personally by participating in exercises that are reflective in nature and/or linked with professionals in their fields. 
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Personal Development – {Accounting, Business Administration, International Business & Culture Majors}

Undergraduate % responding “Some” or “Great” improvement in their Personal Development

Goal is 70% at some or great extent		Exit Survey of Seniors

Indirect, Summative,
Internal, Annual		In each of the last 5 years, the goal was achieved.Program components like Internships, real world projects, interactions with business leaders (as guest speakers, capstone board members) provides a broader perspective to the students and helps in their personal development.Next Steps:
Continue reinforcing to faculty about the core competencies.

Provide more networking and out of class engagement activities (invited speakers etc.), get them involved in more team-based activities to enhance personal development of students. Starting Fall of 2023, we have initiated a requirement of all majors to complete a career readiness certificate developed by our office of career education. This program will build necessary career readiness skills and help in personal growth and development of our students.		7984857382
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