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Measures of Success With assurance of learning standards in full force, business educators evaluate how well their assessment plans are working—and where those plans should lead next. by Tricia Bisoux F or many business schools, assessment isn't just an accreditation require- ment; it's a crucial component of higher education. It's also widely mis- understood, say those in assessment circles. They note that some admin- istrators view assessment as a task to check off for accreditation purposes, rather than an ongoing process of continuous improvement. Meanwhile, many faculty view assessment with apprehension—they fear the gathering of data will disrupt their schedules, add to their workloads, or even be used to critique their teaching. Kathryn Martell is the associate dean of Montclair State University's School of Business in New Jersey and a frequent presenter at AACSB International's assessment seminars. Since AACSB put its assurance of learning (AoL) standards in place in 2003, the business school community has made great strides where assessment is concerned, Martell believes. "It's on everybody's radar screen," she says. "When I first began working with AACSB in 2003, the language was new to everybody. Faculty said, 'We do student surveys. We're doing great.' Now they know that those surveys are not appropriate evidence for the purpose of assessment." A long-time advocate for assessment, Douglas Eder now serves as the associ- ate provost of institutional effectiveness at the University of North Florida in Jacksonville. He emphasizes that while assessment activities are now firmly in place, attitudes still need to change. "We must assure faculty that we're not inter- ested in assessment itself," says Eder. "We're interested in what it tells us about what our students are learning." Like many proponents of learning assessment, Martell and Eder believe that schools are doing many things right when it comes to assessment. For example, Martell has seen a dramatic shift in resources, citing that business schools have gone from spending an average of only $5,000 a year on assessment to spending $50,000. Now, schools must put that money to best use by making assessment an integral part of their programs and mindset, she says. More important, adminis- trators and faculty must realize that assessment itself is not the ultimate goal, but a means to a more important end. Closing the Loop Although most business schools have begun assessment in earnest, say Martell and Eder, many have yet to take an all-important next-step: "closing the loop." That is, they fail to use the data they collect to make tangible improvements. In fact, some have yet to finalize their assessment plans. According to AACSB's new standards, schools were to have their assessment plans fully in place by 2007, but many have fallen behind that original timetable. "Few industries are slower moving than academia. Many faculty believe they can debate learning goals for three years," says Martell. "But they have to real- ize that they don't have to approach assessment as they would a research study. 22 BizEd MARCH/APRIL 2008