Standard 7
Teaching Effectiveness and Impact
Standard 7: Teaching Effectiveness and Impact
7.1 The school has a systematic, multi-measure assessment process for ensuring quality of teaching and impact on learner success.
7.2 The school has development activities in place to enhance faculty teaching and ensure that teachers can deliver curriculum that is current, relevant, forwardlooking, globally oriented, innovative, and aligned with program competency goals.
7.3 Faculty are current in their discipline and pedagogical methods, including teaching diverse perspectives in an inclusive environment. Faculty demonstrate a lifelong learning mindset, as supported and promoted by the school.
7.4 The school demonstrates teaching impact through learner success, learner satisfaction, and other affirmations of teaching expertise.
Creating Mission-Driven Program Competency Goals and Learning Objectives
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Use Case
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Data Needed
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Prompt
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Creating program competency goals from school’s mission statement and description of the degree program at hand
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School mission statement and description of the degree program including level of program and general outcomes desired.
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For the [INSERT NAME OF DEGREE PROGRAM] Using this mission statement: [INSERT SCHOOL MISSION STATEMENT], and catalog description to create [INSERT NUMBER] student-focused conceptual AACSB program competency goals prefaced with 'students will be' or 'students will have'.
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Creating program learning objectives (targets) from program competency goals
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Program competency goals and number of competency goals desired for program
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Using this competency goal: [INSERT COMPETENCY GOAL], create [INSERT NUMBER] [UNDERGRADUATE/ POSTGRADUATE/ DOCTORAL] student-focused AACSB learning objective(s) which contain action verbs.
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Creating Holistic and Analytic Rubrics From Program Learning Objectives
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Use Case
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Data Needed
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Prompt
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Creating a holistic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create a holistic assessment rubric based upon this learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled 'Exceeds Expectations', 'Meets Expectations' and 'Requires Improvement'.
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Creating an analytic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create an analytic assessment rubric based on the following learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled ‘Exceeds Expectations’, ‘Meets Expectations’, and ‘Requires Improvement’). Use the language from the ‘Meets Expectations’ category for the sub-traits and create tick box style performance levels.
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Generating Ideas for Indirect Measures and Designing an Indirect Measure Instrument
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Use Case
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Data Needed
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Prompt
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Generating Indirect Measure ideas (to help close the loop)
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Learning objective
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Create a list of indirect measures, that will assist in closing the loop, to assess the learning objective: [INSERT LEARNING OBJECTIVE].
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Designing a sample indirect measure instrument
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Indirect measure type (e.g., alumni survey) and learning objective
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Design an [INSERT INDIRECT MEASURE e.g., Alumni Survey] to evaluate the learning objective: [INSERT LEARNING OBJECTIVE].
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Many schools face challenges with building the foundations of an Assurance of Learning system, these prompts are designed to help with that. It is important to remember that these prompts will help formulate the basis of a discussion which schools can use to engage faulty in a dialogue about the AoL system and its design. We do not advocate that these prompts should replace the engagement process as it remains a key element of how accreditation should function in a business school.
We are always learning.
Your feedback helps the larger AACSB community by helping us improve prompts and create new use cases.
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