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SDA Bocconi School of Management
Assessment Handbook
Table of Contents
1. INTRODUCTION ................................................................................................................... 1
2. WHAT IS (NOT) ASSESSMENT? ............................................................................................ 3
3. THE ASSESSMENT PROCESS ................................................................................................. 4
STEP 1 ‐ ESTABLISHING LEARNING GOALS AND OBJECTIVES ........................................................................ 6
STEP 2 ‐ ALIGNMENT OF CURRICULA WITH LEARNING GOALS ..................................................................... 7
STEP 3 ‐ IDENTIFICATION OF ASSESSMENT MEASURES ................................................................................ 8
STEP 4 ‐ COLLECTION, ANALYSIS AND DISSEMINATION OF ASSESSMENT INFORMATION .................................... 9
STEP 5 ‐ USE OF ASSESSMENT INFORMATION FOR CONTINUOUS IMPROVEMENT .......................................... 10
4. EVALUATION VS ASSESSMENT .......................................................................................... 11
5. LEARNING GOALS AND LEARNING OBJECTIVES .................................................................. 12
SDA BOCCONI’S DIMENSIONS AND LEARNING GOALS .............................................................................. 12
DEFINING LEARNING GOALS ................................................................................................................ 14
DEFINING LEARNING OBJECTIVES ......................................................................................................... 15
6. TAXONOMIES .................................................................................................................... 18
6.1 BLOOM’S TAXONOMY USED WHILE WRITING OBJECTIVES ................................................................. 19
6.2 FINKS’S TAXONOMY USED WHILE WRITING OBJECTIVES .................................................................... 22
7. RUBRICS ............................................................................................................................ 28
HOW TO DESIGN RUBRICS ................................................................................................................... 29
8. DEFINITIONS ..................................................................................................................... 32
9. TEMPLATES ....................................................................................................................... 35
COURSE SYLLABUS TEMPLATE ............................................................................................................. 35
PROGRAM DIRECTORS ANNUAL REPORT SCHEME .................................................................................. 36
RELEVANCE OF EACH COURSE FOR THE ACHIEVEMENT OF THE PROGRAM LEARNING GOALS ............................ 37
CLOSING THE LOOP............................................................................................................................ 38
CHECKPOINT ASSESSMENT FORMAT ..................................................................................................... 39
EXAMPLE OF ASSESSMENT OF LEARNING OBJECTIVES FT MBA35 ............................................................ 42
PEER OVERALL EVALUATIONS FT MBA 35 ............................................................................................ 47
SDA Bocconi School of Management Assessment Handbook
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1. INTRODUCTION
In recent years, international institutions of higher education have
recognized that the systematic assessment of student learning is
essential to monitor quality and provide the information that leads
to improvement.
A full commitment to teaching and learning must include assessing
and documenting what and how much students are learning and
use this information to improve the educational experience offered
by the institution.
In many ways, assessment is a common sense process that the
institution’s faculty already follows when it articulates the main
goals for each course, checks if students have achieved them, and
then uses these results to improve the course itself.
This guide is designed to take advantage of what SDA Bocconi
School of Management is already doing by formalizing the process
and sharing the individual efforts
to the whole institution.
If implemented effectively, the
assessment of students’ learning is
going to involve the mutual effort
of students, administrators, and
academic professionals.
The main focus of the assessment is the student, but it is also
closely linked to the assessment of the effectiveness of the
organization, which is important as a mean to monitor and improve
the environment where teaching and learning occur.
A good assessment can enhance quality at all levels of the School
by providing it with the evidences necessary in order to steer
effectively the decision‐making in many areas (thus including
programmatic changes, classroom teaching modifications, support
service adjustments, policy or procedure revisions, and structural
reorganizations).
The School is called to put a big effort in this process; hence,
Assessment is a way to document the SDA Bocconi effectiveness
and its ongoing improvement.
The idea at the heart of the assessment is that you need to know how you are doing before you can do better.
SDA Bocconi School of Management Assessment Handbook
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A systematic, ongoing, cycle of goal setting, attainment
measurement, and use results to make informed decisions is crucial
to excellent performance.
Thought in these terms, Assessment:
Helps to determine whether the School’s mission has been
accomplished
Provides a rationale for modifying existing curriculum and
instructional methods
Enables the School to examine student’s growth and
satisfaction
SDA Bocconi School of Management Assessment Handbook
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2. WHAT IS (NOT) ASSESSMENT?
ASSESSMENT IS… a cyclical and systematic process
ASSESSMENT IS NOT… a boring and annoying administrative activity
ASSESSMENT AIMS TO… understand what students are/ are not learning
ASSESSMENT DOES NOT AIM TO… horn in on a faculty member’s
classroom
ASSESSMENT PROVIDES…feedback to reinforce student learning
ASSESSMENT DOES NOT PROVIDE… a means of punishment
ASSESSMENT IMPROVES… Student learning
ASSESSMENT DOES NOT INVOLVE… Exclusively faculty and students in
classroom. It is mutually the responsibility of faculty and out of class
educators.
SDA Bocconi School of Management Assessment Handbook
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3. THE ASSESSMENT PROCESS
Palomba and Banta (1999) define the outcomes assessment process
as:
The systematic collection, review, and use
of information about educational programs
undertaken for the purpose of improving
student learning and development.
“ … Measures of learning can assure external constituents such as
potential students, trustees, public officials, supporters, and
accreditors, that the organization meets its goals” (AACSB 2007,
p.60).
For this reason, at the heart of the AoL, there is the School’s
mission that inspires its view of the future.
Assessment is an ongoing, iterative process that
1. ensures that students’ learning is measured and enhanced on a
regular and continuous basis,
2. uses results to inform decisions and make improvements.
In order to implement it effectively, a careful planning is thus
necessary.
Learning goals and outcomes must be clearly specified, appropriate
measures must be selected, data collection must be carefully
executed and, most important, results must be shared for
improvements to occur. The figure below illustrates the cycle of
intertwined activities that facilitates continuous improvement.
SDA Bocconi School of Management Assessment Handbook
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Step 1: Establish learning goals and
objectives
Step 2: Alignment of curricula with adopted goals
Step 3: Identification of assessment
instruments and measures
Step 4: collection, analysis and
dissemination of assement information
Step 5: use of assessment
information for contiunous
improvement, including
documentation that the ongoing process has been carried out
on a systematic basis
To contribute to the
development of individuals
and the environment where
they operate by creating and
disseminating innovative
managerial knowledge.
“Empowering lives through
knowledge and imagination”
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Step 1 ‐ Establishing Learning Goals and Objectives
Each learning goal should describe the desired educational
outcome that students should be able to accomplish when
they graduate from the program, regardless of their major
or concentration.
Learning goals are broad statements and, taken alone, are
not suitable for assessment. Therefore, each learning goal
must be translated into one or more learning objectives
which describe a measurable attribute of the overall
learning goal.
For each learning objective, an assessment device or
process must be developed to allow an evaluation of
student performance on that objective providing a
reasonable basis for conclusions about student
performance on the overall learning goal.
Program learning goals should include goals that address
some, or part, of the general knowledge and skills areas
(e.g., communication skills, problem‐solving abilities,
ethical reasoning skills, language skills, technology skills,
etc.) as well as management‐specific knowledge and skill
areas (e.g., directly relate to management tasks that form
the business foundation of degree requirements)
What are students LO expected to achieve?
How do these LO relate to SDA Bocconi’s Mission?
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Step 2 ‐ Alignment of Curricula with Learning Goals
There should be clear evidence that the work students are
doing in one or more classes directly supports students’
achievement of the learning goals.
The alignment of learning goals and curricula is critical. If
learning goals are adopted but are not addressed in the
curricula, the outcomes assessment process will be
worthless.
Which curriculum components are more conducive to
supporting LG?
What could be the appropriate measurement environment?
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Step 3 ‐ Identification of assessment measures
“Course‐embedded” measures relate to specific course
assignments in a class where the students’ work on that
assignment may also be used for outcomes assessment
purposes.
In the course embedded methods, course assignments or
other student demonstrations from a course are evaluated
for the purposes of AoL through a separate, distinct process
that is driven by criteria established by the faculty (plural).
Assessment measures should be selected after learning
goals/objectives have been established.
Which instruments and measures will be used to determine
the outcome achievement?
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Step 4 ‐ Collection, analysis and dissemination of assessment information
Once data are collected about students’ performance
through the outcomes assessment process, it must be
shared with and analyzed by the appropriate faculty
committees and the leadership of the program.
When and how often should these outcomes be assessed?
Which means of dissemination will be used?
SDA Bocconi School of Management Assessment Handbook
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Step 5 ‐ Use of assessment information for continuous improvement
Regardless of the assessment processes that are deployed,
the school program must demonstrate assessment data are
being used to inform the leadership and faculty about the
effectiveness of their educational programs.
For AACSB accreditation reviews, schools should present
examples of student’s performance measured on
assessment criteria and document how and where
assessment outcomes have been used for continuous
improvement of curricula.
What results would indicate a satisfactory level of
accomplishment?
How will these results be used to improve programs?
SDA Bocconi School of Management Assessment Handbook
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4. EVALUATION VS ASSESSMENT1
Evaluation Assessment
Focuses on the professor and the teaching performance individual performance
Focuses on the student and the learning environment group performance
Helps individuals know how they performed.
Helps stakeholders know how students performed.
Results in a grade for the activity or course.
Results in a plan for improvement
May or may not be used for improvement of instruction.
Always used for improvement of instruction/ learning
Grades, when used alone, are no longer regarded as adequate
indicators of student learning.
In particular,
Grades are not specific and provide not sufficiently detailed
information about which course outcomes students are
mastering well and which are giving them trouble.
Grading standards often vary widely among different
instructors and do not indicate the same degree of mastery
of course outcomes.
Grade inflation (easy tests, generous grading, extra‐credit
bonuses) sometimes presents a misleading indicator of
student mastery of course outcomes.
Faculty have the opportunity to use the course assessment process
as a stimulus to discuss course content with each other and, based
on the results of an assessment, determine how they can improve
student.
1 Adapted from http://www.pvc.maricopa.edu/AI/documents/Ass_sec1.pdf
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5. LEARNING GOALS AND LEARNING OBJECTIVES
Goals express what the School wants its students to be.
Objectives describe what the School wants its students to
do.
The definition of learning goals is a key element in how the school
defines itself. This implies that the learning goals are closely related
and connected to the School and the program’s mission.
SDA Bocconi’s dimensions and learning goals
SDA Bocconi School of Management has a description of the
values, attitudes, knowledge, skills and behavior it is seeking to
instill in its students. These skills and attitudes are broadly applied
to all Master Programs.
To help students to prepare for a successful professional career and
to fully develop their potential as individuals, SDA Bocconi has
defined three categories of Learning Dimensions which are a
reference for all Master Programs, when defining and revising their
Learning Goals and which are linked to the School’s Mission.
At the forefront stays a strong and integrated managerial
knowledge SDA Bocconi aims at creating, disseminating and
conveying to teaching and learning experiences, both for students
and Faculty.
The second dimension is a deep understanding and awareness of
the environment in which we operate, students, executives,
companies, institutions and all the stakeholders and actors of
economic systems, both domestic and global.
The third is a sound equipment of managerial skills and culture,
which make it possible to turn knowledge into a responsible and
sustainable set of actions.
SDA Bocconi School of Management Assessment Handbook
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In the beneath table the three dimensions and subsequent learning
goals are represented.
Dimension Learning Goal
MANAGEMENT KNOWLEDGE
1 Management Knowledge Graduates will be competent in the core functional areas and understand how these areas are integrated.
ENVIRONMENT 2 Entrepreneurial mindset and creativity Graduates will acquire an entrepreneurial and creative mindset.
3 Diversity and global business issues Graduates will understand the impact of diversity on organizations, and will have an understanding of the main global issues affecting companies, public/non‐profit organizations, banks and financial institutions.
4 Ethics & Integrity Graduates will be conscious of the needs to comply with rules, regulations, social norms.
MANAGEMENT SKILLS
5 Strategic Thinking & Problem Solving Skills Graduates will formulate effective strategies and make decisions, using problem‐solving techniques.
6 Teamwork & Leadership Skills Graduates will work effectively in teams, using interpersonal, communication and leadership skills.
7 Project Management Skills Graduates will be able to effectively plan and implement projects and activities and to coordinate tasks and monitor their progress.
SDA Bocconi School of Management Assessment Handbook
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Defining learning goals
Answering clearly and specifically is essential to obtain a consensus
from faculty members in the program on the program’s vision,
values and goals that will serve as guiding principles for developing
outcomes and collecting data2.
Hence, the first question you should answer is
“What would the program accomplish?”
Normally, four to ten learning goals are specified for each degree
program. Core learning goals include general knowledge and skill
goals and management‐specific learning goals.
2 Adapted from http://www.stanford.edu/dept/pres‐provost/irds/assessment/downloads/mission_stmt.pdf
Characteristics of an effective mission statement
RELEVANT: what is the aim of the program? (it should be also
related and aligned to the School’s mission)
SPECIFIC: what is the student target?
CLEAR: what is the real contribute to the development of the
participants?
INFLUENTIAL AND DISTINCTIVE: what is the reason why the
program exists? A mission should provide a sense of direction,
and guide decision‐making processes
SDA Bocconi School of Management Assessment Handbook
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Defining learning objectives
A learning objective is a statement of what students will be able to
do, specifically what knowledge, skills and attitudes they will
demonstrate to have acquired outside the classroom (in context)
with what they have learned.
This means that the point of view which should be adopted is
“student‐based” rather than “instructor‐based” (e.g., “After this
course, my students should be able to…” rather than “During this
course I’ll talk about…”).
A clear learning objective serves the following intents:
Helps planners develop the program content
Guides selection of teaching/learning activities that will best
achieve objectives
Serves to connect content and assessment
Gives learners a clear picture of what to expect and what’s
expected of them
Forms the basis for evaluating learner, and program
effectiveness
To create specific, measurable, and results‐oriented
objectives:
o It’s helpful to finish the sentence, “After this course,
you should be able to…”
o Start with an observable action word that captures
what the learner should be able to do.
Key elements of a useful learning objective1
SPECIFIC: according the learning goals, the program and the
School’s mission
MEASUREABLE: it makes the learning goals visible (serves as an
indicator)
ATTAINABLE: for target audience within scheduled time and
specified conditions
RESULTS‐ORIENTED: it should produces concrete outcomes
TARGETED: to the learner and to the desired level of
learning/thinking
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o Avoid ill‐defined terms that are open to variable
interpretation (e.g., understand, learn, grasp); use
instead terms that describe directly observable
behaviors.
o When necessary, specify criteria concerning
expected standard of performance
To create attainable learning objectives:
o Consider the beginning level of understanding/skill
of your learners and craft your objective to move
them to the next level.
o Consider and specify when appropriate the
conditions under which performance will take place
(e.g., “On a written exam, describe…” or “With a
standardized or actual context, demonstrate…”)
o Limit number of objectives to major learning points
you would like students to walk away with.
To create objectives targeted to the audience and desired
level of learning/thinking:
o Ask yourself whether you want learners to be able
to know, do and be, whenever possible, refer to
commonly adopted taxonomies. We suggest
Bloom’s and Fink’s taxonomies (see paragraphs 6
and 7). Use the taxonomy to describe the desired
level of learning/thinking (table 1 A and 1 B)
o Match your action verb to the desired level (Table 2
A or B).
o Match learning objective with appropriate
teaching/learning strategy (Table 3 A or B).
Student performance on learning goals must be assessed
systematically and routinely.
No one approach to assurance of learning is prescribed.
Benchmarking is not required.
Assessment programs should include direct measures of
learning. Course grades are not program assessment
measures.
Program assessment does not require every student to be
assessed. Sampling is acceptable as long as an appropriate
and representative sampling methodology is utilized.
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Assessment results must be analyzed, disseminated, and
utilized by the faculty toward curriculum planning.
The work of individual students – not student teams – is to
be used to assess learning outcomes (except for “Team
Work” Learning Goal).
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6. TAXONOMIES
"Taxonomy” simply means “classification”, so the taxonomies
provided in the following paragraphs are an attempt (within the
behavioral paradigm) to classify forms and levels of learning3.
3 The content of the tables are adapted from ©Teacher & Educational Development, University of New Mexico School of Medicine, 2005
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6.1 Bloom’s Taxonomy4 Used While Writing Objectives
Bloom’s classification of cognitive skills is widely used in instruction
planning since its creation by a committee of educators chaired by
Benjamin Bloom in 1956.
It identifies three “domains” of learning:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Each domain is organized as a series of levels or pre‐requisites. It is
suggested that one cannot effectively — or ought not try to —
address higher levels until those below them have been covered (it
is thus effectively serial in structure). As well as providing a basic
sequential model for dealing with topics in the curriculum, it also
suggests a way of categorizing levels of learning, in terms of the
expected ceiling for a given program. Thus in the Cognitive domain,
training for technicians may cover knowledge, comprehension and
application, but not concern itself with analysis and above, whereas
full professional training may be expected to include this and
synthesis and evaluation as well5.
4 Bloom B., Taxonomy of Educational Objectives Handbook, 1956
5 From http://www.learningandteaching.info/learning/bloomtax.htm
SDA Bocconi School of Management Assessment Handbook
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Table 1A: Example Action Verbs for Each Level of Learning
Category Example Action Verbs
Knowledge (Recall and Understanding)
Associate Compare Contrast Define
Describe Differentiate Distinguish Identify
Indicate List Name Paraphrase
Recognize Repeat Restate Review
Show State Summarize Tell
Application Calculate Demonstrate Draw Employ
Estimate Give example Illustrate Locate
Measure Operate Perform Prescribe
Record Set up Sketch
Solve Trace Use
Problem‐Solving (Analyzing, Synthesizing, Evaluating)
Advocate Analyze Assess Challenge Compose
Conclude Construct Create Critique Debate
Decide Defend Derive Design Evaluate
Formulate Infer Judge Organize Plan
Propose Rank Recommend Select Suggest
Table 2A: Levels of Thinking/Learning
Category Dimension Definition
Knowledge Recalling Rote recall: Know common terms, specific facts, methods, procedures, concepts, principles
Comprehending Interpolation or interpretation: Understand, estimate future implied consequences, justify methods and procedures
Application Applying Using a concept in a new context: Apply theory, solve problems, construct graphs, demonstrate procedure
Problem‐ Solving
Analyzing Breaking something down and understanding its structure, the relationship between parts, the organizational principles: Recognize unstated assumptions and logical fallacies, distinguish between facts & inferences, determine relevance
Synthesizing Building a structure/pattern from diverse elements: Write well‐organized essay, propose research question, develop plan for solving a problem, formulate a classification scheme
Evaluating Judging the value of ideas, works, solutions, materials: Judge logical consistency, adequacy of data in support of conclusions, value of work by internal & external standards
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Table 3 A: Teaching/Learning Strategies Best Suited for Each Level of Learning
Desired Dimension Suggested Presentational Strategies
Knowing and comprehending
Presentation, lecture, question‐and‐answer, small group discussion, development of learning issues, self‐awareness exercises/tests, review sessions, teaching others, independent study, web‐based instruction
Applying Hands‐on, case study, simulation, role‐playing, action plan, teaching others, direct patient contact, guided practice with feedback, role‐modeling
Analyzing Question‐and‐answer, brainstorming, case study, problem‐solving, trouble‐shooting, role‐playing, article discussion
Synthesizing Case study, writing, concept mapping, theory and model building, teaching others, developing research questions, direct enterprise contact
Evaluating Case study, critical review, self and group assessment/reflection, reflective writing, direct enterprise contact
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6.2 Finks’s Taxonomy6 Used While Writing Objectives
In 2003 Finks elaborated a new taxonomy. Individuals and
organizations involved in higher education are expressing a need for
important kinds of learning that do not emerge easily from the Bloom
taxonomy, for example: learning how to learn, leadership and
interpersonal skills, ethics, communication skills, character, tolerance,
the ability to adapt to change, etc. My interpretation of these
statements is that they are expressing a need for new kinds of
learning, kinds that go well beyond the cognitive domain of Bloom's
taxonomy and even beyond cognitive learning itself. This suggests
that the time may have arrived when we need a new and broader
taxonomy of significant learning.
With an awareness of this need in mind, I have reviewed descriptions
of high quality teaching and learning and have attempted the task of
creating a new taxonomy, one that describes new kinds of significant
learning7.
6 Fink L.D., Creating Significant Learning Experiences, 2003 7 Fink L.D., What is ''significant learning”?,University of Oklahoma, 2003
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Table 1B: Example Action Verbs for Each Dimension of Learning
Dimension Action Verbs Objects
FOUNDATIONAL KNOWLEDGE – What key information, ideas, perspectives are important for learners to know?
Understanding and Remembering, (developing a full understanding of the concepts associated with a subject to a degree that allows explanations, predictions, etc.)
Associate, Compare, Contrast, Define, Describe, Explain, Give example, Identify, Illustrate, Indicate, List, Name, Paraphrase, Predict, Recite, Recognize, Repeat, Restate, Tell
Facts, concepts, theories, relationships, models, perspectives, structures, organizations, purposes, proposals, problems, results, conclusions, plans
APPLICATION – What kinds of thinking, complex projects, and skills is it important for learners to be able to do/manage?
Critical Thinking (analyzing and critiquing issues and situations)
Analyze, Assess, Audit, Catalog, Categorize, Classify, Compare, Contrast, Decipher, Deduce, Derive, Determine, Diagram, Differentiate, Dissect, Distinguish, Examine, Formulate, Hypothesize, Infer, Interpret, Label, Locate, Measure, Organize, Query, Separate, Trace
Ideas, issues, situations, proposals, processes, results, conclusions, theories, assumptions
Practical Thinking (developing problem‐solving and decision‐making capabilities)
Advise, Answer, Apply, Calculate, Certify, Choose, Consult, Debate, Decide, Determine, Diagnose, Evaluate, Give evidence, Judge, Justify,, Predict, Prescribe, Propose, Prove, Rank, Select, Solve, Suggest, Test
Problems, issues, conundrums
Creative Thinking (creating new ideas, products, and perspectives)
Abstract, Adapt, Amend, Author, Compose, Construct, Convert, Create, Design,, Develop, Devise, Discover, Draw, Envision, Experiment,, Fabricate, Imagine, Improve, Refine, Reform, Sketch, Theorize, Transform, Write
Ideas, plans, products, objects, premises, perspectives, models, theories
Managing Complex Projects (being able to coordinate and sequence multiple tasks in a single project/case and/or multiple projects/cases)
Administer, Assign, Coach, Communicate, Complete, Conduct, Coordinate, Delegate, Develop, Evaluate, Facilitate, Follow Up, Guide, Implement, Manage, Organize, Plan, Prioritize, Strategize, Supervise, Summarize, Teach, Time‐line, Train
Tasks, timelines, cases, projects
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Dimension Action Verbs Objects
Performance Skills (developing capabilities in carrying out psychomotor activities)
Conduct, Demonstrate, Do, Employ, Execute, Exhibit, Operate, Perform, Produce, Set up, Use
Procedures, routines, processes, interviews
INTEGRATION – What connections should learners be able to recognize and make within and beyond this learning experience?
Interdisciplinary Learning (connecting ideas, disciplines, perspectives, contexts), Learning Communities (connecting people), Learning and Living/Working (connecting, different realms of life)
Associate, Combine, Compare, Concept map, Connect, Contrast, Correlate, Differentiate, Integrate, Link, Relate, Synthesize
Ideas, disciplines, perspectives, contexts, people, domains, realms
HUMAN DIMENSION – What should learners learn about themselves and about interacting with others?
Relationships (with, peers, supervisors, patients, others), Self‐Authorship (learning to create and, take responsibility for one’s own life), Leadership (becoming an effective leader), Ethics, Character Building (living by, ethical principles), Multicultural Education (being culturally, sensitive in interactions with others), Working as a Member of a Team, (knowing how to contribute to a team), Citizenship (of one’s profession, community,, nation state, other political entity), Environmental Ethics (having ethical, principles in relation to nonhuman world
Acquire, Advise, Advocate, Balance, Be aware of, Behave, Collaborate, Communicate, Comply, Cooperate, Critically reflect, Decide to, Demonstrate, Describe, Educate, Embody, Empathize, Express, Feel confident, Give feedback, Help, Influence, Initiate, Inspire, Interact with, Involve, Lead, Mediate, Mobilize, Motivate, Negotiate, Nurture, Offer, Promote, Protect, Reconcile, Reform, Resolve, conflict, Respect, Respond, sensitively, See oneself as, Serve as role, model, Settle, Share, Show, Suggest, Support, Suspend, judgment, Sustain, Take responsibility, Unite
Ethics, morality, principles, attitudes, values, beliefs, premises, conflicts, personal, social, cultural, and, environmental, implications
CARING – What changes in learners’ feelings, interests, values are important?
Wanting to Be a Good Learner, (wanting to master, achieve high standards), Becoming Excited About a Particular, Activity/Subject (developing a keen interest), Developing a Commitment to Live, Right (i.e., deciding to take care of one’s, health/well‐being, live by a certain code)
Agree to, Be ready to, Commit to, Decide to, Demonstrate, Develop, Discover, Explore, Express, Get excited about, Identify, Pledge, Recognize, value of, Renew interest, Revitalize, Share, State, Take time to, Value
Attitudes, beliefs, feelings, interests, opinions, values
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Dimension Action Verbs Objects
LEARNING HOW TO LEARN – What should learners learn about learning, engaging in inquiry, and becoming self‐directed?
How to Be a Better Learner (engaging in, self‐regulated learning or deep learning), How to Inquire and Construct, Knowledge (how to engage in the scientific, method, historical method, other forms of inquiry), How to Pursue Self‐Directed or, Intentional Learning (developing a, learning agenda and plan, becoming an intentional, learner, becoming skilled in autodidaxy, being a, reflective practitioner)
Construct knowledge about, Describe how to, Develop a learning plan, Frame useful questions, Generalize knowledge, Identify sources and resources, Identify your learning style & barriers, Identify what you need to know, Inquire, Predict performance, Reflect, Research, Self‐assess, Self‐regulate, Self‐monitor, Set a learning agenda, Take responsibility for, Transfer knowledge
Learning, acquisition of knowledge and skills, self‐improvement, self‐direction, accountability
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Table 2B: Levels of Thinking/Learning Category Dimension Definition
Foundational Knowledge
Remembering & Understanding
Knowing common terms, specific facts, methods and procedures, basic concepts, principles; understanding to a degree that allows for explanations, predictions
Application Critical Thinking Analyzing and critiquing issues and situations
Practical Thinking Solving problems and making decisions
Creativity Creating/refining/ inventing new ideas, products, and perspectives
Managing Complex Projects
Coordinating and sequencing multiple tasks in a single project/case and/or multiple projects/ cases
Performance Skills Communicating and performing psycho‐motor activities
Integration Interdisciplinary Learning
Connecting different ideas, disciplines,perspectives, contexts
Human Dimension
Interpersonal Relationships
Establishing effective working relationships with supervisors, peers, patients, and others
Self‐Authorship Creating and taking responsibility for one’s own life
Leadership Being an effective leader
Ethics, Character Building
Developing character and living by ethical principles
Multicultural Education
Becoming culturally sensitive in one’s interactions with others
Working as a Member of a Team
Knowing how to contribute to a team
Citizenship Being a responsible citizen of one’s profession, local community, nation state, and other political entity
Environmental Ethics Having ethical principles in relation to the nonhuman world
Caring Wanting to be a good learner
Wanting to master material, achieve high standards
Becoming excited about a particular activity or subject
Developing a specific area interest
Developing a commitment to live right
For example, deciding to take care of one’s health and well‐being, to live by a certain code
Learning How to Learn
How to be a better learner
Engaging in self‐regulated learning or deep learning
How to inquire and construct knowledge
How to engage in the scientific method, historical method, and/or other forms of inquiry
How to pursue self‐directed or intentional learning
Developing a learning agenda and plan, becoming an intentional learner, becoming skilled in autodidaxy, being a reflective practitioner
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Table 3B: Teaching/Learning Strategies Best Suited for Each Dimension of Learning
Desired dimension Suggested Teaching/Learning Strategies
Foundational Knowledge (understanding, remembering)
Presentation, lecture, question‐and‐answer, large and small group discussion, development of learning issues, independent study, review session, teaching others, game, web‐based instruction
Application (critical & practical thinking, creativity, managing projects, performance skills)
Hands‐on procedure, simulation, case study, role‐play, action plan, teaching others, question‐and‐answer, brainstorming, problem‐solving, trouble‐shooting, journal club, developing research questions, theory and model building, project, critical review, direct enterprise contact, precepting, guided practice with feedback
Integration (connecting ideas, disciplines, people, realms)
What if…, compare and contrast, concept mapping, cross‐disciplinary teams, cross‐disciplinary cases, multiple examples within & across contexts, theory & model building, integrated curriculum
Human Dimension (leadership, ethics, teamwork; social, cultural, political, environmental implications)
Case study, simulated situations, case presentations, working in diverse teams, authentic project, group project, direct enterprise contact, assigned leadership role, debate, journal club (e.g., using ethics articles)
Caring (wanting to succeed, developing a keen interest, making a commitment)
Authentic project, role modeling, self‐selection activity, debate, reflective writing, positive reinforcement, learning prescription
Learning to Learn (becoming a better learner, inquiring & constructing knowledge, being self‐directed)
Self‐assessment, self‐ and peer‐feedback, teaching others, reflective writing, formative assessment, self‐awareness exercise/inventory
SDA Bocconi School of Management Assessment Handbook
28
7. RUBRICS8
Once identified learning goals and learning objectives with their
specific means of assessment, the next step is identifying a scoring
procedure.
A rubric is a one‐or two page document (usually a matrix) that
describes how a program/specific assignment will be assessed and
the expected student learning outcomes according to varying levels
of quality, from excellent to poor. In this way it serves as an
instructional tool as well as an evaluative one, since it gives students
clear indications about how to improve.
We can identify two main components of a rubric:
1. The list of criteria, or "what counts" in a program or
assignment;
2. The gradations of quality, with descriptions of strong,
middling, and problematic students’ work. The gradations
of quality help students to spot weaknesses and give them
concrete ways to improve their shortcomings.
Using rubrics a tool of evaluation has several advantages:
They are easy to use and to explain then simple grades;
They make professors' expectations very clear;
They provide students with more informative feedback
about their strengths and areas in need of improvement
and in turn they support students’ learning and
development;
8 Adapted from http://www.stanford.edu/dept/pres‐provost/irds/assessment/downloads/rubrics.pdf
SDA Bocconi School of Management Assessment Handbook
29
How to design rubrics
Framing a rubric effectively involve a four step process:
1. Identify learning objectives (see paragraph 5);
2. Identify for each objective its dimensions/traits;
3. Select the relevant dimensions; a rubric should fit into one‐
or two pages, or no more than 4 to 8 dimensions. In order to
do this we could:
a. List the identified dimensions;
b. Rank them from the most important to least;
c. Eliminate those who are at the bottom in order to
reach the target number;
4. Articulate the expected outcomes in gradation of quality.
(They answer to the questions “yes, yes but, no but, no”, or
“low performance, average, exemplary performance”)
Example (source AACSB) Oral Communication Evaluation: checklist 1. Preparation/content
a. Opening statement with purpose b. Organization c. Content: currency & relevance d. Quality of slides e. Quality of conclusion
2. Presentation a. Voice quality, pace b. Mannerism c. Professionalism d. Use of media e. Ability to answer questions
SDA Bocconi School of Management Assessment Handbook
30
Example: Oral Communication (source AACSB)
Objectives Low Performance 0‐1 points
Average 2‐3 points
Exemplary Performance 4‐5 points
Earned Points
Organization No opening statement or irrelevant statement. Loses focus more than twice. Does not manage time effectively.
Has opening statement relevant to topic and gives outline of speech. Mostly organized, loses focus only once or twice. Some transitions. Allows enough time to deliver speech, although it could have been better edited.
Has a clear opening statement that catches audience’s interest and gives overview. Stays focused throughout. Has transition statements, ties sections together. Very effective time management.
Content Does not meet assignment requirements, is not current, not objective. Does not use appropriate analysis
Fulfill assignment. Current. Uses appropriate sources and is objective. Reasonable analysis.
Is more thorough than average. Research goes beyond minimum requirements. Strong analysis
Quality of slides
Sloppy and/or unprofessional. May be difficult to read. Many slides are superfluous.
Readable, professional, appropriate number.
Readable, professional, imaginative and/or of high quality (without being a distraction)
Scoring:
10‐19: Does not meet expectations
20‐26: Meets expectations
27‐30: Exceeds expectations
Because rating performance involves human judgment, it is subject
to error, due to personal biases, preceding tasks, and (lack of)
standardization of scoring criteria.
To avoid these common errors,
1. Rate the performance of all students on one task before
going to the next to keep scoring criteria in mind;
2. Whenever possible rate performance without knowledge of
student’s name to avoid halo effects;
SDA Bocconi School of Management Assessment Handbook
31
3. Use multiple raters for high‐stakes decisions; and
4. Train your raters to calibrate their scoring by bringing them
together to review their responses in order to identify
patterns of inconsistent responses.
SDA Bocconi School of Management Assessment Handbook
32
8. DEFINITIONS
Assessment tools: The instruments used to gather data about student learning. Tools can be both quantitative and qualitative. Examples of these tools are: pretests, group problem solving, performances and demonstrations, portfolios, peer observations.
Assessment of Student Learning: An ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. (Angelo, 1995)
Bloom's Taxonomy: The original model developed by Benjamin Bloom that established six different levels of learning:
o Evaluation o Synthesis o Analysis o Application o Comprehension o Knowledge
Classroom Assessment: A simple method faculty can use to collect feedback, early and often, on how well their students are learning what they are being taught. The purpose of classroom assessment is to provide faculty and students with information and insights needed to improve teaching effectiveness and learning quality. (Angelo, 1991)
Continuous Improvement : Continuous improvement processes are ongoing, data‐supported, research‐driven processes carried out by a team for the purpose of improving the effectiveness of work systems and their results.
Criteria: Statements applied to desired skills, attitudes, or knowledge that a student should learn to demonstrate competence. Criteria should be given to the student before an assessment or evaluation is performed.
Curricula Alignment: The process of alignment the work students are doing in one or more classes directly to the achievement of the learning goals.
SDA Bocconi School of Management Assessment Handbook
33
Direct Measures of Learning: Evidence about student learning based on student performance that demonstrates the learning itself. Can be value added, related to standards, qualitative or quantitative, embedded or not, using local or external criteria.
Evaluation: The process of measuring the quality of a work performance, work product, or use of a process against a set of standards and criteria to make a judgment or determination if, or to what level, the standards have been met and students are achieving the instructional objectives.
Fink's taxonomy: Revises Bloom's taxonomy in order to describe several ways in which learning can be significant. Fink defines learning in terms of change: "For learning to occur, there has to be some kind of change in the learner. No change, no learning. And significant learning requires that there be some kind of lasting change that is important in terms of the learner's life".
Formative assessment: The gathering of information about student learning‐during the progression of a course or program and usually repeatedly‐to improve the learning of those students (Leskes, 2002)
Indirect Measures of Learning: Evidence about how students feel about learning and their learning environment rather than actual demonstrations of outcome achievement. Examples include surveys, questionnaires, interviews, focus groups, and reflective essays.
Learning dimensions: The description of the values, attitudes, knowledge, skills and behavior a School is seeking to instill in its students.
Learning goal: Broad statement of desired results, achievement of which is usually accomplished after graduation.
Learning Objective: Specific, measurable step to achieve a goal or outcome
Learning Outcomes: Operational statements describing specific student behaviors that evidence the acquisition of desired knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational objectives of a program, and, ultimately, whether overall program goals are being successfully met. (Allen, Noel, Rienzi & McMillin, 2002)
Program Mission: A holistic vision of the values and philosophy of the program. The program mission needs to be consistent with campus and college missions. The overall question that the mission statement should answer is: What is the overall unique purpose of this program?
Rubric: A rubric is a one‐or two page document (usually a matrix) that describes how a program/specific assignment will be assessed and the expected student learning
SDA Bocconi School of Management Assessment Handbook
34
outcomes according to varying levels of quality, from excellent to poor.
SMART: Acronym for characteristics of good goals, outcomes, and/or objectives: Specific, Measurable, Action‐oriented, Realistic, Time‐Based
Summative Assessment: is the process of gathering of data on student learning, based on specific assessment criteria, at the conclusion of a course, unit, field experience, or program. This data is the basis for judging the quality of student knowledge and skills and can be used for evaluative purposes (grades) and provide feedback for future improvement.
SDA Bocconi School of Management Assessment Handbook
35
9. TEMPLATES
COURSE SYLLABUS TEMPLATE
Master Program XXX – Term/Year
Course Title:
Professor’s
picture
Professor:
E‐mail: Office:
Phone:
Assistant:
E‐mail: Office:
Phone:
Learning Objectives
Course Content
Course Methodology
Course Etiquette
Required Readings
Course Evaluation
About The Instructor – Mr/Mrs
How to get in touch:
Syllabus
Session, Date, time, duration
Title
Session, Date, time, duration
Title
SDA Bocconi School of Management Assessment Handbook
36
Program Directors Annual Report Scheme
Master Program
Annual Report, Year
Master Director
BACKGROUND Demand Analysis
Competitor Analysis
STRATEGY Market target
Program Strategic Positioning
Development aims and goals objectives
PERFORMANCE Value Proposition Analysis (present and future)
How to improve financial performance
AOL Cycle: Closing the Loop (results and future actions)
SDA Bocconi School of Management Assessment Handbook
37
Relevance of each course for the achievement of the program learning goals
Relevance of each course for the achievement of the program learning goals
Program: _______________________________________________
COURSE
Degree of relevance (*)
LG 1 LG 2 LG 3 LG 4 LG 5 LG 6 LG 7
(*) Please insert the degree of relevance as follows: LOW, MEDIUM, HIGH
SDA Bocconi School of Management Assessment Handbook
38
Closing the loop
LGs Objectives Measurements
When Results and
Actions
MANAGEMENT KNOWLEDGE Graduates will be competent in the core functional areas and understand how these areas are integrated (Master the knowledge required to manage organizations)
Acquire proficiency in all functional areas of management
Acquire the ability to integrate the functional knowledge adopting a general management perspective
SDA Bocconi School of Management Assessment Handbook
39
Checkpoint Assessment Format
ASSESSMENT O
F LEARNIN
G O
BJE
CTIVES
MASTER PROGRAM Edition #
PLEASE IN
SERT THE COURSE TITLE
PLEASE INSERT THE PROGRAM LEARNIN
G O
BJE
CTIVE(S)
ASSESSED
PLEASE IN
SERT TIM
E O
F TEST
PLEASE N
SERT FACULTY N
AME(S)
YES/N
O
PROGRAM LEARNIN
G O
BJE
CTIVE(S) ASSESSED:
CHECKPOIN
T:
DATE:
ASSESSORS:
CALL FOR ACTIO
N:
SDA Bocconi School of Management Assessment Handbook
40
Assessment of learning O
bjectives ‐ # X/Y
INSERT THE LEARNIN
G O
BJE
CTIVE A
SSESSED
PLEASE DESCRIBE THE ADOPTED ASSESSMENT M
ETHODOLOGY AND CRITERIA
FAIR (1)
PLEASE GIVE BREAKDOWN BASED O
N THE ABOVE SCHEME AND PROVIDE THE SUPPORTIN
G EVIDENCE FOR THE RESULTS
(EVALUATIO
N O
F EACH STUDENT)
GOOD (2)
%
%
%
EXEMPLARY (3)
Exe
mplar
Good
Fair
PLEASE IN
SERT M
ASETR PROGRAM, #
EDITIO
N AND COURSE TITLE
Learning O
bjective Assessed #1
INSERT LEARNIN
G GOAL ASSESSED
Assessment Meth
odology
Assessment Resu
lts
PLEASE IN
SERT RUBRICS CORRESPONDIN
G
TO THE O
BJE
CTIVE YOU CHOSE
SDA Bocconi School of Management Assessment Handbook
41
Learning O
bjectives: Comments & Actions
Option A:
Since the resu
lts hav
e bee
n in line with exp
ectations, no chan
ge is req
uired for nex
t ye
ar.
(Nonetheless, in order to …
……… there are plans to chan
ge…
.)
Option C:
The results hav
e bee
n in line with exp
ectations, but the follo
wing chan
ges will anyw
ay be undertake
n in the nex
t ed
ition of the
Program
Option B:
Since the resu
lts were not fully satisfactory, in the nex
t ed
ition of the Program the follo
wing chan
ges, w
ith
related goals, will be undertake
n:
i) …
ii) ...
PLEASE IN
SERT M
ASETR PROGRAM, # EDITIO
N AND
COURSE TITLE
SDA Bocconi School of Management Assessment Handbook
42
Example of assessment of Learning Objectives FT MBA35
ASSESSMENT O
F LEARNIN
G O
BJE
CTIVES
MBA 35 FT
Organizational B
ehavior and N
egotiation
Team w
ork and le
adership skills – Obj. 1,2
October‐Nove
mber 20
09
Leonardo Caporarello
YES
PROGRAM LEARNIN
G O
BJE
CTIVE(S) ASSESSED:
CHECKPOIN
T:
DATE:
ASSESSORS:
CALL FOR ACTIO
N:
SDA Bocconi School of Management Assessment Handbook
43
Assessm
ent of learning O
bjectives – 1/2
Display the ab
ility to work with others
The ab
ility of the ca
ndidates to work with others was assessed through spec
ific self assessmen
t tools for beh
avior an
d attitude orien
tation. D
uring the class,
candidates were given a series of team
tasks to perform with the clea
r goal of observing and trying to understan
d group dyn
amics an
d tea
m dev
elopmen
t.
After eac
h sim
ulation theo
retica
l framew
ork for an
alysis was provided and discu
ssed in plenary sessions. At the en
d of the Graduates should display the
ability to work with others dyn
amics an
d tea
m dev
elopmen
t. After eac
h sim
ulation theo
retica
l framew
ork for an
alysis was provided and discu
ssed in plenary
sessions. At the en
d of the co
urse, part of the individual exa
m consisted of an in
dividual analysis of a team
work situation.
FAIR (1
)
Graduates sea
rch to m
inim
ize their
contribution to group activities, in
curring
delay
s, avo
iding commitmen
t an
d tak
ing
a passive stance
.
They do not alway
s reco
gnize other
people’s contribution.
10%
45%
45%
GOOD (2
)
Graduates participate in group activity,
resp
onsibly willingly, tim
ely an
d fruitfully
,
bringing the req
uired contribution.
They know how to relate to people of different
bac
kgrounds & cultures, according the principle
of mutual respec
t & support and fully rec
ognize
other group m
embers’ contribution.
MBA 35 Cohort
Exe
mplary
Good
Fair
12%
43&
45%
MBA 35 FT– Organ
izational Beh
avior an
d Neg
otiation
Yellow Class
Exe
mplary
Good
Fair
EXEMPLARY (3
)
Graduates participate wholehea
rted
ly in group
activity, g
aining other peo
ple’s trust and
ben
evolence
. They know how to leve
rage on
other peo
ple bac
kground and culture to
estab
lish fertile relationsh
ips in terms of
open
ing new persp
ective
, finding new solutions,
raising new stimulating goals. Howeve
r, they
also know when to critica
lly rely on third party
contributions to ove
rcome their own
9%
46%
46%
Assessm
ent Results
Lea
rning O
bjective Assessed #1
Assessm
ent Methodology
Blue Class
Exe
mplary
Good
Fair
Skills
Graduates will work
effectively in tea
ms, using
interperso
nal,
communication and
Graduates should display the
ability to work with others
SDA Bocconi School of Management Assessment Handbook
44
Learning O
bjectives: Comments & Actions
Since the resu
lts were not co
mpletely in line with the targets ex
pec
ted, in the nex
t ed
ition of the program there will be given m
ore
spec
ific task an
d theo
retica
l framew
orks on tea
m structures an
d m
anag
emen
t reducing the im
pac
t of them
es like power and politics on
the module.
MBA 35 FT – O
rganizational B
ehavior and negotiation
SDA Bocconi School of Management Assessment Handbook
45
Assessment of learning O
bjectives – 2/2
Be aw
are of the role and responsibilities of lead
ersh
ip and beh
ave ac
cordingly
The ab
ility of the ca
ndidates to id
entify roles an
d responsibilities and display the ab
ility in conflict reso
lution was assessed through spec
ific self assessmen
t
tools for beh
avior an
d in‐class sim
ulations. After eac
h sim
ulation theo
retica
l framew
ork for an
alysis was provided and discu
ssed in plenary sessions pointing
out the relationsh
ip betwee
n output from the simulation and beh
avior ad
opted. A
t the en
d of the co
urse, part of the individual exa
m consisted of a situation
based m
ultiple choice test an
d in
dividual analysis of a team
work situation.
FAIR (1
)
Graduates understan
d roles an
d
resp
onsibilities of lead
ersh
ip but hav
e a
tenden
cy to eschew them
, may
be
sensing that they are perso
nally not fitted
for the role.
33%
46%
21%
GOOD (2
)
Graduates possess the ability to m
otiva
te,
persuad
e, neg
otiate, resolve conflicts in han
dlin
g
simple m
anag
erial tasks and in small g
roups of
people, w
hilst lack
ing the standing & persp
ective
to do the sam
e when participating to a wider
chan
ge man
agem
ent proce
ss and/or in larger
groups.
MBA 35 Cohort
Exe
mplary
Good
Fair
36%
36%
28%
MBA 35 FT– Organizational B
ehavior and N
egotiation
Yellow Class
Exe
mplary
Good
Fair
EXEMPLARY (3
)
Graduate possesses the ability to m
otiva
te,
persuad
e, neg
otiate and resolve conflicts both
in han
dlin
g sim
ple m
anag
erial tasks and in
lead
ing/participating in a wider chan
ge
man
agem
ent proce
ss.
30%
56%
14%
Assessm
ent Results
Lea
rning O
bjective Assessed #2
Assessm
ent Methodology
Blue Class
Exe
mplary
Good
Fair
Tea
mwork & Lea
dersh
ip
Skills
Graduates will work
effectively in tea
ms, using
interperso
nal,
communication and
lead
ersh
ip skills.
Graduates should be aw
are
of the role and
resp
onsibilities of lead
ersh
ip
and beh
ave ac
cordingly
SDA Bocconi School of Management Assessment Handbook
46
Learning O
bjectives: Comments & Actions
The results were in line with the targets. Howev
er in the nex
t ed
ition of the program m
ore tim
e will be given to class discu
ssion and
simulation. R
eleva
nce will be given to class and tea
mwork participation, red
ucing the sp
ace reserved to theo
ry and m
odeling.
MBA 35 FT – O
rganizational B
ehavior and negotiation
SDA Bocconi School of Management Assessment Handbook
47
Peer Overall Evaluations FT MBA 35
MBA 35 FT
LEARNING GOAL Teamwork & Leadership Skills Graduates will work effectively in teams, using interpersonal, communication and leadership skills.
OBJECTIVES Display the ability to work with others Be aware of the role and responsibilities of leadership and behave accordingly Be able to communicate ideas effectively
SDA Bocconi School of Management Assessment Handbook
48
Assessment meth
odology
Pee
r E
valu
atio
n –
Stud
y G
roup
1st T
erm
Man
ager
ial E
xcel
lenc
e
RA
TE
R: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
CL
ASS
: ___
____
____
____
____
____
____
____
____
____
__
Plea
se p
rovi
de in
the
follo
win
g ta
ble
an o
bjec
tive
eval
uatio
n of
you
r co
lleag
ues
base
d on
obs
erva
tions
you
hav
e m
ade
in th
e va
riou
s gr
oup
mee
tings
an
d du
ring
any
inte
rper
sona
l int
erac
tions
you
may
hav
e ha
d. T
he r
atin
g sc
ale
mus
t be
as
follo
ws:
1=R
arel
y
2=
Som
etim
es
3
=R
egul
arly
4=
Ver
y of
ten
5=A
lway
s
LA
ST N
AM
E O
F T
HE
R
AT
ED
GR
OU
P M
EM
BE
R
GR
OU
P
PA
RT
ICIP
AT
ION
P
ER
SON
AL
C
OM
MIT
ME
NT
G
OA
L
OR
IEN
TA
TIO
N
QU
AL
ITY
O
RIE
NT
AT
ION
C
OM
MU
NIC
AT
ION
SK
ILL
S L
EA
DE
RSH
IP
1.
2.
3.
4.
5.
GR
OU
P
S/
he a
tten
ds t
he g
roup
mee
ting
s, p
arti
cipa
tes
in th
e di
scus
sion
s, p
rovi
des
mea
ning
ful c
ontr
ibut
ions
to
the
disc
ussi
ons,
and
P
AR
TIC
IPA
TIO
N
happ
ily s
hare
s pe
rson
al e
xper
ienc
es, k
now
ledg
e an
d in
form
atio
n. S
/he
prov
ides
sup
port
, as
need
ed, t
o pe
ers
and
colle
ague
s.
P
ER
SON
AL
S/he
add
s va
lue
to t
he g
roup
wor
k th
roug
h an
act
ive
part
icip
atio
n re
leva
nt t
o ac
hiev
e th
e de
sire
d ou
tcom
e. H
is/h
er c
ontr
ibut
ion
CO
MM
ITM
EN
T
is m
atch
ed b
y a
sens
e of
inv
olve
men
t in
the
tea
m p
roce
ss. S
/he
adhe
res
to a
ll of
the
gro
up c
omm
itm
ents
and
agr
eem
ents
.
GO
AL
S/he
is o
rien
ted
to t
he d
esir
ed o
utco
me
and
stri
ves
to p
rovi
de in
put
that
is r
elev
ant t
o th
e de
fine
d go
al.
O
RIE
NT
AT
ION
S/
he c
ontr
ibut
es in
a m
eani
ngfu
l way
to c
reat
e th
e fi
nal d
ocum
ent
(or
outp
ut)
that
is t
o be
pre
sent
ed.
Q
UA
LIT
Y
S/
he is
focu
sed
on t
he q
ualit
y of
the
outc
ome
and
pays
att
enti
on t
o al
l det
ails
to m
ake
the
fina
l res
ult
as p
erfe
ct a
s po
ssib
le.
OR
IEN
TA
TIO
N
Any
nec
essa
ry c
alcu
lati
ons
is p
erfo
rmed
pro
perl
y an
d no
t ov
erdo
ne.
The
foc
us o
n qu
alit
y do
es n
ot s
low
dow
n th
e gr
oup.
C
OM
MU
NIC
AT
ION
S/h
e co
mm
unic
ates
cle
arly
, bot
h ve
rbal
ly a
nd in
wri
ting
. S/
he li
sten
s ef
fect
ivel
y an
d is
tole
rant
of
diff
eren
t op
inio
ns.
SKIL
LS
LE
AD
ER
SHIP
S/
he is
cap
able
of
guid
ing
the
grou
p to
war
d th
e de
sire
d re
sult
s th
roug
h a
bala
nced
peo
ple
and
goal
-ori
ente
d ap
proa
ch.
S/
he is
abl
e to
bui
ld t
eam
spi
rit,
cre
ate
a se
nse
of c
oope
rati
on, e
ncou
rage
inpu
t fr
om a
ll te
am m
embe
rs, a
nd a
chie
ve c
onse
nsus
w
hen
nece
ssar
y. S
/he
is a
ble
to p
ersu
ade
and
infl
uenc
e co
lleag
ues
in o
rder
rea
ch c
onse
nsus
.